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BTPartnership Burston and TIvetshall Primary Schools

School Development Plan 2011/12 Our School Development Plan (SDP) was begun during the Spring term of 2010. It is based on continuous school self assessment which we record on the school website. Governors and other stakeholders are invited to submit their own changes to the document so that it changes and grows as the year progresses. We are proposing single term plans aimed at raising pupil attainment as part of our School Development Planning (SDP)

CONTENTS ASPECT

Description

Summary OFSTED School Plan Summary School Vision Statement Inspection results and targets Head teacher’s Vision statement Governor’s statement Every Child Matters Statement Main 5 aspects of the plan Main tasks for Non-Core Subjects Future Issues in coming years Budgets for Subject Co-ordinators

Our School development summary from our two school Ofsted reports Changes to the Ofsted framework and how our priorities link to the new framework Stakeholders quick guide and criteria for success Our Vision summary from our five year plan How we are doing by the end of Key Stage 2 and views of inspectors and visitors How will the head teacher’s vision mesh with the direction of the school How do the governors respond to last year’s results and our hopes for the year ahead How we are fulfilling the aspects of Every Child Matters Learning and Attainment, Teaching and Curriculum, Leadership, Communication, Succession Planning Statements from heads of subject How do we see the coming years Financial commitments to our subjects, classes and aspects of learning including the library

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School Development Plan Summary from our two recent Ofsted Reports 1

GOOD QUALITY TEACHING a. assessment b. marking c. expectations

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EYFS a. extending opportunities by independence and access to all areas b. stimulate all children’s learning in all areas of curriculum c. independent learning through child initiated activities

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LEADERSHIP a. priorities areas for improvement b. monitor teaching and learning c. track pupil progress d. systematically evaluate school effectiveness e. develop questioning when monitoring progress

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LEARNING a develop writing and numeracy opportunities across curriculum 2


OFSTED INSPECTIONS FROM 2012 and our two most recent Ofsted recommendations combined n the achievement of pupils at the school EYFS a. extending opportunities by independence and access to all areas b. stimulate all children’s learning in all areas of curriculum c. independent learning through child initiated activities LEARNING a. develop writing and numeracy opportunities across curriculum n the quality of teaching in the school GOOD QUALITY TEACHING a. Assessment b. Marking c. expectations n the quality of leadership and management of the school LEADERSHIP a. priorities areas for improvement b. monitor teaching and learning c. track pupil progress d. systematically evaluate school effectiveness e. develop questioning when monitoring progress n the behaviour and safety of pupils at the school. See School development plan below

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Stakeholders Quick Guide and criteria for success Target Learning and attainment We will raise standards iin writing for all children in KS1 and 2, with a particular focus on more able children. To focus on interventions and VCOP plus BIG WRITE to improve writing in the schools.

Dates July 2012

Teaching staff and support staff by target setting individually, through performance management and pupil target setting. £600 for supply cover for release time Training on writing and writing assessment plus VCOP and BIG WRITE training with an additional focus on higher level pupils.

n the achievement of pupils at the school LEARNING develop writing and numeracy opportunities across curriculum

Teaching and Curriculum Where teaching is assessed and reported aim for 100% good

Resources & people to undertake tasks £, budget source, time plus INSET required

TRAINING and sharing release time £500

costs

to

include

Blue equals correction to original All children will make nationally expected progress at KS1 – 2 points per term (1sub-level) and KS2 4 points per year – (2 sub levels). In addition KS1 65% level 2B 30%+ Level 3+ KS2 80% level 4 30%+ level 5

Monitoring and Evaluation How and who to monitor.

Governors and curriculum committee (SDP sub group) once a term at School Improvement meeting by looking at the Raising Attainment Plan (RAP) – see attached Curriculum Committee

Throughout the year

Teaching staff observed every term by senior staff, external advisers and each other. £600 for release time.

All lessons (100%) to be at least good with some outstanding lessons. 5 lessons currently observed so far 4 graded as good and one satisfactory. Full criteria for good and outstanding teaching shared across the partnership and used for judgements.

Governors and curriculum committee (SDP sub group) once a term by monitoring action plan.

December 2011

All governors by creating action plan with particular focus on monitoring and critical friend tasks to include school visits and learning journeys.

Governors self-evaluation will be completed to match performance against agreed national criteria.

Governors

n the quality of teaching in the school GOOD QUALITY TEACHING assessment marking expectations

Governance A knowledgeable, confident and well-functioning Governing Body with clear governance and assurance arrangements in place.

Success Criteria

n the quality of leadership and management of the school LEADERSHIP priorities areas for improvement monitor teaching and learning track pupil progress systematically evaluate school effectiveness

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develop questioning when monitoring progress

COMMUNICATION Improve communication with parents and pupils

July 2012

Governor’s sub committee, staff, parents and pupils. Action plan devised.

80% plus satisfaction on parental and pupil feedback forms

Full governors evaluating termly

July 2012

Use classroom monitor and AP to be computerised and embedded. New ICT policy developed. New user agreement. Embedded establishment of the new learning platform. New hardware developed to meet the requirements of the agreed new policy. New IPAD hardware scheme across partnership.

New websites and learning platform raising standards for ICT at the school with 75% of all pupils achieving nationally expected levels. Staff and children feedback increased usage from12% on average per week to 20% usage.

Governors and staff

July 2012

Engage in advice and look at other settings to build a set of criteria for good practice. To develop the outdoor learning journey and Forest and Eco-schools good practice. To engage all adults in encouraging pupils to lead the learning.

90% of pupils will achieve at least nationally expected attainment on EYFS profile (6 points) barring those with special needs. Report from outside EYFS consultant will confirm good practice

Governors Curriculum committee, EYFS consultant

n the behaviour and safety of pupils at the school.

ICT To build 21st century provision that supports the needs of learning and the curriculum to include cloud based computing and more reliable hardware. n the achievement of pupils at the school n the achievement of pupils at the school EYFS extending opportunities by independence and access to all areas stimulate all children’s learning in all areas of curriculum independent learning through child initiated activities

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VISION STATEMENT We believe our school will be a centre of excellence that will ensure happy children’s safety, well-being and success. We continue to recognise the values expressed under the Every Child Matters agenda. We will build partnerships with our village and wider communities to create a positive, sustainable, creative hub for learning. For our vision to become reality we will set priorities around three key areas: learning, the community and our hardware and facilities. Learning priorities Our pupils will take pride in knowing and fulfilling their potential. We will care about all aspects of children's lives that may impact upon the achievement of their full potential. Our school will use all forms of Information Communications technology to expand the horizons of all our children. Learning will vary to reflect visual, auditory and kinaesthetic approaches. We will use the full range of opportunities our site can provide to allow our children to develop an understanding of the importance of a sustainable environment, in and out of the formal classroom. Community priorities We will recognize the importance of the wider community in ensuring our children’s safety, well-being and achievement. Our community will see our school as their school: the school will be a resource which the village communities can use and support. We will engage positively with our cluster of schools to explore fully the benefits of working collaboratively. Recognising the present ethnic and cultural character of our school, the importance of equality and community cohesion, we will seek to engage closely with wider communities of learners to broaden the experiences of all our pupils. Hardware and facilities To facilitate our aims for learning and the community, we will maximise the potential of the current buildings while recognizing fully their limitations. We will improve the working environment for our learners, including teachers and staff. ICT will be a focus for improvement as this will facilitate many changes we have planned for learning. To ensure the best resources for learning for our pupils, we will continue to establish key partnerships to enable our vision for a sustainable community school. [1] “Every Child Matters” is a Government aim is for every child, whatever their background or their circumstances, to have the support they need to be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic well-being.

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Inspection, Results & Targets for Burston and Tivetshall This Action Plan continues the work of previous Plans and includes items previously identified for action in future years; it represents the ongoing development of our school. As agreed in the previous SDP, the school will continue to concentrate more fully on items deemed of high priority and hence concentrate on fewer tasks per year. At the last Inspection, November 2006, Ofsted stated that in order to improve further the school should; The school governors and staff are delighted with the progress in recent years, but still seeks to improve standards and progress even more. Trends in school results % at level 4 2011 LEVEL 4 2008 % 2009% 2010 % 2012 ESTIMATES 1 pupils pupils pupils pupils pupils ALL (Eng+maths) English Mathematics Science LEVEL 5

2008 % pupils

2009% pupils

2010 % pupils

ALL (Eng+maths) English Mathematics Science

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2011 pupils

2012 ESTIMATES pupils


Inspection, Results & Targets The school targets are now set on the basis of accurate assessment data, input from teachers and subject heads and challenge added by the Senior Management. The targets are then scrutinised by the Governor’s Curriculum committee and school’s Improvement Partner and the new group of small primary school headteachers. Although the school considers these targets are important, it places greater value on individual pupil progress, value added, particularly that all pupils should make at least two levels progress in each core subjects in each key stage, whilst in our care. 2 levels progress in English and mathematics by the end of year 6 ALL (Eng+maths)

2008 % pupils

2009% pupils

2010 % 12 pupils

2011 % pupils

2012 % pupils

English and Mathematics 2008 % 2009% 2010 % 2011 % 2012 % level 4+ by the end of year pupils pupils pupils pupils pupils 6 ALL (Eng+maths) Limiting factors in our estimates this year are the number of SEN pupils in the Partnership in year 6 – currently 30% plus with one statemented child.

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Head teacher’s Vision Statement Core value; Every child will achieve success and feel safe in this school. We recognise all pupils’ abilities and intelligence. We will always provide the very best facilities for learning and teaching. To be achieved by; • Quality learning and enjoyable, outstanding teaching experiences tailored to the individual. • Rigorous school self evaluation and a commitment to address key Issues and areas identified for development, through our school development planning. • Pupils becoming self-disciplined as they acquire a love of learning. • Staff to be highly effective practitioners, willing to be innovative, take risks, experiment and try new things while enjoying their work. • Throughout the school, our stakeholders will engage in openness and honesty, questioning and development, support and challenge. • Professional development providing school improvement and career progression. • Team work, professionalism and a prevailing willingness to ‘go the extra mile’ which will be recognised, shared and rewarded.

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Governor’s Statement As Governors we are pleased with the developments & progress made in the School. We would once again wish to record our appreciation to staff, pupils, parents, Norfolk Children’s Services & all associated with the School for the combined contributions that have enabled this progress. Governors are fully aware that value added measures in the School are good over a period of three years & wish to celebrate this fact. However, they are aware of the need for further improvement, particularly for high achievers and for all our writers & the need for all staff members to aspire to outstanding practice. The School Management Team has the full support of the Governors in the actions being taken by them to ensure that all pupils make two levels of progress or more across each key stage during their time in the school. As part of the whole school life approach, Governors are pleased that the School continues the principles of the ‘Every Child Matters’ document. (See our statement below). We know the school is well placed in its current position and has the capacity to sustain progress with all issues. In particular we; • Would ask all concerned with the school to ensure the continued raising of standards in all aspects of learning. • Want the pupils of our school to enjoy their school life, be allowed to make a contribution & be happy & safe. • Trust that all our pupils are empowered to reach their full potential, now & in the future, in their academic work & personal development. • Would like to see greater parental involvement in the life of the schools in our Partnership. • Wish to support & encourage staff into full co-operative team work, & ongoing commitment to school initiatives & values • Wish all of our staff to further develop their own careers, using performance management as a guide. The Governors and staff of the School remain totally committed to achieving the status of an outstanding school and continually raising pupil attainment across all aspects of our dynamic curriculum. 10


EVERY CHILD MATTERS (ECM) This is what we believe Being Healthy 1. We want children & young people to understand risks & make informed choices about their health. 2. We want children & young people to be physically healthy. 3. We want children & young people to be emotionally secure, confident & able to make positive relationships. 4. We want parents & carers to feel supported in the healthy development of their children. Stay Safe 5. We want 6. We want 7. We want 8. We want

children children children children

& & & &

young young young young

people people people people

to to to to

be be be be

& & & &

feel feel feel feel

safe from maltreatment, neglect, violence & exploitation. safe, & be increasingly equipped to deal with risk. safe from bullying & discrimination. safe from crime & anti-social behaviour.

Enjoying and Achieving 9. We want children & young people to be excited, curious, engaged & ready for school. 10. We want children & young people to attend & enjoy school. 11. We want children & young people to be learning & achieving at primary school. 12. We want children & young people to learn & achieve at secondary school. 13. We want children & young people to participate in leisure & recreational activities. Make a positive contribution 14. We want children & young people to have a sense of achievement & engage in decision-making. 15. We want children & young people to be law abiding & engage in positive behaviour, showing respect for others. Achieve Economic well-being 16. We want children & young people to have positive expectations for their future and continue to engage in learning on leaving school. 17. We want children & young people to live in safe & suitable homes. 18. We want children & young people to have access to transport. 19. We want children & young people to live in households free from poverty. 20. We want our pupils to practice workplace values such as good timekeeping and respecting timings and arrangements made for a successful school day.

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Learning and Attainment We will raise standards in reading and writing for all children in KS1 and 2, with a particular focus on more able children. KS1 pupils to aim for nationally expected progress rates and levels of attainment. Year 3 pupils to be supported to catch up and achieve nationally expected levels. KS2 pupils to maintain and where there is potential as in level 5 English – to exceed nationally expected levels.

Target

Dates

Resources & people to undertake tasks £, budget source, time plus INSET required

Success Criteria

Monitoring and Evaluation How and who is to monitor the work undertaken?

KS1 pupils to aim for nationally expected progress rates and levels of attainment.

July 2012

Class teacher supported by teaching assistants and a clear plan for attainment – (see Raising attainment plan – RAP)

Progress is assessed using levels and APP with nationally expected levels avchieved

Termly reports to curriculum committee

Attain Good at Ofsted

KS2 pupils to maintain and where there is potential as in level 5 English – to exceed nationally expected levels.

July 2012

Continue high standard of teaching Identify and respond to need for additional support if required

End of KS1 results reflect at least good progress with all pupils achieving at least level 2B and 30%+ achieving level 3+. 30% + Level 5 at KS2 achieved by year 6 pupils

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Termly reports to governing body Staff review at team meetings Governor visits to the school Parent feedback and surveys Visits of School Improvement Professional


Teaching and Curriculum

Where teaching is assessed and reported aim for 100% good Tasks

TEACHING

Dates

Resources & people to undertake tasks £, budget source, time INSET required

Termly

All teachers and teaching Teaching will be at least assistants will be encouraged good in all observed to share good practice and lessons achieve at least good standards in lesson observations.

Where teaching is with final assessed and reported aim evaluation for 100% good. by July 2012

(An average numerically of 3+). Staff will share and understand what constitutes good or outstanding teaching. We will improve the quality of teaching in all key stages. Visit other settings to fully understand what outstanding teaching looks like and use mentoring and coaching opportunities Use lesson study training which will be cascaded through staff meetings to all staff

Success Criteria

Evaluation How and who is to monitor the work undertaken?

Monitor teaching termly and use scoring to inform progress and set priorities for improvement and challenge. Results from formal observations Analysis of need by monitoring observation forms Inspection results Report to governors every term Parent feedback and questionnaires Pupil feedback on lessons Visits by outside agencies Recorded learning walks Recorded pop ins Work Scrutiny by head teacher and heads of subject feeding into subject plans and governor’s curriculum committee. Peer perception interviews with reports to governors. Teaching monitored every term with records OBSERVATIONS ARRANGEMENTS Term 1 – by head teacher and senior teacher Term 2 – coaching partners,

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Term 3 – subject focus


LEADERSHIP A knowledgeable, confident and well-functioning Governing Body with clear governance and assurance arrangements in place. Tasks

GOVERNANCE

A knowledgeable, confident and well-functioning Governing Body with clear governance and assurance arrangements in place.

Dates

Resources & people to undertake tasks ÂŁ, budget source, time INSET required

Success Criteria

Evaluation How and who is to monitor the work undertaken?

March 2012

Governing body training and support from county through signing up to Governor Services.

Assessment with the LEA to establish a development plan.

GB review at each meeting Feedback from LEA Feedback from staff and parents

Review and implementation of business cycle. Governor attendance at training programmes. 2 blue sky thinking sessions per year.

Succession Planning New leadership team for the school and links to other institutions, particularly our local nurseries and Children’s Centre Appointment of new middle leadership for the school Establishment of curriculum and extended school leadership across the partnership Links to other schools in the locality (Partnership and Federation) and beyond (Community Cohesion Links)

Consult with stakeholders Seek advice from county Hold meetings to seek views and see if can link with school. Evaluate and develop our Community Cohesion Policy

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Work will have begun to carry out targets Set an improvement target. Set out a clear plan and target date for business review with success milestones Number of training events attended New middle and subject leadership team appointed Link to Pre-School communities established Community Cohesion Policy and evaluation documentation in place

Governing Body School Council Parents County Council Staff


COMMUNICATION Improve communication with parents and pupils Tasks

Dates

Communication Improve communication with parents and pupils

December 2011 and evaluated finally in July 2012

Devise an action plan

Resources & people to undertake tasks £, budget source, time INSET required

Success Criteria

Evaluation How and who is to monitor the work undertaken?

ANNUAL WELL BEING SURVEY

Survey results to be benchmarked with a target of at least 80% approval for our work.

Governing Body School Council Surveys Feedback from parents Feedback from Friends and Preschool

WEEKLY MINUTED MEETING FOR PUPIL COUNCIL ONLINE OPPORTUNITIES TO COMMUNICATE PARENT’S FORUM EVERY MONTH NEWSLETTERS HOME EVERY HALF-TERM ONLINE CALENDAR AND EMAIL COMMUNICATION SMS COMMUNICATION WHERE APPROPRIATE ENSURING HOUSE STYLE AND TONE IN ALL COMMUNICATIONS WITH PARENTS REVIEW OF WAITING AREA AND COLLECTION ARRANGEMENTS FOR PARENTS USE OF DAY BOOK AND 24 HOUR TURN AROUND ON ANY QUERY FROM A PARENT USE OF SITE AS A LEARNING HUB

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Action plan devised by sub committee of governors


EYFS (Early Years Foundation Stage) New leadership team for the school and links to other institutions through Federation, Partnership or Academy status, particularly Pre School Tasks

Engage in advice and look at other settings to build a set f criteria for good practice. To develop the outdoor learning journey and Forest and Ecoschools good practice. To engage all adults in encouraging pupils to lead the learning.

Dates

Resources & people to undertake tasks ÂŁ, budget source, time INSET required

January 2012

Success Criteria

Evaluation How and who is to monitor the work undertaken?

Curriculum Committee EYFS consultant Improvement Partner

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Main tasks for NON Core subjects Target; Improve curriculum provision so pupils more frequently access more stimulating and practical learning experiences tailored to their individual needs.

FOUNDATION RESOURCES Description of improvement target Release time. SUBJECT Resources already in budget below

ICT RE DT COLLECTIVE WORSHIP Geography History Music

£300 £300 £150 £300

To evaluate and adjust policy and user agreement To evaluate and write new RE scheme and link to collective worship To consider projects linked to creative learning and eco work that can take place outdoors. To evaluate current practice and write a new programme for a two year pattern including daily feedback from pupils.

£300 £300 £300

P.E./Games PSHE MFL

£300 £300 £300

ECO -SCHOOL FOREST SCHOOL

£300 £150 TRAINING £ 500+

To complete an audit of resources and plan a programme of outdoor based activity To link a project during the year to creative learning and at least one other department To build a curriculum to include weekly class based music lessons using online resources and a project that uses keyboards. To ensure the continued regular opportunity for inter-school sport and physical activity. Evaluation of current practice and scheme written for school Daily use of MFL with Spanish themed talk topics and themed day. Write a policy for MFL in the school. To explore and have in place the bronze flag for Eco Schools To devote at least one hour per week to forest schools learning and have a member of staff involved in localised training.

TOTAL

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Future years 1st April 2012 – 31st March 2014 & ongoing issues in all years o A 3 year vision for the school will be evaluated, adapted and known and shared by all stakeholders o Ensure all members of the school community are safe by regularly monitoring the school site and the activities of all stakeholders on and off site o To have completed a curriculum review and made appropriate changes to daily practice o Continue rigorous Self Review process; through SEF and Governors Self Review o Continue formulation of policies not yet in place & keep up to date with annual policy reviews assigning policy review and upkeep to specific governor committees o Continue to be up to date with ICT developments fulfilling our own ICT vision o Ensure a settled but dynamic staffing structure which has distributed leadership across the school o Continue close liaison with cluster schools, including transfer and induction arrangements with High School o Maintain balanced budget with 2 year advance projections o Make better use of the Outdoor Environment to include Forest school and Eco school status o Ensure fuller provision of Extended Schools activities o Boost and fully support our Community Cohesion and Equality Policies

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BUDGETS for Subject Co-ordinators for FINANCIAL YEAR April 1st 2012 – March 31st 2013 v All spending must be in line with School Improvement Plan tasks and subject co-ordinator Development Plans v Please be prepared to justify how the spending will impact on teaching and learning. v Please use official order forms, available from the office, who will only action spending by the co-ordinator concerned. v Any overspend, however small, will be not be actioned. v All orders must be placed with the school office by 31st December 2011. v Please include admin, post & packaging & delivery to your order if applicable; these costs are from your budget. LIBRARY Guided reading and general books £500 Literacy new reading scheme – plus monies £500 replacement. from World Book Day /Book Fairs/School Charity and Friends. Mathematics £200 Music £150 English £200 ICT £150 Science £200 Technology £150 History £150 MFL £150 Geography £150 Exam Fees £100 PE £150 SEN £100 RE £150 STUDENT COUNCIL (£150 each school) £300 ART £150 Playground £250 Class 1 Tiv and Bur £400 Class 2 Tiv and Bur £400 Class 3 Bur £200 TOTAL TOTAL

GRAND TOTAL Photocopying; on top of the hire and metering charges that apply we have also budgeted for copying paper not within the above. Please copy wisely! Pupils should work in their books whenever possible, the information on a worksheet can easily be displayed using ICT. Please retain any information sheets for future use. Please be fully aware of the data protection and duplication policies of the school ensuring you do not copy items with copyright protection. ABSOLUTELY no music or lyrics must be copied without express permission of school/parenership leadership.

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School Development Plan 2011/12  

School development plan and ideas for vision and the future.

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