School Development Plan

  • Mathematics Action Plan 2016-2017
  • School Development Plan 2016-17
  • Review of School Development Plan 2015-16
  • School Development Plan 2015-16

Lord Blyton Primary School Mathematics Action Plan 2016-2017

Priority target Actions to be taken By whom Success Criteria Impact/Evaluation
To continue to embed the changes and expectations of the Maths curriculum by supporting staff with regards to the teaching, planning and assessment. Teachers to be directed to the NCETM website, in particular the self-audit and the progression resources.

Aut term 1 Management time for JW  to be covered by AC.

Teachers have a clearer understanding of progression.

 
  Mastery NCETM and Maths Hub resources to be shared to support progression and expectation.

   

More evidence of mastery opportunities, e.g. low floor high ceiling activities  
  Ensure new staff are familiar with the school’s policies for mental and written calculation.

 

Work in books evidences that teachers are teaching written methods as set out in the school policy guidelines.

 
  Expectations for each year group to be shared with parents via school website and at the first parents evening.

VW to ensure website is up to date. 

   
  Introduce Kangaroo Maths-Schemes of work and BAM indicators to support teaching and assessment.      
  JW attend network meetings and relay information back to staff, including opportunities for CPD.

Ongoing

JW

Teachers are more confident when making assessments.

 
  Staff to attend CPD which they feel will benefit their maths teaching.  Teaching & support staff Staff are up-to-date with any new information, guidelines or initiatives as and when they occur.  
          

To ensure at least good progress for the vast majority of pupils in all groups.

Maths learning walk in Autumn Term 1 – is learning behaviour good? Is the environment conducive to learning? 
.

JA and JW

Maths data in each year group to be at least in-line with national average

 
 

Maths work scrutiny in Autumn term 2 - is marking done in accordance with the school policy? Is it focused on closing the gap? 

JW

Teachers confident in the requirements of the year group they teach

 
 

Maths lesson observations in Spring term 1 - are teacher demonstrations and explanations clear? Is questioning used effectively? Are misconceptions dealt with appropriately? Is good use made of additional support?

JA and JW

Books demonstrate that new concepts are being taught effectively and confidently tackled
 
 

 

Analysis of tracking data in Spring term 1 to put appropriate interventions in place-what are the barriers to learning and what is the best way to overcome these? 

JA and JW

A closed gap between the achievement of pupil premium and non-pupil premium children. 

Boys and girls achieving to a similar level. 

 
  Implement these interventions with immediate effect  and monitor their impact.

JA and JW

Teaching and support staff

·         Accelerated progress for those children accessing intervention and clubs.

 
 

Clubs: Mathletics & Computing/Coding

JW & AS

   

To consolidate a whole school approach to using manipulatives and bar modelling to improve conceptual understanding in the key areas of maths. 

Some whole staff training on bar modelling (Thinking Blocks) in Summer term to support a more concrete/pictorial approach to the teaching of calculations, fractions and word problems.  JW to lead, all teaching and support staff to attend Staff confident to teach using the bar modelling approach. This will be added in to the Calculation Policy as of September 2017.  
         
To ensure pupils become fluent in the fundamentals of mathematics, reason mathematically by following a line of enquiry and  apply this to solving problems. Use of KIRFs to focus on getting children to have rapid recall (change half-termly)

Ongoing Teaching staff

·         Children can talk about their maths learning and experiences positively.

 
  Teachers to plan with a clear flow to learning, e.g. with objectives being given appropriate time allocation to allow for depth of understanding.   The gap is closing in terms of children being more in line with the revised curriculum targets, e.g. y4 children knowing all times tables facts.   
 

Teachers to give opportunities for children to explain their methods and reasoning 

     
  Mastery materials to be used in all year groups      
  Discussions with sample pupils from each year group about their maths Spring Term 2 JW    
         
To have an increased percentage of Year 6 children achieving at least the expected standard in the end of key stage tests.

Tailored interventions 

Spring Term JW,AC 

  End of KS2 test results show more than 80% of pupils have achieved expected standard. 
  Additional PM maths lessons      
 

Booster sessions for targeted children from Spring Term 2

     
 

Parents SATs meeting Spring Term 2

 

   

JA = J Atherton (Head teacher)

JW = J Wales (Year 6 teacher, Maths & Assessment  Co-ordinator, Deputy Head)

VW = V Waller (ICT technician)

AC = A Collins (Year 6 HLTA)

AS = ICT co-ordinator/Year 5 teacher

LN = Year 2 HLTA

 

Action Plan written by J Wales (Maths Co-ordinator)

 

 

School Development Plan 2016-2017

 

The Development Plan Process and timescales

 

Task

Start Date

Person Responsible

Consultation Process

Completion Date

Steering the overall process

July 2016

Headteacher

Leadership and staff meetings

September 2017

Collation of information to inform SDP

July 2016

Headteacher

Leadership and staff meetings

August 2016

Drawing up priorities

August September 2016

Headteacher and Assistant Headteacher

Staff Inset

October

2016

Drawing up a brief 3 year plan

October 2016

Headteacher and Assistant Headteacher

Leadership and staff meetings

October 2016

Producing and sharing plan with Governors, staff  and parents

October/November 2016

Headteacher

Governing Body Meeting

Website

Autumn Termly

Meeting

2016

 

Our School Development Plan

2016 and Beyond

Introduction

The School Development Plan is the document that drives the strategic work to develop and improve the school.  The plan gives everyone in the school community a clear vision and sense of purpose for improving the school. 

This document presents the key, “headline” objectives agreed by governors, along with proposed success criteria and key actions for each target.  The key objectives have been reached by gathering information from a variety of sources.  These include external evaluations of our work by OFSTED and the Local Authority, alongside our own extensive and detailed self-evaluation processes – our data analysis, staff appraisal processes, lesson observations, pupil progress meetings, surveys of children, parents and staff.   The objectives also reflect the national agenda of education reform.

 

Beneath this executive summary lie action plans for specific objective areas, curriculum areas and other areas of the work of the school. These contain the detail of how we will work to achieve our key objectives.  There will be development plans for other areas of the school’s work with actions that do not feature in our “headline” objectives presented here.  This is so that all of our leaders can plan their workload to fit into the school development cycle.

 

The objectives and action plans give governors the opportunity to monitor and evaluate the work of the school to develop, improve and raise standards.  We build into the action plans monitoring and evaluation activities – these activities will include the work of Governors through committees and link governor visits. 

The head line objectives are listed below:

Information about the school

Lord Blyton Primary School is a small school situated in Simonside area of South Shields. Pupils mainly come from Simonside itself but some travel from the surrounding areas. The roll is currently 171 . Plus a 9 part time 2 year old provision and 22 part time place 3 year old provision.

In September 2014 we opened our nursery provision. This caters for up to 13 pupils in the morning session and 13 pupils in the afternoon session.  We also provision for 16 2 year olds. These sessions run from 8.45am to 11.45am and from 12.30pm to 3.30pm

Due to the needs of our growing school we have established a breakfast club which is sponsored by Greggs the bakery and an after school provision, “The Hive” offering parent’s childcare up to 5.15pm each evening.

The school was lasted inspected in OFSTED in January 2012; we were graded as a good school.

The Governing Body has gone through a reconstitution and now includes a core of experienced governors who know the school very well.

The current Headteacher has been in place since September 2007. She leads a staff of  teachers with a wide range of experiences. The Deputy Headteacher has taught in the school for years and knows the pupils and their families extremely well.

We currently have 1 pupils on roll plus 2 three year olds and 16 two year olds. We pride ourselves on the fact that we know each of our children and their families well.

We have the following classes.

2 year old nursery room.  The Isobel Room.

3 year old nursery room. The Alice Room.

1 reception class-31 pupils

1 year 1 class-30 pupils

1 year 2 class- 24

1 year 3 class-25

1 year 4 class-22

1 year 5 class-25

1 year 6 class- 14

Total 171 from reception to year 6

All our class have support at certain periods throughout the week. Support is targeted to those children that need it.

In the afternoons our teachers and support staff run interventions. Pupils are identified through termly tracking and pupil progress meetings for interventions. Pupil premium is used to support these pupils.

In September 2016 we have employed an Family Support Worker who will take on the responsibilities of Inclusion in our school and will work alongside the SENCO.

Main Pupil Characteristics taken from RAISEonline 2015

§  46% eligible for FSMs

§  Majority of pupils are White British  heritage

§  2.1% minority from ethnic groups and those whose first language is not English is well below national average

§  29% SEN support

§  The level of transience is high in some year groups and these impacts on trends in attainment and progress.

Socio – economic factors

The school is situated in an urban area with a very high level of deprivation, illustrated by the SDI.

Census information strongly supports this, showing that a large majority of pupils live in an area of extreme social disadvantage when compared to all wards nationally.

School Results and Analysis for 2016

Attainment 2016

Early Years

 

Skills on Entry

Below what is typical with a significant number joining the school with weak skills

% achieving good level of development

2013: 68.4%

2014: 66.7%

2015: 68.0%

2016: 75.0%

Outcomes

Good; upward trend

 

 

 

Phonics 2016

Year 1 Phonics Screen

 

Year

% passed

% boys passed

% girls passed

National Average

2013

68

69

67

69

2014

75

75

75

74

2015

79

64

100

77

2016

72

64

100

 

 

Key Stage 1 2016

 

2016 Attainment Outcomes

 

 

% Expected+

School

% Expected+ National

%

GD

School

%

GD

National

Reading

 

85

 

31

 

Writing

 

73

 

4

 

Mathematics

 

81

 

15

 

RWM

 

73

 

0

 

 

Key Stage 2 2016

2016 Attainment Outcomes

 

2016 Attainment Outcomes

 

%

Ex+

Sch

%

Ex+ National

Scaled Score

School

Scaled Score

National

%

HS

School

%

HS

National

HS SS

School

HS SS

National

Reading

86

 

66

104.7

103

35

 

 

110+

Writing

79

 

74

 

 

14

 

 

 

Maths

86

 

70

103.4

103

21

 

 

110+

GPS

86

 

77

104.8

104

29

 

 

 

RWM

79

 

53

 

 

7

 

 

 

 

2016 Progress Measures

 

Subject

Average Score

Average progress reading

 

2.2

Average progress writing

 

-1.1

Average progress mathematics

 

0.4

 

School Self Evaluations

Above is a summary of the 2016 results showing how the school is performing.

Children’s Learning and Development on-entry to school is below typical. They make good progress by the time they leave the reception class when attainment is in line with national.

 

There is an positive trend in the % of children passing the Y1 phonics screening although this year and last year there was a gender difference with boys not achieving as well as girls.

 

The School very successfully narrowed the gap in attainment for FSM pupils in 2016 . We track pupils progress closely and ensure intervention is in place to close any gaps.

 

Standards at KS2 are good in all subjects we achieved above the national average for the expected standards.

 

Cohort sizes and context vary across the school.

 

Teaching is good and there is an increasing amount outstanding. This supports good progress in lessons and over time.


School Council and Pupil Voice

The school councillors are elected during the summer term by their peers they then meet together as a school council with Mrs Campbell every two weeks where possible.

The minutes are then circulated to the Headteacher and staff and the appropriate person/people respond to requests or ideas that the pupil council discuss.

Minutes are kept on the pupil council display or with Mrs Campbell and Mrs Atherton.

Monitoring includes seeking the pupil’s views about aspects of our school life. We always listen and take seriously the views of the pupils to help us assess and review the work the school is doing.

Monitoring file holds records of these meetings.

Display board has photographs of the pupils so pupils know who is representing them.

Anti-Bullying Ambassadors

Each class has an elected Anti-Bullying Ambassador from year 1 to year 6. They meet with the Headteacher to discuss relevant safeguarding issues in school.


Key Objectives and Success Criteria for 2016-2017

Objective 1

To continue to raise standards in writing especially for the boys and most able pupils.

Success Criteria

Children’s books will show standards of written work in English are at least good and there is consistency of standards in writing across the curriculum to meet the raised standards of the new end of KS writing assessment criteria.

At KS 1 and KS 2 predictions show 85% reaching age related expectations.

Increased % pupils working at above age related expectations in writing.

Children’s writing will show improved use of skills in sentence construction, structure of writing, grammar and composition.

All pupils will make at least expected progress in reading and writing.

Children will use a wide range of grammatical features accurately throughout a variety of curriculum areas.

Work will be well differentiated with good levels of challenge to raise attainment of more able pupils.

Pupils’ will clearly understand and be able to articulate what they need to do to improve their own work in writing.

 

Objective 2

Further develop a whole school use of summative assessment for the new curriculum using new technologies.

Success Criteria

Systematic, comprehensive ICT based tracking system for the assessment of reading, writing and maths.

Pupils on track to meet age related expectations in all year groups.

At KS 1 85% pupils at age related expectation for reading, writing and maths.

At KS 2 85% of pupils at age related expectations for reading, writing and maths and SPAG.

All adults are focused on the progress of all groups within a lesson.

To develop knowledge of and consistency in moderating the judgements emerging, expected and exceeding against the curriculum.

Teachers make accurate judgements about pupil’s learning in writing.

Parents receive clear and concise information in all year groups about their child’s progress.

 

Objective 3

Ensuring that the progress made by disadvantaged pupils and those with SEND is comparable with that made nationally by other pupils with similar starting points.

Success Criteria

Parents

EYFS

Boos

Difficulties are identified early and intervention is planned and implemented in a timely manner.

SEND Plans identify exactly how a child will be supported to achieve measureable progress in learning in a specified period.

All pupils make at least sufficient progress in their learning.

The gap between the performance of any disadvantaged learners and that of their peers closes.

 


School Self Review and Self Evaluation Cycle

Autumn Term 2016

 

 

September

October

November

December

Performance Appraisal

 

Teacher Appraisal

Support Staff Appraisal

 

Monitoring of Teaching

 

Lesson observations all teachers

Session observations of support staff

Lesson observations NQTs

Scrutiny of Work

Weekly Planning

 

Weekly Planning

Core subject books

Weekly Planning

Weekly Planning

Core subject books

 

Learning Environment Monitoring

KS staff monitor learning environment

Learning walk

 

 

Assessment and Data Analysis

EYFS, KS1 and KS2 analysis

Pupil Progress Meeting

Pupil Targets sent home

Pupil Progress Meeting

Pupil Progress Meeting

Pupil Targets sent home

 

All pupil progress data analysis

Pupil Progress Meeting

Inclusion

Review SEN

Plan reviews

Meeting with Educational Psychologist

 

IEP Review

SEN support reviews

Subject Leaders

Autumn Term Action Plan

I

 

 

SIP review and evaluation

 

Termly Meeting

 

HT Appraisal

Governors

 

 

Learning Walk SLT

HT Appraisal

Stakeholders

Pupil Council Meetings

Parent Consultations

 

Pupil Council Meetings

Parent Consultations

 

Pupil Council Meetings

Pupil Council Meetings

 

SLT- Senior Leadership Team        All teaching staff               Governors            Pupil Council           School Improvement Partner

 

School Self Review and Self Evaluation Cycle

Spring Term 2017

 

 

January

February

March

April

Performance Appraisal

 

 

 

Teachers midyear appraisal review

Monitoring of Teaching

Lesson observations all teachers

 

Session observations of support staff

Lesson observations NQTs

Scrutiny of Work

Weekly Planning

 

Weekly Planning

Core subject books

Weekly Planning

Weekly Planning

Core subject books

 

Learning Environment Monitoring

KS staff monitor learning environment

Learning walk

 

 

Assessment and Data Analysis

EYFS, KS1 and KS2 analysis

Pupil Targets sent home

 

All pupil progress data analysis

Inclusion

Meeting with Educational Psychologist

 

IEP Review

SEN support reviews

Subject Leaders

 

Scrutiny of work

 

 

SIP review and evaluation

 

Termly Meeting

 

 

Governors

 

Learning Walk SLT

Termly Governors Meeting

 

Stakeholders

Pupil Council Meetings

Pupil Council Meetings

Parent Consultations

Pupil Council Meetings

Pupil Council Meetings

 

SLT- Senior Leadership Team        All teaching staff               Governors            Pupil Council           School Improvement Partner

 

 

 

 

School Self Review and Self Evaluation Cycle

Summer Term 2017

 

 

May

June

July

August

Performance Appraisal

 

 

 

 

Monitoring of Teaching

Lesson observations all teachers

Session observations of support staff

 

 

Scrutiny of Work

Weekly Planning

 

Weekly Planning

Core subject books

Weekly Planning

 

 

Learning Environment Monitoring

KS staff monitor learning environment

Learning walk

 

 

Assessment and Data Analysis

EYFS, KS1 and KS2 analysis

Pupil Targets sent home

KS 1 SATs KS2 SATs

Phonic test results

 

Pupil progress meetings

Analysis of EYFS, KS1 KS2 data

All pupil progress data analysis

Inclusion

Review SEN

Plan reviews

Meeting with Educational Psychologist

 

IEP Review

SEN support reviews

Subject Leaders

 

Full work scrutiny

 

 

SIP review and evaluation

 

Termly Meeting

 

 

Governors

 

 

Learning Walk SLT

Data Governor analysis of data

 

Stakeholders

Pupil Council Meetings

Pupil Council Meetings

Reports sent home

Parent Consultations

Pupil Council Meetings

Pupil Council Meetings

SLT- Senior Leadership Team        All teaching staff               Governors            Pupil Council           School Improvement Partner

 

School Development Plan
Review

Objective 1-Develop a whole school system of assessment and tracking based on the end of the year group national curriculum year group expectations

Staff including Headteacher all attending relevant training and moderation events. The school was involved in the moderation of writing at KS 2. We have worked with the Local Authority to ensure that the assessment of writing is the best it can be in school.
Constantly new messages from the Department for Education and we are keeping up to date with these and these are distributed to the rest of the staff.
As a staff we are meeting regularly and discussing our assessment procedures in school. HT and the Assessment Co-or meet weekly to ensure they are aware of any updates or amendments they want to make.
New marking is well established and work scrutiny monitors this to ensure that it is at the required standard. New staff will work with the DHT to ensure they are familiar with this.
We had some examples of the new tests for year 2 and 6 and we used them to prepare the children. Both teachers have attended Local Authority training on moderation and test administration.
Staffs are familiar with the standards the children are expected to reach at the end of each KS.
We have not adopted the RM Integris system currently but this will form part of the action plan for 2016-2017.
Results at the end of KS1 were as follows:-
Reading-85% at or above expected standard. 31% at greater depth
Writing-73% at or above the expected standard. 3.8% at greater depth
Maths-80% at or above the expected standard. 15.4% at greater depth
Writing was lower due to the renewed assessment criteria and the up levelled curriculum. Improving standards in writing will form part of the SIP for 2016-2017.
KS2
Reading-86%
Writing-78%
GPS-86%
Maths-86%
RWM 78%

Objective 2-Speed up the progress in maths across all year groups and improve the percentage of pupils achieving at above end of year group expectations.

New teachers in Sept 2016 are working well and both have good understanding of the required year group expectations in mathematics. Maths monitoring has identified any implications and these have been addressed in the staff feedback.
Staffs are familiar with the curriculum and the end of year group expectations and have assessed children against the end of year group expectations so they know what is expected of the children.
There has been a considerable uplifting of the end of year group expectations and this means that staffs have to work particularly hard to plug any gaps in children’s learning. Assessment data at the end of the Summer 2016 shows the progress children have made and identifies any children not meeting end of year group expectations.
Teaching staff are using support staff to deliver intervention within each year group. Assessments are identifying those children that are not yet working at expected levels for this time of the year for each year group.
KIRF are up in all classrooms and children are familiar with them.
Monitoring identifies the curriculum being taught. Mrs Wales provides thorough feedback to each teacher and then monitors the impact of what has been said. Maths teaching is at least good in every classroom.
Homework programme is in place.
Further Improvements
Need to work with parents and this will be addressed in the EYs through the REAL Maths project. The nursery staffs and the DHT to attend training for this even in early autumn term.
Continued monitoring of the maths curriculum will ensure that there is consistency in what is being taught and standards are being maintained across the school.
Co-ordinator will attend mathematics meetings and update the staff and will ensure that maths remains a high profile in school.

Objective 3- To extend and embed the outstanding teacher programme

We have been working together as a staff looking constantly on the expectations of teaching and learning as graded by OFSTED. This generates discussion which is good professional dialogue.
Mrs Wales has observed each teacher during the autumn term and the current position in school is that there is no teaching that required improvement it is all good or better.
The School Improvement Officer has worked with the Early Years and on her last visit looked at the environments inside and out. She has provided feedback and ways we can improve.

Objective-Raise standards in writing especially the most able pupils.

English has been monitored half termly and there has been a focus on extended writing.
Staff are using every opportunity possible to promote writing across the curriculum.
Quality first teaching is evident with good curriculum coverage. With the new curriculum there is renewed emphasis on grammar, spelling and punctuation. Staff are incorporating this well into their teaching.
Where possible the English curriculum is taught through a text. This is done really well in the upper key stage classes.
Marking and feedback policy is monitored through work scrutiny. This is working extremely well and where there are any discrepancies in the policy it is being addressed through feedback.
We are working well through the objectives in the School Development Plan.
Writing will remain a focus of the School Improvement Plan next year with a focus on boys achievement in writing and increase the proportion of children working at greater depth..
Results for writing
EYFS- Good Level of Development- Writing 75%
KS 1 -73% at the expected standard 4% at greater depth
KS2-79% at the expected level 14 % at greater depth

 

 

Objective

Develop a whole school system of assessment and tracking based on the end of year group national curriculum year group expectations.

Rationale

New National Curriculum has been implemented since September 2014 but the levels used to measure progress and attainment has been removed. As a school this gives us the freedom to develop our own systems and ways to measure attainment and progress throughout the school.

Success Criteria

Systematic, comprehensive tracking system for the assessment of reading, writing and maths.
Pupils on track to meet age related expectations in all year groups.
At KS 1 85% pupils at age related expectation for reading, writing and maths.
At KS 2 85% of pupils at age related expectations for reading, writing and maths and SPAG.
Parents receive clear and concise information in all year groups about their child’s progress.
 

Objective

Speed up the progress in maths across all year groups and improve the percentage of pupils achieving above year group expectations.

Rationale

Our School Self review process and end of key stage 1 and 2 data have highlighted that children are not achieving the higher levels in mathematics and the teaching of mathematics in lower KS 2 needed to improve so that children made good progress. This has led us to take a more in depth and focus look at maths teaching across the school.

Success Criteria

The percentage of children achieving above end of year group expectations is inline or above the national average.
Outstanding maths teaching in maths in 50% of lessons and the rest is consistently good.
Lesson observations and monitoring, including talking to pupils show that children are enjoying maths and it is engaging and offering appropriate levels of challenge for all children.

 

Objective

To extend and embed the outstanding teacher programme in school

Rationale

Teaching is currently consistently good and often outstanding; progress is good and sometimes outstanding.

Success Criteria

100% lessons good, over 50% outstanding.
Majority of progress measures indicate Outstanding.
Sub groups of children, FSM progress well compare to all other children.
Teachers feel practice is developing through shared practice.

 

Objective

Raise standards in writing especially for the most able pupils.

Rationale

Our School Self review process and end of key stage 1 and 2 data have highlighted that children are not achieving the higher levels in writing. This has led us to take a more in depth and focus look at writing teaching across the school.

Success Criteria

Children’s books will show standards of written work in literacy are at least good and there is consistency of standards in writing across the curriculum.
Increased % of children reaching age related expectations in reading and writing.
At KS 1 and KS 2 predictions show 85% reaching age related expectations.
Increased % pupils working above ARE expectations in reading and writing.
Children’s writing will show improved use of skills in sentence construction, structure of writing, grammar and composition 
All pupils will make at least expected progress in reading and writing 
Work will be well differentiated with good levels of challenge to raise attainment of more able pupils. 
Pupils’ will clearly understand and be able to articulate what they need to do to improve their own work in literacy

 

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