Wickford Junior School School Improvement Plan

2016-17

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Mission Statement

Our vision is for all children to become independent, motivated learners and responsible citizens.

‘Working for Everyone’

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Introduction This plan establishes our priorities for school development from November 2016 - November 2017 with longer term goals highlighted for the following year.

The purpose of the plan is to identify how we can further improve and develop the work of the school and how we will make best use of the opportunities available to us.

Priorities are identified in relation to the extent in which they: Reflect the distinct nature of our school Maintain and raise standards and increase the rate of pupil progress Improve the quality of teaching and learning Broaden and enrich children’s educational experience Provide for children’s self-esteem and social development Improve facilities for pupils and staff Improve facilities for families and community use Provide good value for money

We have considered priorities for the year in the light of: Outcomes of monitoring and evaluation Advice and guidance from independent and local authority consultants National initiatives and expectations from Ofsted Outcomes from our Ofsted inspection in September 2012

- improve the impact of teaching on higher attaining pupils’ achievement in reading by ensuring work set in lessons is always at the right level

- Ensure monitoring of what the school offers to pupils is more sharply focused on its impact on raising pupils’ academic standards further.

The plan was written in consultation with staff, governors and advisors.

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School Improvement PlanKey Issues

AchievementReading, writing and maths

To maintain attainment at 5% above national averages for RWM and to improve achievement in reading to 5% above national. For 20% of pupils to attain greater depth of learning in all subjects and for each year group and at least in line with national For 85% of children in year 4 and 5 to be in line for expected progress from KS1 results For 100% of children to make up gap between KS1 result and baseline and to be on track for expected progress by end of year 3 Gap between PP pupils and other pupils 5% overall and within 5% for any one subject area Narrow gap between progress of pupils with SEND and other pupils to 20% To narrow the gap between boys and girls achievement and attainment at end of KS to under 10% in all subjects and within 5% for reading,

writing and maths combined

Teaching and Learning For 100% of teaching to be at least good when triangulated from pupil standards, work in books and observations of teaching For teachers to have clear understanding on how to develop mastery in learning for pupils For pupils to show increased resilience through engagement in learning - mindset To ensure pupils receive appropriate challenge in learning to make good progress For learning support assistants to use precision teaching to support pupils To develop marking and feedback to support pupils progress in core subjects To maintain assessment without levels across foundation subjects and monitor standards to ensure in line with core subjects

Leadership and Management

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To monitor new curriculum for breadth and quality of teaching and learning To deepen understanding of use of assessment without levels to support pupil learning For systems for monitoring pupil standards be understood and utilised by all teaching staff To improve the effectiveness of the governing body in challenging appropriately To monitor the progress of all groups of pupils to ensure all groups make good progress and focus maintained on gaps in achievement To develop greater depth assessments in all subjects

Behaviour and Safety e-safety – to ensure pupil understanding is robust Health and Safety – to ensure school is compliant with current legislation To continue to develop pupils’ resilience in learning Behaviour – to ensure pupils have understanding of British values – development of Rights Respecting School Award

Safeguarding (including Attendance) To ensure school safeguarding is robust To achieve 97% attendance and to narrow gap between pupils in receipt of pupil premium and others to 0.5%

From Previous Inspection To ensure that higher attaining pupils in reading are appropriately challenged (see reading) Ensure monitoring programme focuses on pupil learning, not on teaching (see leadership and management)

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Wickford Junior School – School Improvement Plan 2016 - 17The Achievement of Pupils 2012-15

Standards2012-15

2012L4+

2013L4+

2014L4+

2015L4

2012L5+

2013L5+

2014L5+

2015L5+

Reading 82 82 90 95 42 44 47 56Writing 82 82 81 88 34 30 33 25

GPS - - 82 83 - - 49 59Maths 82 83 89 93 47 26 42 38

Progress2012-15

20122 levels +

20123 levels

20132 levels +

20133 levels

20142 levels +

20143 levels

20152 levels

20153 levels

Reading 77 16 79 19 85 19 95 28Writing 83 20 91 17 85 17 88 15 (16 from BL)Maths 83 27 86 15 91 28 94 14 (18)

The Achievement of Pupils 2106

Standards 2016 Score of 100 – in line with national expectations

National score of 100 – in line with expected

School v National/Essex

School Score of110+

National Score110+

DisadvantagedV Essex dis and nat all

SENDV Essex(No national)

BoysV national

GirlsVNational

School boys v girls

Reading 67 66 +1/-In line

18 19In line

58/52 +6National -8

36/25 +11 60/62-2

75/70+5

60/75Girls +15

Writing 84 74 +10/+6Sig Above

16 15In line

79/63 +16National +5

36/28 +8 77/68+9

93/82+12

77/93Girls+16

GPS 77 72 +5/+3Above

23 23In line

67/59 +8National -5

36/25 +11 72/67+5

84/78+6

72/84Girls +12

Maths 82 70 +12/+11Sig above

19 19In line

71/57 +14National +1

55/30 +25 90/70+20

73/70+3

90/73Girls -23

Reading, writing and maths combined

63 53 +53/+8Sig above

n/a n/a 50/38 +12National -3

18/12 + 6 63/50+13

68/57+11

63/68Girls +5

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Current progress year 3-6 (on target to achieve See assessment file for further information

Year Working at age expected level (October 16) Working above expected level (June 16)Reading Writing Maths Reading Writing Maths

3 Base/Oct 52/77 52/74 55/77 20 8 164 75 75 69 21 17 215 77 79 80 10 8 206 79 84 78 39 32 31

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AchievementPriorityReading, writing and mathsTo maintain attainment at 5% above national averagesGreater depth of learning to be 20% in each year group (and at least in line with national)For 85% of children in year 4 and 5 to be in line for expected progress from KS1 resultsFor 100% of children to make up gap between KS1 result and baseline and to be on track for expected progress by end of year 3Gap between PP pupils and other pupils 5% overall and within 5% for any one subject areaNarrow gap between progress of pupils with SEND and other pupils to 20%To narrow the gap between boys and girls achievement and attainment at end of KS to under 10% in all subjects and within 5% for reading, writing and maths combinedCurrent situation (Oct 16) Success criteria

See pupil progress data above

Year 3 baseline validated by independent advisor October 16

Standards improved over 3 years from 2012 – 15 in reading, writing and maths.

Standards in 2016 show reading, writing and maths 10% above national averageWriting, GPS and maths all above average whilst reading is in line (+1%)

Number of pupils achieving higher attainment score of 100+ in line with national average

Gap between pupil premium pupils in reading, writing and maths -3% against national (1 child)

Gap between boys and girls at end of KSReading Girls +15% (75%), Writing Girls +12% (93%), GPS Girls +12% (84%), Maths Boys +23% (90%), RWM – Girls +5% (68%)

Taking account of their starting points, the proportions of pupils making and exceeding expected progress compare favourably with national figures

85% of pupils make expected progress in reading, writing and maths at end of KS

20% of children making greater depth of learning

Termly tracking shows % of pupils in line for expected progress and attainment remains in line to attain targets

Gap between SEND and other pupils to narrow to 20%

Gap between pupil premium pupils and other to narrow to within 5% within each subject and within 3% overall

Gap between boys and girls narrowed to under 10% all subjects

Work scrutiny shows that pupils are making good progress over time

Monitoring of progress shows good progress over time from books, teaching, pupil attitudes to learning and formal assessment

Strategy/Action Time scale Cost and Who Monitoring and evaluation

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resources To be updated termlyHalf termly pupil progress meetings to review progress of all groups of pupils and intervention plans adapted in light of this. Focus on gender, disadvantaged and more able progress

Review of impact of interventions and adjust accordingly

Ongoing assessment of year 3 attainment and programme put in place to make up gap between KS1 and baseline

Continue to use Read, Write Inc group daily to support underachieving pupils

Formal assessments termly to ensure pupils progress secure

Differentiation in planning ensures appropriate challenge for all pupils and accelerates progress for more able

Identify impact of teaching on all groups of learners

Work scrutiny and planning analysis to inform actions for raising standards and accelerating progress

Monitoring of progress to be ‘triangulated’ from observations, teacher ongoing assessment, formal assessment and quality of pupils work

Development of marking and feedback across staff to ensure consistency and impact of approach.

Continue to develop marking and assessment by LSAs

Use of precision teaching to quickly manage misconceptions in learning

Develop assessments for greater depth of learning across foundation subjects

Every half term

Half termly

Half termly

Half termly

Termly

Ongoing

Half termly

Ongoing

Ongoing termly

Ongoing

Ongoing

Ongoing

July 17

Leadership time£10,000 (in budget)

As above

Teacher support£10,000

As above

£2000

-

From SMT meeting

From SMT meeting

From SMT monitoring

Cover for SMT to support

Cover£500

Within existing budget

-

SMT

SMT

SMT

SMT/y3 leader

SMT

All teachers

SMT from PP meetings

SMT

SMT

All teachers

SMT

SMT

All teachers/Ass leader

Autumn 16Pupil progress meetings have taken place and interventions agreed.

Interventions are monitored for impact and adjusted if necessary.In place – assessment shows gap has been closed for most pupils. (see assessment file)

Continuing

Ongoing.

Ongoing

Ongoing,

Ongoing – see monitoring notes

Ongoing.

Ongoing – next step marking supports learning.

Review – spring inset.

In place.

Not in place – review with staff.

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Teaching and learningPriorityFor 100% of teaching to be at least good when triangulated from pupil standards, work in books and observations of teachingFor teachers to have clear understanding on how to develop mastery in learning for pupilsFor pupils to show increased resilience through engagement in learningTo ensure pupils receive appropriate challenge in learning to make good progressFor learning support assistants to use precision teaching to support pupilsTo develop marking and feedback to support pupils progress in core subjectsTo maintain assessment without levels across foundation subjects and monitor standards to ensure in line with core subjectsCurrent situation (Oct 16) Success criteria

Teaching is judged over time in line with Ofsted expectations.Teaching was graded as good at last inspection.

Monitoring shows teaching and learning was good over 2015-16 academic year.

Work on marking has significantly improved impact and pupil understanding of next steps.

Banding assessment programme is now embedded.Foundation assessments in place and show good understanding across the curriculum.

Pupils in line at end of KS2 for 2016 in line for reading and above in all other areas.RWM 10% above national average

LSAs have received training in delivering precision teaching.

Balance across subjects and development of creativity in the curriculum supported including Take One Picture Arts Week and participation in Creative Writing Through the Arts project

Triad working with Abacus, Wickford Infant School and Castledon into second year.New spelling programme introduced.

Teaching in all subjects is good with a growing number outstanding (30%) LO forms clearly identify areas for improvement which are met at next

observation Teaching profile are maintained and give teachers ongoing areas of strength and

to develop For pupils to gain mastery in learning across core subjects. To have in place criteria across foundation subjects which show attainment of

mastery Pupils resilience improved – shown through amount of work in books,

engagement in observations Work scrutiny shows pupils moved on to next steps in learning quickly where

possible 85% of pupils in line for expected progress in core subjects Gap between PP pupils and other pupils under 5% Greater depth of learning 20% across all years and subjects Consistency in marking and pupils responses clearly seen in books Pupils’ work shows improved engagement through quantity of work and progress

from next step comments Completion of Creative Writing project, development of Take One Picture into

second year Foundation assessment shows 90%+ pupils making expected progress in all

subjects Spelling programme enables pupils to use learned spellings consistently in their

work. Triad working supports teaching practice in maths

Strategy/Action Time scale Cost and Who Monitoring and evaluation

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resources To be updated termlyTeacher learning profiles maintained and give clear indication of strengths and weaknesses

To develop understanding and use of mindset across the school – supported by LA programme particularly the mindset of disadvantaged pupils

To improve mastery in maths and challenge to deepen learning (see maths plan

To develop assessment procedure for mastery across foundation subjects

Continue to develop use of precision teaching to enable children to resolve misunderstanding in learning

Individual CPD to improve consistency in marking and feedback across the school supported by termly staff meetings to share practice

Update foundation assessments termly to ensure progress maintainedand provide clear focus where subject progress is not in line with expectation through meeting with subject leader and annotating appropriate section of SIP.

Use of school advisor to undertake climate walks, lesson observations to validate school judgements

Ongoing

Ongoing

By July 17

July 17

July 17

Ongoing

Ongoing

3 visits over year

Within budget

£3000

£1000

-

Use of LSA time

Use of SMT time

SMT to monitor

£1500

HT

All teachers

Maths leader

Subject leaders

Teachers/LSAs

LA/SMT

SMT

HT

Autumn 16Profiles are regularly updated and forwarded to teachers

Mindset programme has been booked and commences during Spring term.

Ongoing.

To develop over coming two terms.

In place – ongoing.

Need to discuss at SMT to focus further on individual development.

Assessments completed in Autumn term.

Ongoing – Sue Cox visited in Autumn term twice.

Leadership and management

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Priority

To monitor new curriculum for breadth and quality of teaching and learningTo deepen understanding of use of assessment without levels to support pupil learningFor systems for monitoring pupil standards be understood and utilised by all teaching staffTo improve the effectiveness of the governing body in challenging appropriatelyTo monitor the progress of all groups of pupils to ensure all groups make good progress and focus maintained on gaps in achievementCurrent situation (Oct 16) Success criteriaGraded as good at last inspection.Monitoring of provision has changed in line with Ofsted focus on teaching over time. Governors receive termly updates on pupil progress in standards and have improved understanding of this.Deputy teaching two days per week in year 3.Initial work on amalgamation with infants – due to proceed for September 2018Development of governance across both schools and includes governors from both now attending meetings of both schoolsOne middle leader has completed NPQML

Teaching and learning is consistently good as a result of accurate monitoring and effective appraisal systems. CPD is closely matched to the needs of school and staff

All leaders are highly ambitious for the pupils and lead by example Efficient management of resources leads to effective deployment of staff Pupils make expected progress due to the robustness of school monitoring

programmes and focused interventions Governors can articulate the school priorities and show understanding of how

actions taken impact on learning Governors robustly hold senior leaders to account of all aspects of school

improvement Through highly effective planning and controls governors ensure financial

stability SEND provision is robust 20% of children achieving greater depth of learning evidenced through

assessment programmeStrategy/Action Time scale Cost and

resourcesWho Monitoring and evaluation

To be updated termlyMonitoring of new curriculum through planning, review of schemes of work and observations

Staff CPD to review effectiveness of Assessment without levels(see assessment)

Ongoing triangulation of observations, pupil work and formal assessment

Ongoing

Termly in staff meeting

Ongoing

In budget

-

-

SMT

DHT

SMT

Autumn 16Ongoing

Ongoing

Ongoing and placed into teacher profiles.

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Strategy/Action Time scale Cost andresources

Who Monitoring and evaluationTo be updated termly

Maintain Middle leader involvement in SMT discussions and to play key role in pupil progress meetings

Termly updates to governors on pupil progress with clear focus on closing gaps

Governor visits at least termly with focus on core strategic development

Continue support for governors in understanding of school progress data from baseline and KS1 assessments

Staff CPD to develop mindset learning for pupils

To focus on progress of disadvantaged, more able disadvantaged and more able pupils in PP meetings

To develop mastery across foundation subjects through development of clear criteria for higher level learning

Half termly

Termly

Termly

Termly

Till June 17

Ongoing

July 17

-

-

Leadership time

-

£3000

-

-

SMT

DHT

Govs

HT/DHT

HT

SMT

Subject leaders

Ongoing – Middle leaders invited to relevant SMT meetings to improve expectations

Termly update given in curriculum meetings

Governor visits take place regularly but not from all governors.

Explained at curriculum meetings

Training starting Jan 17

PP meeting Autumn 2 focused on PP pupils.

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Behaviour and safetyPrioritye-safety – to ensure pupil understanding is robustHealth and Safety – to ensure school is compliant with current legislationTo continue to develop pupils’ resilience in learningBehaviour – to ensure pupils have understanding of British values – development of Rights Respecting School Award

Current situation (Oct 16) Success criteriaGraded as good at last inspection. Learning behaviour is good. Safeguarding procedures are in line with expectations and staff training is up to date – last whole school safeguarding training was delivered in September 2016 for all staff and for governors with catch up sessions for new staff over the term (2 sessions) School has focused on improving pupil resilience in learning and learning behaviours. First Aid training given to all staff in January 2015Anti-bullying ambassadors introduced Summer term 2016Annual meeting for parents on e-safetyNew ICT leader has attended accredited e-safety trainingSchool monitors behaviour and informs parents where concernsTwo one day exclusions in 2015-16.

Pupils feel safe in school at all times. Pupils they are clear on what is safe and unsafe and area aware of how to keep

themselves safe – including when using technology Pupils feel safe in school. The school maintains robust procedures for supporting

pupils Behaviour and learning behaviour are good Maintain behaviour records and letters/meetings with parent as necessary –

improvement in individual pupils behaviour over time

Strategy/Action Time scale Cost andresources

Who Monitoring and evaluationTo be updated termly

E-safety to be strengthened across the school through coherent scheme of work

Parent session in e-safetyPupil session internet safety to be delivered by ‘Two Johns’

Continue to review attendance half termly and to review attendance under 95% and challenge where in danger of becoming persistent absence

Class teachers to ensure pupil absence is followed up by SMT by reporting concerns

Ongoing

Feb 17November 16

Ongoing

Ongoing

£1000

Included above£400

£2000 admin time

-

ICT leader

Debbie SchofieldHT

Office manager/HT

All teachers

Autumn 16New policy written to be ratified Jan 17. Scheme of work in placeTwo Johns session took place as planned for all years. Parent session in February.

Attendance monitored and parents where concerns written to for appointments.

CT inform of concerns at pupil progress meetings or through notifying HT

Strategy/Action Time scale Cost and Who Monitoring and evaluation

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resources To be updated termlyHalf termly reports to governors on health and safety – termly governor walks round school

British valuesTo review SMSC provision to ensure pupils have explicit learning through assemblies, P4C and in curriculum to develop

- Compassion- Understanding and celebration of diversity- Tolerance- Social awareness

To monitor incidences of discrimination, bullying, racism, homophobia, report to governors and evidence actions taken in light of incident

Half termly

Ongoing

Ongoing

Admin - £500

SMSC scheme of work £1000

-

HT/Govs

PSHE leader/HT

HT

HS reports at each Premises meeting. Termly governor walk round took place in December 16.

Ongoing

Ongoing – during Autumn term no reported incidents

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Literacy - ReadingPriorityTo increase attainment by end of key stage to 5% above national average (2016 67%, national 66%)To increase attainment of higher achieving pupils to 20% or at least in line with nationalFor 90% of children in year 4 and 5 to be in line for expected progress from KS1 resultsFor 100% of pupils achieving 2a/expected level at KS1 to achieve w+ or above by the end of the current year.For 100% of children to make up gap between KS1 result and baseline and to be on track for expected progress by end of year 3To maintain gap between PP pupils and other pupils at under 5% (2016 -8% )To narrow the gap between boys and girls reading to below 10% by end of Key Stage 2Narrow gap between expected progress of pupils with SEND and other pupils to 20%For more able readers in all year groups to be challenged in order to secure masteryCurrent situation (Oct 16) Success criteria2016 SATs results 67%. Despite dip in results in 2016 due to new assessment procedure, results have been above national average for past three years and are in line this year

Daily reading lessons for all pupils – reading skills explicitly taught

Read, Write, Inc sessions in years 3, 4 and 5for under attaining pupils

Book clubs for more able readers in years 4 to 6, with year 3 to begin after first term.

Improved strategies for developing engagement with reading e.g Bug Club, Keep on Reading, reading ambassadors, reading award (2016 participation at highest level with 94% participation and 73% Gold or Gold Plus, both up 5% on previous year)

Assessment without levels banding system in place across the school, with tests used to support teacher judgements using evidence sheets.

July issues:Year 3 : boys (-7% gender gap), PP (-7%)Year 4 : -4% on track compared to end of KS1 ; ensuring more able are challengedYear 5 : Boys ( -5% gender gap), PP (-5%)

90% of children close the gap on KS1 assessment and working at year level band W or above.Progress is in line with national85% of pupils working at year level band W or above at the end of each yearTermly tracking shows % of pupils in line for year level band W or above remains in line to attain targets20% of children achieving greater depth of learning evidenced through assessment programmeGap between SEND and other pupils to narrow to 10% over two years.Monitoring evidences that teachers enabled in marking is effective in ensuring pupils make progress over time

Independent reading tasks in class used as part of ongoing assessment for reading. Minimum of two independent written tasks per week in reading activity books to provide evidence for ongoing reading assessment.Work scrutiny shows that pupils are making good progress over timeStaff able to accurately and confidently assess all pupils within banding system. Banding sheets for assessment kept up to date, dated and including any relevant annotations

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Strategy/Action Time scale Cost andresources

Who Monitoring and evaluationTo be updated termly

Daily reading lessons for all pupils.

Reading focus for each class, based on data analysis from most recent assessment and reading banding evidence folders. On display in each classroom. Changed as appropriate to needs of pupils.

Additional 1:1 reading sessions tuition, small groups for fluency/comprehension.

Year 4 extra sets based on Read, Write Inc. group (three days a week) to enable pupils with poor phonic skills to make up gaps in learning. Continued in year 5 for pupils with SEN as necessary.

Extension groups for more able readers in Year 4,5 and 6. Year 3 group to begin following G and T register update January 2016

Strategies for engaging and motivating pupils : reading stocks improved for all classes, Bug Club used at home and school, Keep On Reading project in Years 3 and 4, Reading Ambassador peer support project, Spring Term reading challenge award, World Book Day activities, regular visits to local library, regular photograph competitions, class reading book, reading corners and displays

Identify and monitor underperforming groups through regular data analysis and provide appropriate support

Monitoring quality of teaching and learning in reading through planning, books scrutiny and lesson observation.

Monitor use of reading banding assessment sheets for guided reading to improve pupil understanding of next steps in their learning

Ongoing

Ongoing, updated termly

Ongoing

Ongoing

Ongoing

Ongoing – review termly

Ongoing half termly from

pupil progress

Ongoing

Jan 16

-

-

Use of LSA and teacher time

Use of teacher time

Use of teacher time£100 for new books

£1000

Use of teacher time

-

-

Teachers

Teachers/Lit leader

Lit leaders, yr leaders/teachers

Lit Leader, y3 leader/SMT

Lit Leader/Y5 and 6 leaders

Teachers

Lit Leader/SMT/teachers

SMT

Lit leader

Autumn 16Ongoing. Monitoring arranged 9th March.

Each class has identified strengths/weaknessesbased on both formal and ongoing assessment completed Nov. 2016. VS used to create year group summaries of strengths, areas to develop and next steps in order to fill these gaps (see separate document). Year leaders to implement and discussion/progress in these areas a focus for pupil progress meetings.Class focus on display in all classes.

See updated reading tuition annotated targetsheets on server. Impact of 1 to 1 discussed at pupil progress. See updated list for Spring tuition.

TRM RWI groups to continue. Currently Year 5 RWI group under review with LR/VS

VS Year 4 and JA Year 5 more able reading groups completed Dec. 2016. Year 3 more able group to be finalised- group to work with VS with view to Bromfords students supporting on return in Spring term. TF more able Year 6 group ongoing?

KOR ongoing. Reminder to staff to encourage use of Bug Club and use for shared reading sessions. January reading challenge award and photograph competition begun. New reading ambassadors trained and monitoring shows sessions running successfully. Visiting non-fiction author Ian Macdonald booked for sessions with all year groups

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16th/17th January with a focus on engaging boys with reading. CTs all reading non-fiction books as class reading book at beginning of Spring term to encourage chn to choose a range of text types/engage boys.

Groups identified through data analysis = see most recent data. See also pupil progress notes/tuition . TERRY _ DO YOU WANT MORE SPECIFICS HERE?

VS to carry out reading pupil perceptions and monitor reading planning Spring term. SMT book scrutiny and banding assessment folder monitoring arranged.

Literacy - Writing

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PriorityTo maintain attainment by end of key stage to significantly above national average (2016 - 84%, national 74 %)For 85% of children in year 4 and 5 to be in line for expected progress from KS1 resultsFor 100% of pupils achieving 2a/expected level at KS1 to achieve w+ or above by the end of the current year.For 100% of children to make up gap between KS1 result and baseline and to be on track for expected progress by end of year 3To maintain gap between PP pupils and other pupils at under 5% (2016 -5% )To narrow the gap between boys and girls writing to below 10% by end of Key Stage 2Narrow gap between expected progress of pupils with SEND and other pupils to 20%For more able writers in all year groups to be challenged in order to secure masteryAt least 20% of children achieving greater depth of learningCurrent situation (Oct 16) Success criteria2016 SATs show writing attainment significantly better than national average (84% / 74%) , maintaining high standards

July 2016 issues:Year 3 writing, has -4% on track compared to end of KS1 data (no gender/SEN gap and PP +6)Year 4 : boys (-5% gender gap), PP underperforming (-7%)Year 5 : boys significantly behind girls ( -19%)

GPS data analysis shows children losing significant marks in spelling. Also children not all able to use access GPS vocabulary.

The proportions of pupils making and exceeding expected progress compare favourably with national figures at end of KS290% of children close the gap on KS1 assessment and working at year level band W or above.20% of children achieving greater depth of learning evidenced through assessment85% of pupils working at year level band W or above at the end of each yearTermly tracking shows % of pupils in line for year level band W or above remains in line to attain targetsPupils gaining 2a or w/w+ at KS1 to be working at band S/w+ by end of year to ensure good progress ongoing throughout KS2Planning scrutiny (including coverage across year), book monitoring and lesson observations.Pupils assessed for GPS skills in line with new curriculum, as part of banding in ongoing writingIn GPS, taking account of their starting points, the proportions of pupils making and exceeding expected progress compare favourably with national figures (+5% min)All pupils secure at all phonic phases by the end of Year 3.Ongoing assessment of phonics in Year 3Book monitoring. Consistency of marking across classes and year groups. Pupils’ work show how feedback has been used to improve learning outcomesWeekly book scrutiny in year groups to ensure consistency and effectiveness of marking across year group.Pupils can talk about how marking helps them improve their workWork scrutiny shows that pupils are making good progress over timeStaff able to accurately and confidently assess all pupils termly within the new tick sheet system.

Strategy/Action Time scale Cost and Who Monitoring and evaluation

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resources To be updated termlyTopic approach so Literacy lessons linked to other curriculum subjects as much as possible. At least one task a week in Foundation subjects to be taught and marked with a Literacy focus using success list.

Writing focus for each class based on ongoing writing banding assessments (tick lists), changed as appropriate to needs of pupils.

Additional 1:1 tuition and group writing sessions. Interventions to be run over Year 3 and 4 additional set , small group (based on RWInc and whole class Literacy unit) to enable pupils with poor writing skills to make up gaps in learning

Quality First strategies for engaging and motivating pupils : Talk for writing, role play and S and L strategies, topic based writing tasks, creativity in planning tasks to ensure children enjoy them, use of trips and visitors to school to inspire writing, writing for a variety of real life tasks and purposes, World Book Day activities, father and son sessionsIdentify and monitor underperforming groups through regular data analysis and provide appropriate support

Ensure engagement and progress for boys’ writing in Year 6. To be addressed through pupil progress meetings, choice of topics ( eg WWII) (See above)

Track pupils achieving 2A at KS1 to ensure they are making good progress throughout KS2 (based on analysis of termly data). Discussion at pupil progress meetings. Monitored regularly through book scrutinies.

Ensure GPS skills taught throughout the school through the teaching of Literacy/topic lessons through monitoring of planning/book scrutinies.

Literacy Skills boards with definitions of GPS vocabulary appropriate to year group on display in each class and referred to as part of Literacy and other lessons when relevant.

Quality First strategies for engaging and motivating pupils : Talk for

Ongoing

Ongoing – immediate

Reviewed half termly

Ongoing

Ongoing

Ongoing half termly

Ongoing

Ongoing

Ongoing

NS

-

Within budget

-

-

-

-

-

Year leaders

Year leaders/Lit leader

Lit leader/SMT

Lit leader/Year leaders

Lit leader/SMT

Lit leader/teachers

Lit leader/teachers

Teachers

SENCO/Lit

Autumn 16GMT monitoring Nov. 2016 shows evidence of clear cc links and topic work being marked with Literacy focus. Less evidence for other foundation subjects e.g. Science. Year leaders to address following meetingEach class has identified strengths/weaknesses based on both independent writing tasks and ongoing writing in class completed Nov. 2016. VS used to create year group summaries of strengths, areas to develop and next steps in order to fill these gaps (see separate document). Year leaders to implement and discussion/progress in these areas a focus for pupil progress meetings.Class focus on display in all classes. Chn using ‘What makes good writing in year …’ sheets in independent writing books to support identifying target areas and editing.

See updated reading tuition annotated target sheets on server. Impact of 1 to 1 discussed at pupil progress. See updated list for Spring tuition.

RWI writing groups with TRM and DD to continue.

Lesson observation shows QF startegies in use across school, with chn observed as being on task and engaged eg cine-literacy. Successfuluse of range of resources relevant to chn (see Dec Year 6 observations). Ian Macdonald leading writing activities for all pupils on visits in December, focus on non-fiction and engaging boys.

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writing, role play and S and L strategies, topic based writing tasks, creativity in planning tasks to ensure children enjoy them, use of trips and visitors to school to inspire writing, writing for a variety of real life tasks and purposes, World Book Day activities, father and son sessionsIdentify and monitor underperforming groups through regular data analysis and provide appropriate supportEnsure engagement and progress for boys’ writing in Year 6. To be addressed through pupil progress meetings, choice of topics ( eg WWII)

Improve standard of spelling across the school. Purchase of new RWInc spelling scheme with individual pupil work books across the school. Two – three 15-20 minute spellings sessions per week in Literacy lessons/ EMW.Staff to set high expectations for children’s spellings. Additional phonics/spelling sets in year 3 to ensure all pupils secure by end of year 3.

All staff to continue using pink/green/purple marking system in line with school marking and feedback policy.

Termly formal monitoring of teaching in Literacy lessons plus regular book scrutiny. To ensure ongoing scrutiny for teachers to enable them to meet expectations in marking.

Monitoring of pupils’ learning and progress in class work and independent writing through monitoring in year groups. Also writing assessment moderation meeting for all Wickford schools (date TBC) and KS1 moderating session (Summer, date TBC)

All staff to use banding system (tick lists) to assess pupils’ writing

Ongoing

Ongoing

Ongoing

Ongoing

Ongoing

Ongoing

-

Within budget

Within budget

-

leader/teachers

Teachers/Year 3 leader/Lit leader

Teachers

SMT

SMT

Teachers

SMT

Groups identified through data analysis = see most recent data. See also pupil progress notes/tuition .

All year group using spelling activity books (Year 3 began after half term) VS to discuss impact with teachers and pupil perception groups. Additional year 3 phonics groups ongoing as needed.

Marking continues to be a focus of monitoring in book scrutinies and as part of lesson observations. Consistently implemented across the school. Year leaders have fed back to staff. about any specific issues eg ensuring chn are given time and opportunity to go back and address green comments.

Teaching and learning observed by VS of a consistently good standard. See monitoring notes.

Moderation meeting arranged Wed. 15th March

Writing banding assessment ongoing, with CTs marking each piece to specific objectives,enabling areas of strength/to develop are easily recognised. Year 6 using sheets February onwards as evidence for end of year banding.

Maths

21

PriorityFor 85 % of children in years 3, 4 and 5 to be age-related expectations (w or above)For % of children attaining expected level to be at least in line with nationalFor 20 % of children attaining higher than expected progressGap between PP pupils and other pupils under 5%Improve girls attainment in mathsTo provide opportunities to show mastery across different areas of mathematicsTo develop understanding of mastery for both pupils and teachersEnsure closing the gap analysis and ongoing teacher assessment supports pupil progressImprove times tables skillsCurrent situation Success criteriaY6 maths 2016 showed 82% scored 100+ (national 70)19% above (national 19%)Boys and girls performed above national but boys +23% above girls)Yr 3 – Baseline 55/Oct 77 in line, 16 aboveYr 4 – 69 expected/21 aboveYr 5 – 80 expected/20 aboveYr 6 – 78 expected/31 above

Mastery – staff development ongoing and evidence found in books of higher level problem solvingYear 6 Times tables trainers being trained up to support year 3Year 5 set teachers arrange EMW across the year

For 85% of children to be in line for expected progress by end of academic year. Evidence of catch up activities clearly shown in pupils work via use of precision teaching, small group work and differentiation in planning

Evidence of mastery in learning maths concepts through pupil work and discussion

20% of children achieving greater depth of learning Increasing fluency of times tables evident from teacher records Gap between PP pupils and other pupils under 5%

Strategy/Action Time scale Cost andresources

Who Monitoring and evaluationTo be updated termly as stated

Evidence gathered via triangulation monitoring shows teaching of maths consistently at least good

Teachers to use half-termly closing the gap assessments and band objectives to form teacher assessment of attainment and track pupil progress.

Track strengths and weaknesses to inform staff CPD

Develop mastery within the maths curriculum – ensure pupils are exposed to problems that require deeper thinking and application of skills.

Half termly

Half termly

Half termly

Ongoing

-

-

-

HT/Maths leader/SMT

Teachers

Maths Leader

Maths leader/teachers

Autumn 16Met with SY to discuss raising expectations for attitudes and task completion in her set. ED being dealt with by TF

Y3 found some objectives on the test hadn’t been taught so will move next ½ term’s test to last week to get more accurate information

Year groups now need to complete ‘so what…’Staff Meeting 14/11/16 re: recording answers to problem-solving to show reasoning and the

22

Promote and celebrate reasoning to make pupils more fluent in the use of vocabulary – staff meetings to support

Promote maths within the school outside of maths lessons ((use of year 6 to mentor y3 x tables maths, x table trainers photos, displays around the school, cross curricular activities)

Evidence gathered via triangulation monitoring shows appropriate challenge for higher attaining pupils

Termly formal monitoring of teaching in maths plus book scrutiny. To ensure ongoing scrutiny for teachers to enable them to meet expectations in marking

Use of precision teaching to support pupils progress and misconceptions

Review interventions for impact – booster/1:1 tuition

Staff to be aware of differences in attainment and progress of boys and girls and to support appropriately to close gap between groups

As above

Ongoing

OngoingOngoing

Ongoing

Ongoing

Ongoing – half termly

Ongoing

-

-

Leader non-contact x 19 days = £2000

-

-

-

Teachers

Maths leader

SMTTeachers

Maths leader

Teachers/LSA

SMT

Teachers/SMT

challenge of the problem set

Xtables training began in Autumn 2, xcurric maths in Y3Alfie Hargreaves being used to tutor/buddy Callum Barfoot

Good in Autumn

Seen in informal book monitoring

LG&DD to attend training for Y3 intervention to improve number fluency

Pupil Premium Support (Disadvantaged Pupils)Aims:

23

To narrow gap between disadvantaged pupils and others to 5% across the curriculumTo track and monitor progress of pupils in receipt of Pupil Premium, including more able pupilsTo narrow the gap in attendance between pupils in receipt of pupil premium and others to 1%For pupils to show increased resilience through engagement in learningTo ensure pupil premium funding is effectively used to improve outcomes for pupils

Current situation (Oct 16) Success criteria2016 SATsReading -8% national for all pupils, Writing +5 against national, GPS -5%, Maths +1% RWM combined -3% (One child = 4%).Current dataY6 Reading -7, Writing -13, Maths +7 (One child = 5%)Y5 Reading 0, Writing -2, Maths +6 (One child = 8%)Y4 Reading -4, Writing -3, Maths -3 (One child = 7%)Y3 Reading -30, Writing -12, Maths -15 (One child = 13%)Half termly pupil progress meetings include discussion re PPPlanning shows PP pupils and support in classPrecision teaching used in class to support understandingAttendance of PP 0.8% below other pupils for 2015/16 year. Letters, meetings with parents where concernsRange of interventions to support learning for disadvantaged pupils in place including 1:1 support, small group work, precision teaching, focus groups.PP spending on school website setting out how spending impacts and barriers to learningMain barrier identified as learning resilience – see below for plansTeachers have been made explicitly aware of more able pupils in receipt of PP and these are tracked.

Adjustments from pupil progress meetings enable pupils to move forward appropriately in their learning

Monitoring of interventions show positive impact on learning

Learning mentor helps build resilience of learners

Progress of pupils in receipt of PP shows less than 5% gap across curriculum including foundation subjects

Mindset training completed and shows pupils resilience improving through pupil surveys and progress measures

Parental take up of support maximised and parent awareness improved shown through take up of provision offered

Attendance of disadvantaged pupils within 0.5% of other pupils

Website updated and compliant

Monitoring of teaching and learning shows evidence of effective interventionthrough marking and feedback, planning and pupils engagement

Continued link with Anglia Ruskin takes place

Strategy/Action Time scale Cost andresources

Who Monitoring and evaluationTo be updated termly

Continue half termly pupil progress meetings with focus on progress of Ongoing Within budget SMT/Teachers Autumn 16

24

disadvantaged pupils – including more able

Interventions adjusted in line with outcomes from pupil progress meetings

Learning mentor to support vulnerable pupils in danger of not making expected progress

Progress of disadvantaged pupils to be tracked across foundation subjects

Purchase of staff training to improve resilience of disadvantaged pupils through development of pupil mindset to develop engagement in learning

Parent/guardians of pupils in receipt of PP to be made aware of provision school can support with – e.g. extra-curricular clubs, swimming, trips – to ensure equality of opportunity for all pupils

Attendance of disadvantaged pupils to be monitored half termly and letters/meetings arranged where lower than 95/90% as needed

Termly update of school website to ensure compliance with Ofsted expectations and to ensure provision is transparent for parents

To continue to use ‘Quality First’ teaching to support pupils through differentiated planning, use of precision teaching, effective marking and feedback and Secret Student

To continue with developing aspiration of pupils through visit to Anglia University in year 6 so pupils can understand further education can support all pupils

Half termly

Ongoing

Dec 16

Dec 16 – July 17

Nov 16

Half termly

Termly

Ongoing

Summer 17

£12,500

£2000

-

£3000

-

-

-

-

£200(subsidy for travel)

All above are from PP funding

DHT

Learning Mentor

Subject leaders

HT

HT

HT/DHT

DHT

All teachers – monitored by

SMT

Y6 leader

Pupil progress meetings have taken place with focus in Autumn 2 on pupil premium pupils.

Interventions reviewed half termly and adjusted as necessary

Learning mentor meeting with DHT weekly to review progress and case load.

Foundation assessments have been updated but ensure during spring term any PP pupils where concerns re foundation are noted for supportMindset training starting Jan 17

All parents in receipt of PP have been written to during Nov 16 with information regarding available support. Policy on website.

Attendance meetings have taken place and letters sent to parents where low.

Website review in September 16 and again in Jan 17

Ongoing

Trip has been booked for February 16 – fully funded by the school.

Safeguarding (including Attendance)PrioritySafeguarding - to ensure school procedures are robust

25

Attendance - to achieve 97% attendance and to narrow gap between pupils in receipt of pupil premium and others to 0.5%

Current situation (Oct 16) Success criteriaHT and DHT have current Named Person trainingHT or DHT attends termly safeguarding updated from LAHT has completed Safer Recruitment training (update due Spring 2017)All staff have completed annual safeguarding training Sep 16Regular monitoring of Cause for Concern pupils files to ensure appropriate actions takenSchool advisor visit to review safeguarding found school processes robust (Summer 16)School site checked annually for repairs needed to fencing – all work carried out so site is safe.E-safety sessions for parents now annual. Sessions for pupils booked by ‘Two Johns’.

Attendance for 16/17 96.4%/ Attendance for disadvantaged pupils 0.8% under others. Target to narrow gap to within 0.5% and total attendance to be 97%Half termly review of attendance and meetings/letters to parents as appropriateCatch-up Club introduced for pupils who are late to school has reduced lateness by 75%

Attendance 97% Gap between PP and others 0.5% for attendance Safeguarding meetings attended and actions taken in light of changes to

legislation and good practice Regular checks of Cause for Concern pupils monthly and actions noted Single central records updated School following Safer Recruitment practices HT has updated safer recruitment training Serious Case Review update training attended Persistent lateness reduced Audit completed (LA requirement every two years but school to update annually)

Strategy/Action Time scale Cost andresources

Who Monitoring and evaluationTo be updated termly

Continue to review attendance half termly and to review attendance under 95% and challenge where in danger of becoming persistent absence

Head to update Safer Recruitment training

Report to governors on referrals and actions taken by school at full governors meetings

Annual audit of safeguarding – supported by Chair of Governors

Monitoring of PP pupils attendance against others to ensure gap is narrowing

Where children late more than 3 times in half term period to write to parents

Half termly

Feb 17

Termly govs meetings

Jan 17

Half termly

Ongoing

Meeting office, learning mentor & HT

£200

-

-

-

-

HT/LM/Office manager

HT/DHT

HT

HT/CofG

HT/DHT

HT

Autumn 16Ongoing and parents asked to see headteacher.Training booked.

Ongoing.

To take place in January 17.

Autumn attendance All – 96.67PP – 95.84, non PP 96.84 – 1% difference. These are all unauthorised absences.Letters sent to parents where 3 times late and appointments where 5 times late.

26

Appendices – Subject and aspect plans

27

28

Art & DesignAims

1. To continue to support staff in delivering broad and balanced new curriculum for art2. To develop Arts Award Discover throughout Year 43. To continue to secure the ethos of an arts centred school through Creative Arts Week in Summer term4. Ensure ongoing assessments are made on pupils’ progress to ensure they make expected progress, including disadvantaged pupils5. To develop use of arts to improve writing from Creative Writing through the Arts programme

Current situation (October 2016) Success criteria

1. Art scheme of work in place; continued staff support2. Arts award club children at Discover level to be completed Oct 163. Arts (Art, dance, music and drama) taught as discrete subjects with some

links to curriculum topics wherever possible.4. 88% of children making or exceeding expected progress across the school

(with 91% in y6, 92% y5 and 81% year 4)

1. Staff are confident and resourced to deliver art as a discreet subject2. 80% of Year 4 children to have achieved Discover level by July 173. Arts subjects further integrated into the curriculum4. 95% of children to make expected or above progress in art and design5. Arts programme disseminated through staff meetings and reflected in

planning6. 20% of children achieving greater depth of learning evidenced through

assessment programmeStrategy/Action Timescales Cost/resources

ResponsibleMonitoring and evaluation –

to be updated termly

1. Ensure staff training and support is ongoing through updates and staff meetings when required.

2. KH (Arts Award adviser) to supervise delivery of ‘Discovery’ award through Year 4 curriculum across the arts to increase % of pupils in line to within 5% of year 5/6 levels

3. Creative arts Week planning through staff meetings.

4. Ongoing monitoring and assessment of curriculum time, work produced (sketch books, completed artwork and children’s views), and children’s progress throughout the school year, including disadvantaged pupils

5. To complete Creative writing through the arts programme and disseminate good practice through it

6. To develop mastery through development of clear criteria for greater depth of learning

On going

July 17

June 17

Ongoing

June 17

July 17

K Hall

K Hall

K Hall

K Hall

L. Quinn

K Hall

Autumn 16Support given to Years 3 and 5 to deliver curriculum

Discovery Awards has been started in Year 4. Children introduced to the scheme and have begun recording in log books

Have established ‘Take One Picture’ focus painting for 2017. To begin preparing for Summer staff meeting. Meet with TF to ensure painting is suitable for school requirements-

AssessmentAims: To continue to monitor impact of interventions on raising standards through half-termly pupil progress meetings.Ensure ongoing teacher assessments are robust across all curriculum subjects.For 85% of pupils to be working within their age-appropriate band (W) by end of each year.For 20% of pupils to attain greater depth of learning across all subjectsFor pupils attaining 2a at KS1 to achieve secure (S) by end of each year.To monitor progress of disadvantaged pupiilsCurrent situation (October 2016) Success criteria

SATs results:Age-relatedScaled score 100+

Above age-relatedScaled score 110+

Reading 67 12Writing 84 16GPS 78 18Maths 83 15RWM 63

Pupil premium (26 pupils)Gap in reading -7%, writing -5%, GPS -11% and maths -13%

Gender gapBoys attained less well than girls in literacy: reading -15%, writing -16% and writing -13%.Girls attained less well than boys in maths -17%.

Current pupils: Oct 16(% working within age-appropriate band ≥B)Year 3 reading 77 %, writing74 %, maths 77%Year 4 reading 75%, writing 75%, maths69 %Year 5 reading 77%, writing79 %, maths 80%Year 6 reading 79%, writing 84% maths78 %

Current dataY6 Reading -7, Writing -13, Maths +7 (One child = 5%)Y5 Reading 0, Writing -2, Maths +6 (One child = 8%)Y4 Reading -4, Writing -3, Maths -3 (One child = 7%)Y3 Reading -30, Writing -12, Maths -15 (One child = 13%)

For at least 85% of pupils to be working within age-related expectations.

For children achieving 2a and level 3 at KS1 to consistently achieve S within their age-related Band throughout KS2 and for at least 20% to be secure by the end of each year.

For children in receipt of Pupil Premium to make the same progress and achieve in line with other pupils, so the gap in attainment is less than 5%across all subjects.

For white British boys to achieve as well as girls in literacy and for girls to achieve as well as boys in maths, so the gap in attainment is less than 10%.

Higher level attainers identified in all subjects through assessment20% of children achieving greater depth of learning evidenced through assessment programme

Strategy/Action Timescales Cost/resources Monitoring and evaluation –

29

Responsible to be updated termlyUse of Target Tracker report writing to inform end of year performance across foundation subjects.Subject leaders to monitor attainment in their subject across all year groups at the end of each term.

Half-termly pupil progress meetings continue to identify pupils needing support, including disadvantaged pupils to outline what support is necessary and evaluate its effectiveness.

Clear targets set for pupils receiving tuition and evaluated using hard and soft data by tutors and class teachers.

To develop mastery across foundation subjects through development of clear criteria for higher level learning and included in assessment data and files

For 20% of children to attain greater depth of learning

Termly

Half-termly

Termly

July 17

July 17

Subject leaders

All staff

All staff

Teaching staff

Teacher staff

Autumn 2016Staff meeting time given for teachers to update assessment files. Subject leaders now need monitor overall attainment.

Pupil progress meetings for both Autumn half terms will be complete by Friday 13th Jan.

Tuition names amended before Christmas. Pupils and tutors have completed evaluations. Class teachers now need to complete.

Design and Technology

30

Aims To ensure adequate coverage of health and hygiene elements of DT. To introduce the use of controllable electronics into the DT curriculum. To develop greater depth assessment To track pupil attainment and achievement across the school, particularly the progress of disadvantaged pupils

Current situation (October 2016) Success criteriaNew DT assessment grids, focussing on the five main skill areas are now in use.At the end of last academic year, 97% of year 3 children (now year 4) were within band 3 (84% 3W or W+); 100% of year 4 children (now year 5) were within band 4 (92% 4W or above) and 100% of year 5 children (now year 6) were within band 5 (88% 5W or above).

An audit of the DT curriculum map has been undertaken to ensure coverage and cross-curricular opportunities. Resources have purchased as required. Purchase of controllable electronics kits has been investigated.

Pupils to make expected progress in DT, using new assessment grids.

Curriculum to adequately cover the five main skill areas, ensuring progression.

20% of children achieving greater depth of learning evidenced through assessment programme

Strategy/Action Time scale Cost/resourcesResponsible

Monitoring and evaluation –to be updated termly

Continue to monitor breadth of DT curriculum. Purchase additional resources as required.

Embed health and hygiene aspect of the DT curriculum. Ensure progression of understanding in line with national curriculum. Arrange visitor to coincide with this.

Develop the use of controllable electronics.

Continue to monitor the progress in DT, in particular that of pupil premium pupils.

To develop mastery across through development of clear criteria for greater depth learning

To track pupil attainment and achievement across the school, particularly the progress of disadvantaged pupils

Summer 17

Spring 17

July 17

July 17

July 17

July 17

£300DT leader

£100

£200

-

-

DT leader

Autumn 16Resources purchased to replenish stock cupboard and to meet the needs of specific units of work (Year 4 textiles)

Visitor to be arranged to coincide with Year 3 Food unit (sandwiches?) in Spring 2.

Unit to be incorporated into Year 6 vehicles unit (Summer term).

Ongoing. Autumn term results to be collated and analysed, including progress of PP pupils.

GeographyAims

31

To ensure scheme of work is being used to identify areas of weakness to be developedTo use geographical skills in cross curricula activities to develop fieldwork skillsTo ensure assessment is implemented and maintained throughout schoolTo develop greater depth assessmentTo track pupil attainment and achievement across the school, particularly the progress of disadvantaged pupilsCurrent situation (October 2016) Success criteria

The Geography scheme purchased and books are held in geography resources. The scheme of work available on school server.

Forest Schools integrated well amongst year 3, led by L Thomson. Year 5 have used outdoor areas to support learning. Still further opportunities for use of school grounds are needed to support geographical enquiry.

Assessments are ongoing across the year, and are updated termly and now need to be used to identify areas of weakness that need to be developed. Final, end of year, assessments are given to Geography leader and when reporting to parents.

Attainment in geography:Y6 – 93%, Y5 – 92%, y4 – 74%

Autumn 16Scheme has been used to help plan units of work and lessons.

Forest Schools activities are continuing for academic year into next academic year, still for year 3.

More use of all areas of school grounds for geography fieldwork lessons.

Practical fieldwork skills to be taught.

Staff to continue to use Target Tracker derived assessment bandings to identify children’s attainment in Geography. Assessment completed for geography for children’s school reports.

Assessment strands to be used to identify areas of weakness that need to be developed and inform future planning.

20% of children achieving greater depth of learning evidenced through assessment programme

Strategy/Action Times Cost/resourcesResponsible

Monitoring and evaluation – to be updated termly

32

Ensure all planning documents and resources are available in electronic version and these to be placed on all staff laptops to enable continued use when planning (hard copy already available).

Geography co-ordinator to attend a course to identify strategies/opportunities to enable children to use their geographical skills in cross curricula activities and then feedback to teaching staff.

Monitoring of teacher’s assessment in geography, in accordance with agreed assessment bands for each strand of subject to ensure ongoing assessments are made on pupil's progress and to track progress of disadvantaged pupils to ensure they make expected progress and Identify areas of weakness and discuss ways to develop future planning to address these and identify any additional resources required.

To improve attainment in year 4 to 85% by end of year through quality first teaching and precision teaching where pupils not making expected progress

To develop mastery through development of clear criteria for greater depth in learning

To track pupils progress, including pupils in receipt of pupil premium

Jan 2017

Spring 2017

Termly

Ongoing

July 17

Termly

ICT technician

None

Geography leader

Geography leader/teaching staff

Geography leader and year 4 staff

Geography leader

Geography leader

Autumn 16

Attended course and now reviewing school practise in light of information received on course

Yr3, 4 and 5 integrating the use of fieldwork during their studies of the local area and other countries

Checklist sent out to year leaders to compare with previous audit of learning objectives to review progress in the area of meeting all the expected standards.

Digimaps – staff feedback suggests improved performance enabling whole class usage of this resource. Renewed subscriptions

HistoryAims

33

To ensure that the new history curriculum continues to be taught effectively across the school.To develop greater depth assessmentTo track pupil achievement, including pupils who are disadvantagedCurrent situation (October 2016) Success criteria1. The new history curriculum is in place across the school, with different year groups covering

the new areas across all three terms.2. The school continues to invest in TWINKL) which allows the teachers access to new planning

materials and resources.3. Our history resources have been updated across each year group and are located in the sunshine

room.4. Attainment in history is good – y6 – 94%, y5 – 89% and y4 – 86% in line with expected

1. History embedded in the curriculum and staff secure in teaching it.2. Tracking of pupil progress to ensure that at least 85% of children are in line to

reach national expectations.3. Invest in Click Teaching website to support planning and resources for history

lessons.4. 20% of children achieving greater depth of learning evidenced through

assessment programmeStrategy/Action Timescales Cost/resources

ResponsibleMonitoring and evaluation –

to be updated termly

1. To continue to review the coverage and impact of the history curriculum across each year group, along with the development of historical enquiry skills.

2. To continue to monitor the teaching and learning of history through planning scrutiny and book trawls.

3. 3To ensure ongoing assessments are made on pupil's progress and to track progress of disadvantaged pupils to ensure they make expected progress.

4. To invest in the Click Teaching website to allow teachers access to different planning materials and resources.

5. To review the current best practice for teaching history and to introduce different more imaginative ways of teaching it.

6. To develop mastery through development of clear criteria for greater depth of learning

7. To track progress of pupils, including pupils in receipt of pupil premium

Termly

Termly

Termly

Termly

Termly

Termly

Nil / History leader

Nil / History leader

Nil / History leader

£300 / History leader

History leader

History leader

Autumn 16Review of best practice for teaching history completed.Click teaching annual membership £120.00 plus VAT (on hold at the moment).

ICT Curriculum

34

Aims:To ensure that all areas of Curriculum 2014 are taught in each year group.To ensure that Internet Safety is embedded throughout the ICT curriculum.To ensure ongoing ICT assessment is undertaken.To develop greater depth assessmentTo track pupil attainment and achievement across the school, particularly the progress of disadvantaged pupilsCurrent situation (October 2016) Success criteria

1. I compute scheme of work in place and being taught across the year groups.

2. Online-safety scheme (ICTinspired) purchased and being used alongsideiCompute.

3. Online -safety policy needs updating to address the changes in the curriculum.

4. ICT assessment is carried out on a termly basis – to be done for each unit of work taught.

5. Attainment in ICT is good – y6 – 99%, y5 – 93%, y4 – 87%

Icompute scheme to be taught consistently across the all year groups alongside additional online safety units from ICTinspire

Attain e-Safety Mark award

Online -Safety policy updated and linked to new CEOP guidelines

Ensure ongoing ICT assessment is carried out for each unit taught using school agreed performance descriptors and tracking progress of disadvantaged pupils

For 20% of pupils to achieve greater depth of learning

Strategy/Action Timescales Cost/ Monitoring and evaluation –

35

resources to be updated termly1. To monitor the use of the iCompute scheme of work across the year groups

and consider its effectiveness

2. To monitor the teaching of online-safety across the year groups andthat staff training is updated annually.

3. To rewrite the Internet-safety policy to reflect the new CEOP guidelines.

4. Work with year groups to establish innovative ways to use ICT across the curriculum.

5. To review the use of My Learning and support year groups in developing their use of the learning platform.

6. To evaluate the use of ICT across the school with particular emphasis on use in core subjects.

7. To develop mastery through development of clear criteria for greater depth of learning

8. To track progress of pupils, particularly disadvantaged pupils

Ongoing

Summer 2016

Dec 2016

Spring 2017

Spring 2017

Spring 17

July 17

July 17

No cost

No cost

No cost

No cost

Free training

No cost

All resp. of ICT leader

ICT leader

Autumn 16

iCompute scheme being taught and used across school within school curriculum overview.

Online safety taught sufficiently frequently in each year group, and children have received online safety workshop (Nov 2016)

Online-safety policy is in final drafting

iPads (trolleys 1 and 2) have been configured so that children cannot alter settings of device. Apps have been loaded which supports learning in a large range of subjects. Staff meeting to be delivered to demonstrate how ICT can be used across curriculum effectively.

MyLearning training to be delivered on 9th January to staff, with view to greater use of MyLearning.

Currently, ICT is used mostly as a research tool or word processing tool – need to move towards ICT supporting curriculum at greater depth.

Greater depth descriptors need to be made clear and presented to staff in relation to assessing children’s learning.

Will be done once all assessment data is uploaded to Target Tracker

36

ICT Resources

Aims:For the resources and infrastructure to support the teaching and use of ICT in ICT lessons and other subjects

Current situation (October 2016) Success criteria

Two new ipad and laptop trolleys have been purchased and are in use (4 trolleys in total for each).

ICT issues audit has been completed and required equipment purchased/problems solved.

Teacher laptops replaced.

Laptops and iPads are being used regularly to support learning across the curriculum.

New visualisers to be purchased.

Infrastructure able to support the increasing demands

Resources meet the needs to the curriculum

Visualisers or comparable resource purchased for use in classroom

Strategy/Action Timescales Cost/resourcesResponsible

Monitoring and evaluation –to be updated termly

To add Apps to Ipads as and when necessary to support teaching across the curriculum.

To maintain laptops and ipads (software and hardware).

To continue to work with Cablers and Brett Dunmow/Jan Dunsford to ensure that the infrastructure meets the needs of the curriculum.

To carry out regular checks to ensure that necessary resources are available and working.

Ongoing

Ongoing

Ongoing

Ongoing

ICT leader

ICT leader

ICT leader

ICT leader

.

Autumn 16Successfully done on trolleys 1 and 2.Awaiting support from Cablers for trolleys 3 and 4.

Software and hardware sufficiently working.

Continuing

Continuing. Many cables purchased to replace damaged versions.

37

Inclusion (High Flyers)Priority:1. To promote higher-level reading and writing across the school.2. To continue to monitor pupils’ engagement, learning and progress in Reading, Writing and Maths.3. To attain 20% greater than expected levels across school in core and foundation subjects.4. To track the progress of more able disadvantaged pupilsCurrent situation (Oct 16) Success criteriaSATs results 2016 (Scaled score 110+):Reading 18% (National average 19%)Writing: 16% (National average 15%)GPS: 23% (National average 23%)Maths: 19% (National average 19%)

Maths ‘sets’ in Years 4-6. Focus on NC14 and idea of ‘mastery’.

Reading sessions continues from last year. ‘High Flyer’ ‘Sherlock Holmes Club’ offered to Able and Gifted Year 5 children across year linking to NC14. 11+ club offered to Year 5 children. VS to support Year 4 able readers. TF to support Year 6 able readers. Once identified, Year 3 children to be supported.

Languages, PE opportunities and art ‘High Flyer’ in-school sessions run throughout year.

The ‘High Flyers’ register to be updated three times a year with the idea that children on the register would be ‘S+’ in core subjects in that band by the end of the year. Other subjects would remain the same based on previous identification.

Generally, our results are in line with national averages. Reading was slightly less at 1%, but maths was 2% higher. A focus is to ensure we are not just in line, but exceeding.

Sets to continue. Use of assessment materials to monitor progress throughout year and JA monitoring.

Able readers to be part of a ‘reading group’ or club with JA, VS or TF.

Children to aim for an end of project goal, which can be displayed or shown in different ways to promote learning and high achievement across the curriculum e.g. on the school website.

Monitor children’s progress. Gifted, Talented and Able register updated three times a year and those not making ‘expected progress’ fed into teacher’s pupil progress meetings. Pupil premium children on the register also to be monitored. Updated three times a year.

38

Strategy/Action Time scale Cost andresources

Who Monitoring and evaluation – to be updated termly

Co-ordinator to use NACE membership to support subject leadership, identification of gifted and talented pupils in the school, together with support for these children. Share with colleagues where necessary.

Set up and maintain reading groups for all able readers in the school.

Continue to update current Gifted, Talented and Able register three times a year, to reassess and add any pupils who are new to the school.

Continue to monitor pupil progress using target tracker and tracking grids Focus: S+ chn on the register and whether they are making progress and disadvantaged more able pupils. Identify underachievers. Work with Literacy and Maths co-ordinators to improve progress.

Ensure ‘High Flyer’ groups across the curriculum display their work.

Update policy

To develop mastery through development of clear criteria for greater depth in learning in all subjects

On going

On going

On going

On going

On going

April 2017

July 17

£108 (renewal cost)

(cost dependent but < £40 per year

group)

£0

£0

£0

£0

-

JA

JA, VS, TF

JA (with staff)

JA

JA

JA

Subject leaders

Autumn 16 Ongoing

Y5, 6 groups continuing in the new year. Y4 group has been run for a term. Y3 group to start in the new year.

Register updated in November.

Children monitored on target tracker. All chn on the register and entering the school at 3c (Y4, 5. 6) are ‘b’ or ‘b+’.

Not displayed around school but achievements are on the website.

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Inclusion (SEN)Priority1. To continue to develop quality first teaching and support to enable pupils with SEND to make good progress from starting points.2. For pupils with SEND to develop resilience and become independent learners.3. To narrow gap in attainment for pupils with SEND to 20% by end of KS.Current situation (October2016) Success criteria% of pupils attaining expected levels at end of KS is significantly above Essex averages (Reading +11%, writing +8%, GPs + 11%. Maths +25%, RWM combined +6%)Current y6 good/expected = 5%, y5 = 80%, y4 = 50%

It is evident, through observations and the scrutiny of planning, that teachers and LSAs are working with different groups of pupils during the week in Literacy and Maths lessons. It is not evident in all plans what advice teachers are giving to LSAs in regards to the Outcomes they would like those pupils with SEND to achieve.

LSAs are being instructed to help pupils with SEND to create mind maps/word banks or to help refocus pupils during lesson inputs. However this needs to be consistent across all classes. .

There are a growing number of pupils with ASD or who have SEMH barriers to their learning on the SEND register. An intervention known as ‘Zones of Regulation’ has been recommended to schools across Essex by specialist teachers. The intervention aims to help pupils identify their emotions and learn how to self- regulate themselves. It also aims to teach pupil what is expected and unexpected behaviour in different situations and how their behaviour affects others.

Evidence in children’s work and through climate walks show that pupils with SEND are compiling mind-maps and word banks to support their work. Changes have also been introduced in the way pupils plan their Independent writing providing those with processing difficulties time to talk through their ideas and collect vocabulary using dictionaries and thesaurus. However, pupils with SEND often find it difficult to pronounce or remember new vocabulary. Over the last year Specialist teachers and Speech & Language therapists have highlighted the need for pre-teaching new, topic related vocabulary with an increasing number of pupils. It is therefore necessary for teachers to set aside time for some pupils to be pre-

For pupils to make good progress = band level progress is expected, beyond is good

Annotation on planning. Differentiation for those pupils with Statements or EHCPs clearly recorded on plans or, where necessary, a separate weekly plan for Literacy created.

Evidence on climate walks that LSAs have a clear role during the lesson input and are supporting pupils using agreed strategies.

Children will be able to identify and categorise their emotions. They will learn and use some strategies to help them regulate their feelings and emotions, and be able to understand and explain how their behaviour affects others.

Children know strategies to help them remember words; how to create their own plans or notes and are able to work independently to complete appropriate standard of work within lessons.

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taught topic related vocabulary in order for them to gain independence during lessons. LSAs have been issued with a Lesson Study proforma and advice during Sept INSET . The lesson study is to be completed by December 2nd.LSAs supporting pupils with Speech & Language needs have received support through a series of LSA meetings during September.

Jo Baxter from C&D Speech Therapists has reviewed, set targets and provided resources inSeptember. She has assessed a Year 3 pupil who she has added to her case load

Strategy/Action Timescale Cost/resourcesResponsible

Monitoring and evaluation –to be updated termly

LSAs to carry out a lesson study within their year group. Their focus should be on using one of the agreed support strategies during a lesson introduction.

Provide guidance and training to LSAs on pre-emptive teaching and other speech and language interventions.

Over-see implementation of Speech & Language bespoke programs of study across the school.

Over-see the implementation of pre-teaching new/topic related vocabulary to those identified by specialist teachers or speech therapists using ‘Word Aware’ techniques. Discuss the possibility of introducing strategies as a whole class approach with Literacy coordinator and SLT

Provide training for staff on the ‘Zones of Regulation’ intervention and over-see the implementation of this intervention across an agreed year group and with identified pupils.

Climate walks/observations carried out in each year group termly. To observe support provided for SEND, planning and pupils’ work

Dec 16

Sept 16

On-going

On-going

Training before end of Autumn term.

Termly

CR/LR

CR

CR/6 visits from C&D Speech Therapist

CR/Supported by specialist teacher

CR/Supported by specialist teacher

CR

Autumn 16Lesson study completed and notes handed back. Many LSA observed each other creating and adding to mind map/word banks during lesson introductions. Some supportive next step comments were encouraged. Next lesson study could focus on how to encourage independent work.

LSAs supporting pupils with Speech & Language needs have received support through a series of LSA meetings during September.

Jo Baxter from C&D Speech Therapists has reviewed, set targets and provided resources in September. She has assessed a Year 3 pupil who she has added to her case load.New software ‘InPrint3’ has been purchased in order to provide teachers with an easy tool to create word banks and mind maps for those pupils with statements. This will be installed onto LSA laptops in 5 classes. Training and further licences will be sort after a trial period has been completed in order to establish how best to use this resource.Senior Specialist Teacher in ASC provided an introduction to ‘Zones of Regulation’ to teaching staff on 5th December. LSAs received a similar introduction from Mrs Ramet on 11 January. All year groups were provided with lesson plans and resources and have consequently taught pupils to recognise the Zones. It has been agreed that certain pupils will work further on this scheme with the Learning Mentor where necessary.(Need to check how many classes are displaying the zones and are referring to them.)

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International SchoolsAims To strengthen link with partner school in Uganda. To establish a link with a school in France (or French-speaking country). To achieve the Rights Respecting Schools AwardCurrent situation (October 2016) Success criteriaThe school has a partner link with Mutolere Primary School in Uganda. Currently, the school has termly correspondence with the partner school via mail. Contact has been maintained and recently a package of books were sent to Uganda to support their new library.

School has taught French as the MFL for one academic year, having previously been Spanish.

School has begun to explore attaining the Rights Respecting Schools Award and has subsequently committed a House Day to this area of learning.

School has submitted a complete application for the ISA and is awaiting response from the British Council with regards to accreditation.

Half termly correspondence with Mutolere Primary School. A range of materials to be sent to enhance learning of both Wickford Junior pupils and Mutolere Primary pupils.

Create a partnership link with a school in France or French-speaking country with the view for possible exchanges. Aim for half termly correspondence, either via mail or email.

Achieve Rights Respecting Schools Award (led by TF, supported by JA/LT)

School to receive ISA Reaccreditation.

42

Strategy/Action Timescales Cost/resourcesResponsible

Monitoring and evaluation –to be updated termly

Ensure opportunities for correspondence with Mutolere Primary School, to be sent half termly.

Develop an initial link with a partner school in France, with the view for half-termly contact between teachers and pupils from both schools.

Plan activities to be completed throughout this academic year, to be submitted in order to achieve Rights Respecting Schools Award.

Half-termly

February 2017, then half-termly

Summer 2017

Postage costsSubject leader

Postage costsInternational

leader and MFL leader

Subject leaderNone

Autumn 16To be done Jan 17. Correspondence to be sent to Mutolere after Christmas, whilst enclosing resources to enable a response to be sent.

Needs further exploration.

Continuing throughout year. House day around Rights Respecting, award work ongoing (TF/JA/LT)

ISA reaccreditation received with an ‘outstanding’ rating.

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Modern Foreign LanguagesAims:

To continue to monitor the teaching and learning of French across KS2, particularly for disadvantaged pupils Develop a strategy to effectively meet the needs of gifted and talented language pupils. To continue to develop transition between KS2 and KS3. To develop greater depth assessment

Current situation (Oct 2016) Success criteria

In September 2015 the school transitioned from learning Spanish to French. The scheme of work is a roll out programme where Y3 are now learning Y3 objectives and Y4,5 and 6 are working to Y4 objectives. Y4 and Y6 French is taught as part of PPA provision. InY3 and Y5 class teachers provide French learning. Daily routines in French have been embedded in the school.

The ‘High Flyers’ register to be updated with the children identified as ‘secure’ in French at the end of the year. Teachers meet the needs of pupils through differentiation in planning and lessons.

Y6 pupils have an adapted curriculum based on secondary cluster meetings in 2014. Y6 pupils next year will have had an extra year of French teaching thus communication with secondary is needed.

Attainment – y6 – 95%, y5 – 95% and y4 – 77% in line with expectation

Continue to buy relevant and useful resources for French. Planning and assessment to be monitored. Observations of MFL teaching staff carried out and feedback given.

Monitor children’s progress and support staff in identifying G&T French learners. Gifted, talented and able register to be updated. Strategies in place to meet the needs of most able pupils.

Liaison and communication with secondary schools about successful transition.

Strategy/Action Timescales Cost/resourcesResponsible

Monitoring and evaluation –to be updated termly

44

New resources bought to aid teaching of scheme of work.

Monitor and assess pupils’ progress in French through book trawls, annotated planning and pupil surveys. Demonstrate progression of skills as part of roll out scheme of work.

Observe teaching and learning in Year 3/4 and Year 5/6. Monitor planning.

Meet the needs of able pupils through new resources and language programme.

Liaison undertaken with other secondary schools as relevant.

To improve attainment in year 4 to above 85% by end of year through quality first teaching

To develop mastery through development of greater depth in learning

Spring 17

Yearly

Yearly

Spring 17

July 2017

July 17

July 17

SL

SL

SL, Deputy & head teacher

SL

SL

SL

SL

Autumn 16Reviewed and renewed Languagenut subscription for two yearsNew French reading books in French cupboard.E-mailed Beauchamps regarding transition processObservations of JR and VS teaching Y6 and Y5 and books/planning monitored. Feedback given and recorded in subject leader’s file.

New resources for more able learners bought and distributed to classroom (Jan 2016)

MusicAims:1) To improve children’s knowledge of the history of music2) To embed listening to music as a part of the whole school learning environment3) Ensure ongoing assessments are made on pupil's progress and to track progress of disadvantaged pupils to ensure they make expected progress4) To develop greater depth assessmentCurrent situation (Oct 2016) Success criteria

1. History of music now referred to implicitly when appropriate in music lessons. All children in assembly aware of period of music being played each day. (In Year 4 , first half-term, children listen and respond to contrasting pieces of Music from different musical periods ).

2. Music now more consistently listened to every morning between 8:30 and 9:00. More children aware of names of composers and their periods.

3. Assessments currently made during lessons of children exceeding expectations.4. All classes in Yr 5 and 6 display poster and are aware of the period of music they are

listening to.5. All classes are aware of musical period of music played in assembly. This changes each half-

term.6. Attainment in music is good – y6 – 95%, y5 – 91%, y4 – 98% expected levels

1) Children in Yr 5 and 6 to be able to name the six periods of music when tested in July 2016

2) Assembly music played and referred to.

3) All teachers playing background music at some point every day during lessons.

4) Assessment sheets in place

5) 20% of pupils achieving greater depth of learning

Strategy/Action Timescales Cost/responsible

Monitoring and evaluation – be updated termly

45

1) Monitor use of class composer chart. Check that children write name of piece and composer on post-it note and stick on chart for reference.

2) Ensure assembly music is changed every two weeks. Ensure staff taking assembly refer to the music being played.

3) Further monitor playing of live music . Use one early morning PPA slot per week to monitor. Remind teachers. Check all staff displaying posters.

4) Redesign assessment sheets to flag up disadvantaged children and those with a category of need.

5) To develop assessment for greater depth of learning

Ongoing

Ongoing

Dec 16

Subject leader

SL

SL

SL

SL

Autumn 16

All classes in Yr 5 and 6 display poster and are aware of the period of music they are listening to.All classes are aware of musical period of music played in assembly. This changes each half-term.

PEPriority 1) To continue to encourage 3 hours of activity per week.

2) To ensure children have access to inter and intra school competition.3) To continue to offer children a wide breadth of sport through lessons and clubs on offer.4) To track pupil attainment and achievement across the school, particularly the progress of disadvantaged pupils5) To develop greater depth assessment

Current situation Success criteriaChildren receiving 2 hours of PE each week. Need to maintain offer to participate in 3 hours of activity a week, through the use of extra-curricular clubs.Close links with the School Sports Partnership.Gifted and Talented list in place and updated.Football, netball, dance, running, tennis, athletics, futsal, dodgeball all offered as extra-curricularactivities.Swimming offered all year with most pupils achieving beyond expected level of swimming 25m.New assessment method adapted by class teachers.School achieved silver grading for sports provision with School Games markAttainment in PE is outstanding – y6 – 93%, y5 – 97% and y4 – 91% in line with expected levelsUse of sports coaches to improve offer to pupils both within curriculum and at lunchtimesSports premium used to maintain high level of school offer to pupils

All pupils active for 2 hours per week. More than 75% active for 3 hours per week.Teacher’s assessments used to inform Gifted and Talented registers.School Sports Partnership meetings attended. SSCO to be asked to come intoschool to work to develop opportunities across curriculum.More children involved in competitive school sport against other schools.Sports leaders to run competition for lower KS2.

Strategy/Action Time scale Cost andresources

Who Monitoring and evaluationto be updated termly

Promote more inter school competitions, at the end of each Throughout the PE Leader Autumn 16

46

unit each year group to have a competition to enable children to compete against others’ in their year group.

Continue to work with School Sports Partnership to keep up to date with new initiatives and maximise opportunities.

Ensure children able to compete at festivals/matches withother schools.

Ensure that all clubs being offered in school are of a good standard.

Train sports leaders to enable them to lead competitions.

To develop assessment for greater depth of learning

To track progress of disadvantaged pupils

year

July 17

July 17

From sports premium

PE Leader

PE Leader

PE Leader

PE leader

PE leader

Ongoing

Ongoing

Observations of clubs to commence during spring term

PSHE/SMSCAims

1. To continue to monitor the planning and teaching of PSHE across the school, identifying where cross-curricular links can be made, especially in the light of the changes to Curriculum 14 (PSHE curriculum remains unchanged) and look into embedding the scheme from PSHE Association.

2. To continue to build on SMSC fitting in with PSHE, continuing to raise its awareness.3. To ensure ongoing assessments are made on pupil’s progress4. To track progress of disadvantaged pupils to ensure they make expected progress.5. To develop assessment for greater depth of learning

Current situation (Oct 16) Success criteriaMonitoring of PSHE has been taking place throughout the year. Where possible, PSHE is beingtaught through cross curricular links. We have joined the PSHE Association,giving links to resources online and support staff where our own resources needreplacing. Their suggested SoW is in draft form and we will look at implementing this (where appropriate) once ratified. Assessing of PSHE has moved towards banding, rather than levels. Levels for academic year 1516 were encouraging. We will continue to ensure childrenare assessed regularly and track the progress of disadvantaged children to ensure they arereceiving the same opportunities and making expected progress.Teachers are more aware of building in PSHE with SMSC and are looking at ways to identifyElements which can be uploaded to Gridmaker as a source of evidence.Attainment in PHSE – y6 – 94%, y5 – 97% and y4 – 88% at expected levels

PSHE embedded in curriculum and staff secure in teaching of it.

Embedding the scheme from PSHE Association to support our current programme. Continue to have a better understanding of banding in PSHE,

maintaining levels and tracking disadvantaged children. Evidence of PSHE on Gridmaker

47

Strategy/Action Timescales Cost/resourcesResponsible

Monitoring and evaluation –to be updated termly

All staff have access to updated copies of the scheme of work as new scheme is ratified by PSHE Association, with new scheme being embedded where appropriate.

To monitor the teaching and learning of PSHE through planning scrutiny and book trawls.

To support staff in identifying banding for children and track attainment of children who are disadvantaged.

To continue to ensure school promotes British values through the curriculum

To develop assessment for greater depth of learning

July 17

July 17

Ongoing

Ongoing

July 17

PSHE leader

PSHE leader

PSHE leader YGL

PSHE leader YGL

PSHE leader

Autumn 16

Scheme of work approved by PSHE Association December 16. Year 5 and 6 beginning to use suggested activities from the scheme on a trial basis. British values continues to be embedded in to the curriculum throughout all 4 year groups.

Religious EducationAims To continue to identify where RE and SMSC evidence can be gleaned and update Gridmaker in light of this.

To ensure ongoing assessments are made on pupil’s progressTo track progress of disadvantaged pupils to ensure they make expected progress.To continue to update regularly the Festivals board in the main corridor, with each year group having responsibility for a half term.To develop assessment for greater depth of learning

Current situation (Oct 16) Success criteriaSMSC Gridmaker is being updated regularly by staff and examples of RE are beinghighlighted as examples of good practice.The Festivals board is currently being updated each half term. Since September 2015, ithas identified links of festivals from different faiths. From September 16, each year group will be given a half term date to produce a board based on the faith theycurrently learn about. The ‘tree’ has evolved and is now a ‘Tree of Kindness’ whichchildren will add to with their own experiences.Ongoing support for assessments, ensuring that disadvantaged children continue tomake expected progress.Attainment good – y6- 93%, y5 – 92% and y4 – 91% at expected levels

Documents saved on server with evidence of SMSC in WJS and uploaded to Gridmaker half termly.Festivals board changed half termly. Work to be produced by year groups for a half term block.Tree to become a ‘Tree of Kindness’ with children completing leaves saying who was kind and how they showed it. This will be an ongoing display.

Banding statements available to support staff in identifying bands. Teachers to regularly update assessments. Disadvantaged children to be tracked.

Strategy/Action Timescales Cost/resourcesResponsible

Monitoring and evaluation –to be updated termly

48

Evidence for SMSC Gridmaker to be saved in SMSC Evidence file on server and relevant data to be uploaded to Gridmaker by staff on a regular basis.

Through planning and book trawls, identify how RE is being delivered throughout upper and lower KS2. Continue to identify any gaps in units and see if key objectives are still being covered.

Continue to develop a staged assessment document to support staff in recognising / identifying banding of children

Develop a timetable of festivals and suggestions for ‘tree’ to enable staff to plan work to be completed to go on the display each half term.

To develop assessment criteria for greater depth of learning

Ongoing

Ongoing

July 17

Ongoing

July 17

RE leader & ALL STAFF

RE leader

RE leaderYG leaders

RE leader YGL

RE leader

Autumn 16Gridmaker staff meeting allocated during first half of term. Staff advised to continually update, half termly sufficing. Time given on 19.12.16 during staff meeting to further update. Need to speak with staff about Festivals board – part of a staff meeting needed for this? Tree of Kindness is beginning to flourish. School also had a week in November, supported by Mrs Champion, who helped to promote this.

ScienceAims:

1. For science to continue to provide opportunities for kinaesthetic learning.2. To track pupil attainment and achievement in science across the school, particularly the progress of disadvantaged pupils3. To make links with the school Growing Up programme and Stonewall programme.4. To monitor how science provides opportunities for extended writing (cross curricular).5. To develop assessment for greater depth of learning

Current situation (October 2016) Success criteriaScience Bug (scheme of work) is encouraged to be used by year groups and teachers to plan each curriculum theme/topic.

Target Tracker holds the end of year bands for science for all children across the school.

The school’s Growing Up programme is taught separately from the Stonewall programme.

Foundation subjects are encouraged to be used as an opportunity for extended writing once a week.

Attainment y6 – 93%, y5 – 87% and y4 80% at expected levels

Science Bug to be accessed and used regularly by teachers to plan each science unit in a dynamic and kinaesthetic way.

Pupil attainment and achievement in science can be accessed through Target Tracker at any time.

Links are made between the two programmes in order to combine learning and understanding.

Science to be used once a half term as an opportunity for extended writing.

49

20% of pupils to achieve greater depth of learningStrategy/Action Timescales Cost/resources

ResponsibleMonitoring and evaluation –

to be updated termly1. To continue finding opportunities for learning to be as kinaesthetic as

possible across the school e.g. National Science Week.

2. To monitor pupil progress and attainment in science across the school, including ensuring disadvantaged pupils are making expected progress

3. To review the school’s Growing Up programme so that links are made with the school’s Stonewall programme.

4. To monitor that science is being used as an opportunity for extended writing.

5. To improve outcomes in year 4 to 85% working at expected levels through quality first teaching.

6. For monitor quality of teaching and learning in science through observations and pupil perception discussions

7. To develop assessment for greater depth of learning

March ‘17

November ‘16

June ‘17

February ‘17

July 17

Termly

July 17

£1000-2000 Science leader

(LT)No cost. Science

leader (LT)

No cost. Science leader (LT)

No cost. Science leader (LT)

No cost/LT and y4 teachers

Science leader and HT

Science leader

Autumn 16

In the process of planning activities for British Science Week 2. Attainment y6 – 93%, y5 – 87% and y4 80% at expected levels 3. In the process of exploring other healthy relationship and sex education schemes 4. In the process of exploring other opportunities for extended science writing 5. Planning and book scrutiny to take place during spring term 6. HT to incorporate in to Secret Student discussions 7. Ongoing

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