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School Development Plan 2017 - 2018

School Development Plan 2017 - 2018

Key Objectives within School Development Plan 2017 – 2018

OUTCOMES FOR PUPILS

Continue to close the in-school gender gap in achievement to ensure that:

Boys’ achievement matches that of girls at the end of EYFS and KS1

girls achieve in line with boys in Science at Expected level in KS1

a higher percentage of boys achieve Greater Depth in reading, writing and maths in EYFS and KS1

 

 

 

 

 

Focus on The World and Science teaching across the school to ensure raised outcomes in this area at the end of Key Stage One and ensure children’s attainment at least matches the national average

Be creative in addressing the in-school gap between children of different ethnic backgrounds in order to ensure all children achieve equally well.

Ensure we offer very targeted support and accelerate the progress of children entitled to Free School Meals (FSM) and Pupil Premium (PP) to ensure that a higher number achieve Expected Levels in all areas and a greater percentage achieve Greater Depth in all areas.

 

Offer ever more targeted and focused on-going and consistent support to SEN children in order to increase the number of children who convert to achieving Expected Levels of achievement at the end of KS1.

 

Continue to ensure that the teaching of maths is structured across the whole school, but with a particular focus on EYFS in order that children achieve more highly in this area in EYFS to give a secure grounding for KS1 learning.

 

 

 

 

 

QUALITY OF LEARNING AND ASSESSMENT

 

Further develop moderation procedures to ensure assessments are accurate and benchmarked, across school, within the cluster and nationally

Refocus on the creative and productive use of the outdoor learning environment to support teaching and learning in all curriculum areas.

 

 

 

 

Embed the PIVATs assessment and tracking system for children working well below the national age expectations of the National Curriculum.

All adults working with pupils provide high levels of support and challenge in all areas of the curriculum

Continue to embed assessment systems for Foundation Subjects.

Develop further the challenge and provision offered to Academically More Able children – both within lessons and through extended school provision.

 

 

PERSONAL DEVELOPMENT, BEHAVIOUR AND SAFETY

 

Fully audit lunchtime organisation and provision to ensure it supports all children’s development and  that time is used to engage in purposeful activity

Continue to promote pupils’ and parents’ awareness of safeguarding

 

 

Embed the use of the CPoms system as a tool for monitoring and responding to behaviour and safeguarding concerns in order to ensure all children are safeguarded to the highest level

To ensure our curriculum and activities continue to promote children’s ability to reflect, understand and appreciate the wider world

Provide additional staff training and develop programmes within school that continue to ensure that high levels of well-being and involvement lead to high levels of child development and deep level learning

 

 

LEADERSHIP AND MANAGEMENT

 

Ensure that teaching, learning and outcomes are consistently good or outstanding across the school and for all groups, through support and challenge to all staff including those moving to new year groups.

Further develop the skills of Middle Leaders and Subject Leaders in lesson observation and evaluating teaching over time through targeted book scrutiny

Implement a school succession planning process to develop staff’s knowledge, skills and abilities and prepare them for advancement or promotion in ever more challenging roles and provide the school with a secure future

 

 

Continue to develop and manage a school community in which safeguarding is a priority, the environment is safe and children are prepared as citizens of a diverse world

Continue to plan for sustainability of the school’s finances and complete the introduction of extended day care/educational provision into the school in order that high quality standards of provision and attainment are consistently in place for all children

Continue to develop the strength and rigour of Governance to ensure that it is

active and focused in all areas of school improvement and monitoring children’s outcomes.

 

 

 

 

RESOURCES AND PREMISES

To continue to develop the school learning environment to be attractive, conducive to learning and working, well maintained, safe and efficient

To continue to develop the outdoor learning environments to support children’s learning, promote healthy lifestyles and support children’s engagement in positive play experiences

To develop our facilities to provide for the needs of a school population of younger children

Ensure that the premises which are used for a purpose other than conducting the school curriculum are organised to ensure that the health, safety and welfare of pupils are safeguarded and their education is not interrupted by other users.

Policies and procedures for health, security and safety are reviewed and monitored effectively.

 

 

Commit to reducing waste within school and recycling as much as possible.

 

 

PARTNERSHIPS

Develop a strategic and operational plan for converting the Children Centre into the Pentland Well-being Centre, thereby increasing the range of activities and support for families with young children.

Work as an active partner within the Thrive Community Hub in order to develop effective links with other agencies, thereby allowing timely and holistic provision to be provided for ALL children and particularly for those families experiencing low level social care difficulties.

Encourage and support a range of volunteers to work within school and the Well-being Centre. 

Encourage the participation of all groups of parents/carers in learning opportunities available to support their own development and that of their children. 

Develop the ‘Friends of Pentland’ group to take a more active role in organising activities for parents and the local community and to provide a forum for two-way communication informing school evaluation and development plans.

 

School Development Plan 2016-2017

OVERARCHING IMPROVEMENT PRIORITY AREAS with LINKED SUCCESS AND OUTCOME MEASURES

(Linked To School Self Evaluation Statement)

Key Priorities

Success Criteria

How will Governors know this has been achieved? (in addition to termly Link Governor visits)

To further improve the quality of teaching across the school

-All teaching is at least good and 60% is outstanding, based on teaching, pupil tracking and book scrutiny

-New staff induction and support  ensure consistency across the school

-Revision of Curriculum Maps and Topics embedded throughout school

-High quality AFL, marking and feedback is evident across the whole curriculum

- robust monitoring in the form of observations, book scrutiny and tracking meetings evidence that data is being used effectively to inform teaching so that all groups make good progress.

Termly reports to Standards and Effectiveness Committee and through Headteacher’s Report

 

 

To further develop the teaching of Maths across the school in order to raise outcomes for children

-72% of children achieve the Expected Level of Achievement in KS1 Reading Assessments in July 2017

-20% of children achieve Greater Depth in 2017 KS1 Maths assessments

-60% of pupils in Reception Class achieve the expected level of development in Number in July 2017.

-Revised Ten Minute Maths lessons ensure high quality teaching of number and calculation

 

 

 

Data submission to Standards and Effectiveness Committee

Maths Subject Leader’s Reports attached to Headteacher Reports

 

 

Link Governor:

To further develop the teaching of English across the school in order to raise outcomes for children

-Year One Phonics Check: 80% of pupils achieve the pass mark in the 2017

-KS1 Phonics Check -80% of pupils in Year 2 pass the phonics re-check  (** there are two children within this cohort that have EHC plans and will need to again be disapplied although they will count in the final reported percentage)

-70% of children achieve the Expected Level of Achievement in KS1 Reading Assessments in July 2017

-25% of children achieve Greater Depth in 2017 KS1 Reading assessments

-70% of children achieve the Expected Level of Achievement in KS1 Writing Assessments in July 2017

-15% of pupils achieve Greater Depth in 2017 KS 1 writing assessments

-60% of pupils in Reception class achieve the expected level of achievement in EYFS in Reading in July 2017.

-50% of pupils in Reception class achieve the expected level of achievement in EYFS in Writing in July 2017.

Data submission to Standards and Effectiveness Committee

English Subject Leader’s Reports attached to Headteacher Reports

 

 

Link Governor:

To raise the number of children achieving a Good Level of Development at the end of EYFS and close the gap between girls and boys.

-66% of children achieve a Good Level of Development in July 2017.

-The gap between girls and boys is closed with both groups achieving equal percentages of achievement.

 

 

Data submission to Standards and Curriculum Committee

EYFS Co-ordinator’s Reports attached to Headteacher Reports

 

Linked Governor:

 

 

 

 

Distributed leadership roles are highly effective in securing good and outstanding standards across the whole curriculum.

-Subject Leaders focus on pupil outcomes and ensure that at least 85% children achieve the expected age related levels in all foundation areas of the curriculum by July 2017.

-All action plans are related to pupil outcomes.

-Standards across all subjects are reported on a termly basis (with progression analysis undertaken).

-Rolling programme of management release for all staff.

Subject Leader’s Data Analysis fed through Headteacher Reports in Autumn and Spring Standards  and Effectiveness Committees

 

 

 

 

To further implement and embed No Levels Assessment in order to secure good and outstanding outcomes

All year groups are effectively assessing, using the school assessment process, across all subjects.

The use of year group tests in SPAG and Mathematics are used effectively to inform teaching and tracking data

-Termly moderation ensures that all judgements are accurate.

-100%pupils make at least 4 steps progress and those identified of being at risk make 5 steps progress to bring into line with age expectations over 2016-17

 

To develop a consistent approach to behaviour management over the whole school day, which enables pupils to behave impeccably at all times and understand the importance of respect for all within the school community and beyond.

-School values are understood across the school.

Behaviour in all lessons is outstanding by July 2017.

-The revised behaviour management system is fully embedded by December 2016.

-Pupil interviews demonstrate that children have a good awareness of the School Values and the Top Five Behaviour Tips and report that they feel happy and safe in school.

-Observations of Lunchtime Provision are positive and behaviour incident logs are at less than three per week.

Headteacher Report

Feedback on children’s interviews

Feedback on Parent Questionnaires

 

Link Governor visits

 

Link Governor:

SEN, Equality and Diversity

Support our children’s emotional and mental well-being and develop their self-confidence, creativity and resilience in order to make the most of all learning opportunities.

 

 

-Children show a greater understanding of diversity and equality

 -New PSHE scheme of work introduced

-Progress of SEND pupils in line with all other pupils

Inclusion and Headteacher Reports to Standards and Effectiveness Committee

Data submission to Standards and Curriculum Committee

 

Link Governor:

 

 

 

Pentland Infant and Nursery School

Key Objectives within School Development Plan 2016 – 2017

OUTCOMES FOR PUPILS

Continue to work towards closing the gap between Girls and Boys achieving the Expected Level of Attainment at the end of Key Stage One and maintain the increase in boy’s attaining the Good Level of Development in EYFS, whilst ensuring that girl’s achievement is once again raised to at least match the national average.

Focus on number, calculation and arithmetic across the school to ensure raised  EYFS outcomes in this area and Key Stage One children are  better prepared to encounter the  pure arithmetic elements at the end of Year 2 and outcomes at least match national averages in maths.

Continue to identify and enhance the  tracking of impact of personalised opportunities for target children on FSM to support them in their area of need (through support, activities, resources), including the provision of targeted language and family learning groups in the EYFS in order to close the gap in achievement.

 

To ensure ‘gaps’ in progress and attainment of vulnerable groups continue to be  narrowed compared to national average and school’s own data and the achievement of more able children continues to be consistently supported and challenged

Refocus attention  on Writing throughout the school to once again ensure outcomes at the end of EYFS and Key Stage One at least meet national averages.

Ensure that the  teaching of reading is structured across the whole school, with a focus on developing children’s comprehension skills  and the use of reading within different subject areas, in order to raise attainment within the EYFS and Key Stage One to at least national average.

 

Focus on Early outcomes for Children: Enhance the provision and targeted support that is provided for later entries to nursery and new arrivals to school in Reception Class to ensure readiness for school and accelerated learning within Reception Class to close the gap in meeting age expected levels and a Good Level of Development within the EYFS.

 

 

 

 

 

QUALITY OF LEARNING AND ASSESSMENT

 

To review and  revise where necessary the assessment practice and timetable within school in light of the interim assessment framework and evaluation of systems from last year.

Introduce the new EAL Proficiency Assessment and consider how this information is used to further enhance the provision we offer children to develop their speaking and listening proficiency.

Revisit and continue to develop assessments for Foundation Subjects.

Continue to embed the new national curriculum in order to raise the outcomes for children to at least match national averages in all areas.

Continue to develop effective marking and feedback across the whole school staff team in order to ensure children make consistent and good progress in all groups and in all areas of the curriculum.

 

Further develop the analysis of assessments and test data in order to identify gaps and ensure teaching is planned specifically towards identified needs.

 

 

PERSONAL DEVELOPMENT, BEHAVIOUR AND SAFETY

 

To continue to develop a consistent approach to behaviour management over the whole school day, which enables pupils to behave impeccably at all times and understand the importance of respect for all within the school community and beyond.

To continue to ensure our pupils are safeguarded and are developing their understanding and responsibility of keeping themselves and others safe.

Support our children’s emotional and mental well-being and develop their self-confidence, creativity and  resilience in order to make the most of all learning opportunities

Educate and encourage our children to make healthy choices – emotionally, nutritionally and physically.

Continue to encourage and aim for high attendance (96%) by all and further reduce levels of persistent absenteeism

LEADERSHIP AND MANAGEMENT

 

Continue to develop strategies to support distributed leadership roles which are highly effective in securing good and outstanding standards across the whole curriculum.

Continue to develop rigorous monitoring of school activities in order to constantly raise standards for all children and to inform school evaluation

Continue to develop and manage a school community in which safeguarding is a priority and an inclusive, happy and outward looking ethos is maintained and developed for all

Plan for the sustainability of the school’s finances and manage the introduction of extended day care/educational provision into the school in order that high quality standards of provision and attainment are consistently in place for all children

Provided  on-going tailored support for Governors in order that they can  support and challenge standards within school to the highest level and with maximum impact

Ensure that teaching, learning and outcomes are consistently good or outstanding across the school, through support and challenge to all staff including those new to the school or moving to new year groups.

 

RESOURCES AND PREMISES

To continue to develop the school learning environment to be attractive, conducive to learning and working, well maintained, safe and efficient

To continue to develop the outdoor learning environments to support children’s learning, promote healthy lifestyles and support children’s engagement in positive play experiences

To develop our facilities to provide for the needs of a school population of younger children

 

 

 

 

PARTNERSHIPS

Further develop and formalise strategic and practical working partnerships with the Dewsbury Learning Partnership of Schools, Playgroup and Cluster Schools in order to share expertise, develop outstanding provision for ALL children and combine resources for best value.

Develop links and source funding opportunities to allow creative partnerships with artists and cultural institutions to continue and develop, thus impacting positively on progress and attainment.

Continue to develop children’s understanding and respect of British Values and appreciation of their own and other’s cultural heritage.

Continue to develop working relationships with parents as co-deliverers of their children’s education in order to secure excellent progress and outcomes for all.

Explore thoroughly the options in terms of trust and academisation status in order to make informed decisions as to the future standing of the school.

School Development Plan 2015-2016

 

RAISING PUPIL ATTAINMENT AND ACHIEVEMENT

 
Raise attainment in Science at the end of Year 2

Continue to work towards reducing the gap in attainment between girls and boys in reading and in maths
Continue to embed assessment in Science and the foundation subjects

Ensure ‘gaps’ in progress and attainment of vulnerable groups continue to be narrowed within school, with a particular emphasis on children entitled to Free School Meals within Key Stage One.

Ensure that the achievement of more able children is consistently supported and challenged

Accelerate children’s progress within Year 1 and Year 2 English, in order to focus on  ‘Catch up Phonics’ and prepare children to attain the national average within the new SPAG test

 

Continue to work towards reducing the gap in attainment between girls and boys achieving a Good Level of Development within the EYFS Profile Data

Revise the structure and delivery of intervention programmes to become accelerated learning sessions linked more specifically to short term teaching targets to ensure children make accelerated progress to re-join their peers

 

 

 

 

 

 

 

 

BEHAVIOUR, PERSONAL DEVELOPMENT AND WELL BEING

To continue to improve rates of attendance and reduce leaves of absence within term time. Strive to raise attendance to 96% and reduce persistent absentee rate
Focus on developing a comprehensive understanding and response to the PREVENT agenda
To continue to support children’s emotional intelligence and coping strategies, in order to impact positively on their progress and achievement
Review and redevelop the school’s Behaviour Management Policy in order to positively reward acceptable behaviour. Agree and implement consistent  sanctions for unacceptable behaviour
Ensure a positive and happy culture at dinner times so that every child feels safe, supported in making healthy choices about food and lifestyle and included in social and physical activities

 

CURRICULUM DEVELOPMENT

Enhance the teaching of Key skills within ICT and consider the logistics  of group teaching for ICT

Evaluate and refine the progression plans for the new National Curriculum

Broaden opportunities within the curriculum to promote children’s  Spiritual, Social, Moral and Cultural development
Develop children’s thinking skills, problem solving, perseverance, Speaking and Listening Skills and writing through the CAPE Outdoor Creative Learning project
Develop consistency and progression of vocabulary used across the curriculum and different year groups
Ensure clear links and opportunities within the curriculum for teaching British Values

 

LEADERSHIP AND MANAGEMENT

 
Move to the use of Target Tracker package for Self Evaluation and School Development planning in order to develop a detailed cycle of monitoring and self-evaluation based on the views of all stakeholders and analysis of data

Ensure regular and rigorous moderation of all curriculum areas.

Build up portfolios to evidence progress and attainment and the quality of learning across all subjects
To develop the effectiveness of the governing body, using insight gained during the self-evaluation process, concentrating on the efficiency and effectiveness of meetings, team work, learning and development for governors and the clarity of roles and execution of responsibilities

Continue to improve the identification of vulnerable groups and develop an 

enhanced tracking system to enable a holistic view of strengths, needs and impact measures

To ensure Pentland’s financial stability 

 

BUILDINGS AND LEARNING ENVIRONMENT
To continue to improve the EYFS  and KS1 outdoor learning provisions to enhance learning across  the  whole curriculum
To explore ways of making the school more sustainable and ecologically friendly
Continue to research possible funding for the use of the old health centre into a dedicated family, group support and training centre

Continue to refurbish the school hall to provide a pleasant dining and gathering space
 

Enhance the Key Stage One playground by adding markings to stimulate productive play and support for the wider curriculum

 

FAMILY AND COMMUNITY PARTNERSHIP
Continue to build the website, ensure all statutory duties are met and up-to-date is available to inform parents and the wider community about the curriculum and achievements of the school

Develop further and stronger links within the community, broadening the children’s outlook and experiences and establishing clear links and visits to local institution
 

 
To work in partnership with parents to help keep children healthy and safe

To develop the remit of the school to include provision for 2 year olds

Raise the profile of reading at home
Work more creatively with the Friends of Pentland group to develop a support network, targeted sessions and encourage fund raising for the school

 

 


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