Lakeside Primary School SDP – 2012-13 Review – June 2013 2012/13 Improvement Priority 1 – Literacy Pupil outcomes:- All children make expected or better progress to achieve challenging end of year/KS targets in reading and writing. Standards and progress in writing are improved DfE shift in curriculum emphasis from composition and effect to spelling, grammar and punctuation (SPAG) and new KS2 test have necessitated increased focus on basic skills to prepare children for test. Area of Activity Success Criteria Writing • Standards and pupil achievement in • Implement Fresh Start in Y5 & Y6 – training writing will be improved to reach In place. targeted pupil outcomes in all year groups. • Maintain regular use of individual and class • Big Write strategies and resources literacy targets In place will be used consistently in all classes. • Maintain use of Learning Walks to regularly • Children in KS1 & 2 will confidently evaluate quality of literacy environment Spring Term – areas for development identified and use phonics and other spelling fed back. Some additional resources and furniture strategies to support fluent writing purchased to enhance reading areas. • A consistent whole school approach • Pursue reading initiatives to provide models for to handwriting will support children writing to become confident and Reading workshops in place. Additional GR books, bienthusiastic writers lingual books and class readers. Identified need to • Pupils will become enthusiastic and make greater use of bilingual books. confident writers as a result of its Continue to embed phonics teaching in KS2 high profile and provision of Ongoing – more work needed. All KS2 teachers have stimulating, meaningful and cross attended training. Phonics and Support for Spelling curricular contexts observations in Spring Term showed teaching is good • Pupils will understand their overall. Areas for development fed back. curricular targets and how to • Whole staff dyslexia training/Develop strategy for improve to reach the next level in targeted provision of multi-sensory teaching writing programmes. • Accurate assessment will inform Training delivered. 0.6 teacher developing dyslexia differentiated planning and teaching teaching and resources. External consultant training x to maximise the progress of full 2 sessions for teacher and TAs. Specialist teacher ability range in writing employed 0.2 timetable for 2013-14 year. • Children will have opportunities for Continue to develop use of focused guided writing – independent writing based on ongoing assessment. • Children will be motivated to write Some evidence in planning/lesson observations through creative use of ICT. • Review and address training needs to deliver literacy interventions. Fresh Start and dyslexia training in place. Talk Boost training to deliver new YR – Y2 language programme completed. £700 invested in training and materials. Impact Average progress data and work scrutiny shows children are making good progress in writing in most year groups and better than expected progress in year 6 and F2. Progress in writing is broadly in line with other subjects. Historically, we have had a wide gap between attainment in writing and other subjects. Whilst this is still the case in some year groups, gaps have been significantly even in Y6 which has a high percentage of boys. Boys have made slightly slower
progress than girls in writing in most year groups. Communication, Language and Literacy (CLLD) • Provide children with frequent opportunities to apply phonic strategies through ongoing provision, guided reading and writing Phonics and Support for Spelling observations Spring Term showed effective teaching overall in FS/KS1. Importance of ongoing modelling and application continues to be reinforced. • Provide necessary L & S training for teaching and support staff in new year groups, Y3 and KS2 classes where appropriate KS2 teachers attended training. Continued focus needed. Embed ongoing application of phonic strategies See above. Feedback from teaching observations and literacy learning walk. • Embed use of Guided reading and writing to develop phonic strategies Guided reading observations in Spring Term showed good teaching overall with some variations. Areas for development fed back. • Expand opportunities for independent reading and writing • Develop literacy environment Outcomes from Learning Walk fed back – Spring 2. Some investment in resources and furniture for reading areas. Impact
There is high quality, consistent and progressive phonics provision in the Foundation Stage, KS1 & lower KS2 Children have structured opportunities to apply phonic knowledge in their reading, writing and across the curriculum. Standards and pupil achievement in reading and writing will be improved to reach targeted pupil outcomes in all year groups. The percentage of children working at age related expectations (ARE) will increase. (2011/12 Y2 cohort) Tracking provides overview of children’s levels of development and progress in L & S to inform planning
June CLLD data is not yet complete. It suggests children in the Foundation Stage (FS) and KS1 are making good progress and are working at a higher level than in 2012. Speaking and Listening • Develop opportunities for pupil talk, collaborative and interactive learning Talk Boost strategy in place • Develop role play areas in all phases Changed DfE focus to basic skills and spelling, grammar and punctuation. • Assessment of S & L using APP Deferred pending new NC • Use of ICT including microphones and I-pads to promote S & L Ongoing – See ICT • Continue to promote use of TPs in F1 Ongoing – influenced by staff changes. Reading • Embed reading workshops and 2 x weekly Guided Reading Sessions Tiimetable and structure in place. Guided reading observations in Spring Term showed good teaching
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Structured cross curricular opportunities for Speaking and Listening will be expanded Improved pupil achievement in speaking and listening will also contribute to raising standards in all strands of literacy, particularly writing. CLLD scores in the FS for CLT will improve Children will be able to work collaboratively in groups There will be accurate assessment of achievement in S & L. All teachers will use APP as assessment tool for reading. Teachers will make accurate diagnostic assessments, giving
overall with some variations. Areas for development fed back. • FFT Y1 reading programme Ongoing – positive impact. Additional TA trained. • Review use of reading APP/Develop diagnostic reading assessment Continuing with current APP pending new NC • Expand class based reading resources, reading areas and home readers. - including home language texts for EAL pupils (EMTAS grant?) Class books and EAL home language texts purchased. EAL texts now more widely used. • Purchase topic related library stock Identified need to make greater use of topic books in classrooms/class displays. Budgeted £1500 for 2013/14 to meet demands new NC changes. • Peer mentor reading clubs. Planned and trialed on World Book Day – positive feedback. To extend • Provide Dyslexia training and develop strategy to provide structured multi-sensory teaching programme for dyslexic pupils 0.2 specialist teacher employed to develop dyslexia provision 2013-14 . Consultant training sessions for teacher and TAs held. Resource bank being developed. • Develop use of ICT multi-sensory teaching programme Programme purchased – introduced by 0.6 teacher.. • Identify and address training needs for teaching and support staff See above. Talk Boost training.. • Extend reading morning.parents’ reading workshops Sessions held – FS & KS1.
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them a good understanding of children’s development needs which will inform planning Children will make good progress in differentiated Guided reading groups will be established in all classes Children of all abilities will be motivated to read by quality class based and home reading materials Targetted children in Y1 will make accelerated progress towards ARE through FFT interventions Participating parents have better understanding of how to support children with reading.
Impact Average progress data suggests the introduction of Reading workshops and a focus on guided reading has secured expected or outstanding progress in reading in all year groups. We will explore some pockets of children who appear to be making less than expected progress through pupil progress meetings with classteachers. Monitoring suggests the overall quality of teaching is good, with some variation. Girls have made better progress than boys in reading in some year groups, suggesting there is still more to be done to encourage boys’ reading. Standards in reading are broadly in line with standards in maths and higher than in writing although in some year groups, the gap is narrower than in previous years. Intervention strategies • Direct Phonics – Y2 and Y3 In place • Continue ELS/ALS/FLS – train staff in new year groups Adapted ELS programme implemented. ALS “Quest”
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Targetted pupils will make accelerated progress in reading and writing to reach targets/ARE. % of pupils at ARE in reading and writing will increase Children will confidently apply
in place • 1:1 tuition (KS2 and LAC) LAC pupils and identified pupils in Y5 accessing 1:1 support • Extend FFT Y1 reading programme – train additional TA (KS) In place • SALLEY KS1 Social Skills Programme To be replaced by Talk Boost • Dyslexia intervention training See above • Introduce Fresh Start – Y5/6 In place – Y6. Staff trained. Started in Y5 from Summer Term • Rationalise Literacy interventions/timetabling • Identify new teaching spaces for specific interventions – “pods” Completed. • Continue/develop Empowered Learning project/use of Learning Journals. Introduce with A 4 A Target children in each cohort Ongoing and now extended into Y5. Plans to develop Life Skills Passports throughout KS2 to promote positive and independent learning behaviours.
phonic knowledge to reading and spelling
Impact of KS1 Interventions • All Y1 pupils accessing Early Literacy Support (ELS) are making good or expected progress • 100% of Y1 children receiving 1:1 FFT reading support have made good progress • Analysis is not yet complete. Data from progress meetings so far suggests Y2 children participating in the Direct Phonics intervention are making adequate progress. Impact of KS2 Interventions • Most Y3 and Y4 children accessing Additional Literacy Support (ALS or “Quest”) have made expected or accelerated progress in reading and writing, with some class variation. • Most children in the Y3/4 Direct Phonics have made expected or better progress. • Children accessing Fresh Start in Y6 have made expected or accelerated progress. • Children accessing dyslexia support have made expected or accelerated progress • KS2 children receiving 1:1 tuition have made expected or accelerated progress. Average progress by SEN children suggests they are on track to make expected or better progress in reading but some slower progress in writing, although these have yet to be fully evaluated.
2012/2013 Improvement Priority 2 –Teaching and Learning Pupil outcomes:- Pupil progress across the school is good – 75% + make 2 sublevels progress in core subjects. Area of Activity Success Criteria Data analysis/tracking systems • Electronic tracking system enables i) Identify A 4 A target pupils in each class – bottom analysis of progress of different 20%/SEND cohorts and pupil groups in core Completed. Progress tracked and reported termly. subjects
ii)Introduce revised tracker – Autumn 2012 Tracker populated and “up and running. Still developing use to full potential. iii) Extend staff use of pupil tracking systems and use of data for self evaluation, target setting and differentiation • SLT, Subject Leader and class teacher use of tracking and FFT Begun to share data and signposting to useful reports. SLT/core subject leaders supported to use data.
Assessment and Differentiation Evaluate effectiveness of differentiated grouping and provision based on assessment Training – Autumn Term. Reinforced use of reading miscue analysis to inform accurate grouping and reading levels • Continue to develop use of range of differentiation strategies Differentiation in maths – focus for lesson study Spring Term. Feedback on planning and work reviews shared. • Review use of APP for reading Deferred pending new NC. • Continue to develop use of diagnostic reading assessment See above- miscue analysis training • Embed use of APP for Science and assessment of PSHE/MFL Teachers using Science APP. Other assessment work deferred pending confirmation of new NC. • Develop assessment of ICT – Skills Ladder Review of Skills Ladder deferred pending confirmation of new NC. • Introduce Foundation Subject Skills Ladders (Quigley resource) Deferred pending launch of new NC. • Rationalise whole school assessment and recording systems Deferred pending launch of new NC. • Update assessment timetable ♦ Continue to embed and improve entry and exit assessments to monitor the impact of interventions Standardised tests introduced. Feedback and Marking/Self and Peer assessment • Continue to monitor and develop use of success criteria – (process SC) in core and other subjects Monitored through lesson observation and planning review. Increasing consistency in use. Teachers encouraged to visit classrooms to develop practice. Lesson study – Spring Term NQT in house training – Spring Term.
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Classteachers analyse pupil progress termly to quickly identify pupils who are falling behind and inform provision Teachers have good understanding of the target setting process and their accountability for pupil progress. Subject leaders and SENCO make effective use of pupil data for evaluation and action planning Effective system for maintaining APP records is identified. Staff use a range of day to day assessment strategies which are identified in and inform future ST planning Differentiated teaching is informed by ongoing assessment. Accurate and consistent teacher assessment in reading and maths is confirmed through moderation. Teachers are confident using APP to assess in reading and maths and science Teachers make diagnostic reading assessments which inform provision and targets Impact of interventions on pupil progress can be evaluated. Assessment timetable is in place Progress in PSHE/MFL is monitored. Teachers/subject leaders evaluate progression/ARE in Foundation subjects using Skills Ladders Assessment records are effectively managed
All planning includes clear learning objectives (LOs) and success criteria which are effectively shared with and understood by pupils. Modelling, plenaries and opportunities to review their own and other’s work in all classes ensure pupils can evaluate successes and areas for
♦ Continue to monitor and develop self and peer
assessment and marking against SC (children defining quality) ♦ Extend effective questioning ♦ Review Feedback and Marking Policy Policy reviewed following NAHT training – February. Shared with Govs – March 2013. ♦ Share policy with parents through website Published following review and governor approval..
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Learning Culture • Maintain “growth mindset” ♦ Continue to develop pupil involvement in planning ♦ Continue to develop teacher use of peer coaching/sharing practice/lesson study/learning teams Lesson study – Spring Term. Increasing use of informal peer observation, particularly to support NQTs. Some cross school peer support developing. • Continue Empowered Learning project–pupil self assessment, personal target setting and ownership of learning Ongoing in Y6 and extending into Y5. Introducing “Lakeside Learners” project – key skills/attitudes for effective learning in consultation with U Can Shine consultants, staff & school/class councils. ♦ Continue Empowered learning/life skills coaching project – link to A 4 A Structured Conversations ♦ Continue use of Learning Journals – upper KS2 and A 4 A “Target” children Ongoing in Y6 and extending into Y5. Consultant teacher x 0.4 2013-14.
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improvement and apply marking policy. Children receive clear oral and written feedback based on LOs and success criteria. Children are able to identify their own targets/next steps. All teachers provide children with opportunities to review their own and others work and time to act on feedback to improve their work. Parents understand policy Teachers ask worthwhile questions which support ongoing assessment and extend and deepen children’s thinking Children and adults have confidence in their ability/potential and are motivated to learn and embrace challenges. Pupils have high levels of engagement through involvement in planning and reviews of how learning is progressing Teachers share and develop best practice through collaborative working. Best practice is spread to all classes. Teachers support one another to introduce and develop new teaching strategies.
Learning Environment • Develop SEND/dyslexia friendly learning • In class progress of SEND/”bottom environment (training/use of IDP) 20%” is maximised through Training – Autumn Term. IDP resources shared – conducive learning environment and Spring Term effective in class differentiation. • Class based teaching and intervention strategies • In class teaching supports and are aligned through effective planning and compliments individual targets communication addressed through interventions Continuing work needed on communication between staff delivering interventions and class teachers. Impact – 79% of lessons were good overall and 21% were evaluated as requiring improvement.
There has been improvement in quality and visible impact of marking. This will remain a 2013-14 focus
2012/13 Improvement Priority – Inclusion Pupil outcomes:• Children identified on SEN register or as vulnerable are enabled to access all areas of school life. • Children identified on SEN register or as vulnerable make progress of 2 sublevels and no less than 1.5 sublevels • Targetted Achievement 4 All pupils in every cohort make accelerated progress of 2 sublevels • Attendance and PA rates are at or above the national/LA average. There are no significant difference for between pupil groups Areas of Activity Success Criteria Achievement 4 All • Roll out A 4 A project • All children identified with SEN • Identify target children/ experience a broad, balanced, relevant and stimulating • Develop formal monitoring of target pupils curriculum in line with the Progress meetings/Lesson Study focus group National Curriculum • Include A 4 A priorities in 2012/13 appraisal • All pupils make expected or • Plan A 4 A CPD as appropriate better progress i) SEN friendly classrooms/Raise profile of in • Progress is accurately monitored class support/provision for SEN (Classroom • Environment equipped to deliver provision- every lesson every day) interventions ii) Raise awareness of assessment to inform • Children will be assessed and teaching and grouping in some classes – appropriate dyslexia through lesson observation feedback, interventions in place moderation and planning activities • Quality of SEN provision iii) structured conversations training evaluated through Charter Mark • Implement use of structured conversation with – strengths and improvements identified parents indentified All progressed in line with planned timescales. • SpLD children supported with • Develop use of website to share information with class based strategies & IDP parents resources Website now widely populated by teachers. Key and • Pupil Progress Tracker supports statutory information is included effective data analysis to • Improve access for KS2 parents evaluate impact of Under consideration in staff meetings/Spring Term interventions/inclusion strategies • Involve learning mentor, PSA and ISA in promoting • Y6 and targeted A 4 A children access to extra curricular activities for targeted take ownership of learning children through coaching and learning • Use of pupil premium journals - Use of Pupil Premium to subsidise access to • Parents are well informed on clubs /Breakfast Club for FSM/vulnerable pupils engaged in children’s learning, to extend wider outcomes. This has not had including identified “hard to rach” positive impact. parents. • Use of U Can Shine coaching for targeted children • Attendance is at least in line with if appropriate - Ongoing national average. • Targetted use of Learning Journals - Ongoing
Interventions • Rationalise interventions and timetabling – Termly review in line with provision map • Develop accommodation for interventions In place • Training in delivery of interventions for new support staff Fresh Start training completed. In house training as appropriate. First Class at Number training completed. • Develop dyslexia support strategy – whole staff training, programme delivery, organisation of resources, use of ICT 0.6 teacher deployed - Spring Term/Summer Term. To be replaced by Inclusion HLTA and 0.2 SpLD teacher for 2013-14. • Develop use of Clicker 5 - Staff meeting. Variable use across school. Monitoring and Evaluation • Use new tracker to support monitoring progress of children accessing interventions Tracker in place. Further work needed to develop use to track interventions • Embed standardised entry/exit assessments Introduced • Review effectiveness of interventions for individual pupils Provision map evaluated termly SEND • Develop individual pupil provision maps Initiated and ongoing • Develop “SMART” IEPs – Ongoing. IEPs reviewed by SENCO. • Improve parental involvement in IEP development and review Parent meetings to participate in review in place from Autumn 2012 • Develop SEND/dyslexia friendly learning environment in classrooms Training – Autumn Term. Devpt to continue led by SpLD teacher. • Extend use of IDP by class teachers Staff meeting– Spring Term Inclusion Charter Mark • Work towards Inclusion Charter Mark – Audit /Action Plan Ongoing Empowered Learning/Learning Journals • Develop use of empowered learning / coaching
strategies – U Can Shine/Learning Mentor Develop feedback on learning journals and transition for parents Ongoing in Y6 and extending to Y5. See above EAL • Embed NTE programme In place. Will be replaced by EALIP following review. TA training planned. • Continue to develop EAL resources – environment /literature/role play £1000 investment in books. Attendance • Continue to develop attendance and punctuality incentives – Ongoing. Some challenges from increase in PA – mostly new admissions, “snow days” and illness. Impact Average progress of A4A target children is good in reading and maths and good/outstanding in writing. Ave APS – Reading 4.05 Writing 4.46 Maths 3.86 2012/2013 Improvement Priority 4 – Numeracy Pupil outcomes:- Pupil progress across the school is good – 75% + make at least 2 sublevels progress in Numeracy. Area of Activity Success Criteria Planning • Monitor effectiveness of Hamilton • There are cross curricular links and Planning opportunities for children to apply and develop Some slower progress in maths identified. maths skills Lesson Study focus on differentiation in • Role play, problem solving and enterprise maths – Spring Term. To remain SDP priority activities will provide children with • Review Calculation Policy opportunities to develop maths skills, Deferred pending publication of new NC particularly understanding of money • Continue to develop cross curricular • Children will make accelerated progress maths • Stimulating home work will contribute to good Reinforced in maths planning and work progress review feedback • Revised planning will lead to improved rates of • Continue to develop problem progress solving/enterprise • Appropriate resources contribute to improved Maths planning and work review showed progress many examples of problem solving. Enterprise activities promoted through Money week. • Develop role play involving maths/money In KS1. Less opportunities in KS2 • Embed and extend use of Numicon Reinforced in maths planning and work review feedback and staff meetings. Further work planned 2013-14 • Develop home/school learning
opportunities in maths including through website “I Am Learning” homework programme purchased (£1000) and launched. Good uptake. Other on line maths homework resources signposted on website. Assessment and Feedback • Identify areas for development through optional SATs analysis Completed Autumn 1 • Continue to develop marking & feedback Training accessed, policy reviewed and updated with staff. Shared with Govs March 2013. Strengths and areas for further development from planning and book review shared – March/June.
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Interventions • Continue Max’s Marvellous maths – KS1 Ongoing • 1st Class@Number training - KS1. Extend to Lower KS2 Additional KS1 TA and Y3/4 TA trained April 2013 • Develop use of Springboard/Wave 3 – KS2 Limited progress – likely to be superceded by KS2 1st Class@Number.
Staff use a range of day to day assessment strategies which are identified in and inform future ST planning Differentiated teaching is informed by ongoing assessment. Accurate and consistent teacher assessment in maths is confirmed through moderation. Teachers are confident using APP to assess in maths & use to inform planning Marking and feedback ensure pupils are clear about next steps in maths Staff aware of and address key areas for development BA children will make accelerated progress through interventions
Impact • Average progress data and APP moderation shows children are making expected or better progress in maths in most year groups with progresin line with other subjects However, in some areas of KS2, progress in maths is slower than expected and slower than in other subjects, particularly for SEN pupils. • Standards in maths are broadly in line with standards in reading except in Y6 where they are slightly lower based on TA.. • Children accessing Springboard maths interventions in lower KS2 are making mixed progress. • All children except one of children accessing additional numeracy support in Y6 have made expected or better progress. • From available data, most children accessing First Class @ Number intervention are making expected or accelerated progress. • All Y1 children accessing Max’s Marvellous Maths have made expected or accelerated progress. • 4 children were entered for the L6 maths SAT.
2012/13 Other Developments – ICT Pupil outcomes:• ICT is used effectively to promote learning so that all children make expected or better progress to achieve challenging end of year/KS targets. • Standards and progress in core subjects and particularly writing are improved • Children’s ICT skills are at or above ARE and they can use these effectively in different contexts. Areas of Activity Success Criteria Use of ICT to support • Children enhance literacy and ICT skills literacy Developing potential of I-pads and exploring “green wall” software in . class. I am Learning homework materials launched and well received. Enhance range and use Staff confidently use I-pads, digital cameras/videos, microphones, of ICT webcams and other ICT to promote cross curricular learning, Develop class based use particularly literacy. of i-pads and evaluate Frequency and range of use of I-pads is increasing although not impact consistent across school. Further training and opportunities to share practice planned. I am Learning launched. Curriculum audit • Use of ICT is integrated in planning so that children have regular access to ICT to enhance ongoing learning. • LT plan, based on QCA units initially, is in place to ensure children develop age appropriate ICT skills. • LT and MT planning ensures children have regular cross curricular opportunities to apply and enhance ICT skills. Integrated use of ICT seen in lesson observations and planning review. • Children’s ICT skills are assessed and recorded to inform next steps and reporting to parents. Assessment Audit use of skills ladder for assessment/ARE and coverage – Staff Develop ICT assessment meeting planned. Review of Skills Ladder deferred until publication of mechanism – Skills new NC. Ladder • Policies and practice meet all current requirements Policy to be updated. Policy update (ICT/E-safety) • Website is used by staff for communication/info sharing and electronic storage. • It is used by pupils for in-house e-mail and access to homework Develop use of new • Improved website - enhances communication with parents website Good progress in populating website. I am Learning introduced for ♦ Communication with children to access at home. Developing use of Parentmail for direct parents parent/teacher communication. ♦ Marketing the school • Staff are confident using ICT hardware (i-pads/microphones/I♦ Information sharing pods) and software to support pupil’s learning, including use of ♦ Home based learning programmes to support SEN children IDP resources shared – Spring Term. Some teachers confident using CPD wide range of ICT. Varies. Training on Clicker delivered. • School staff are confident to and regularly use school website to promote activities/post homework. Equipment management Regular posting on website. See above I am Learning homework and renewal resource • Teachers have appropriate ICT to support effective teaching and learning. Major investment in ICT hardware for classrooms.
School leaders have clear direction to further develop ICT to enhance teaching and learning Need to consolidate and further develop use of existing equipment. £5000 invested. Further look at ICT across the new curriculum as more information becomes available.
Lakeside Primary School SDP 2012-13 Other Developments Early Years/ KS1 • Plan to implement revised EYFS curriculum and assessment arrangements Accessing training as it is rolled out. Tracking template developed. LA moderation of EYFS assessments confirmed accuracy and good practice • Continue to develop quality of teaching Extensive support /staff changes • Develop ongoing provision (KS2 Y2 children) Some adaptation of environment • Continue to develop effective use of outdoor environment Ongoing work in context of staff changes. Mrs Cowell has chosen as focus for middle leader course project. Parent toddler group offered from Summer Term to enhance transition into F1. Talk Boost language intervention now being delivered after training and investment in resources. Curriculum Development • Continue to promote Enterprise education • Continue to promote TASC activities Enterprise “Money” week – Summer Term • Develop Global Dimension –China link/Diversity Day/Free the • children fundraising Exploring South African link • Develop resources – topic collections - Ongoing • Continue to promote cross curricular use of key skills - Ongoing • Develop understanding of revised curriculum to be introduced 2014 – Accessing training and publication of draft documents. 2013-14 SDP priority Leadership and Management • Development of Senior Leadership Team – Induction of new TLR Holder – SSE/Leadership Pathways. - Mrs Cowell and Mr Bargh are participating in NPQMLmiddle leaders course. LA support with costs offered. - Mrs Witton supporting another school in DMBC and providing SIP service to a school in neighbouring LA. - Mrs McCrae and Mrs Laity supporting LA NQT observation programme - Headteacher network involved in paired observations to support professional development/moderation.Network to be further developed to form Initial Teacher Training (ITT) cluster and informal collaborative working partnership. • Support staff appraisal – Summer Term • Develop Induction Procedure – (key policies etc). Zip folder of key policies produced and distributed as appropriate. Parental Engagement • Communication – Website
Website regularly populated with school events. Parent survey and support with “Parentview” – Spring Term. Mostly very positive outcomes. Teacher use of Parentmail to be developed to text notices and “good news” • Termly Curriculum booklets – targets, curriculum, trips - In place • Half termly homework booklets/Learning Journals – In place • Maths and Literacy workshops/handouts – KS2 • Reading mornings/Stay and Play/ Stay & make sessions – Held Autumn Term. Planned – Spring Term • Greater involvement in IEP planning and review – Parents involved in review meetings. • PSA/ISA roles – parents groups – new PSA in post. • EAL parents workshops – Information sharing/consultation meeting and literacy/numeracy workshops held – Autumn Term • Achievement 4 All structured conversations with parents of targeted children – See above.
Published on Sep 11, 2013