HARBORNE PRIMARY SCHOOL
SDIP EXECUTIVE SUMMARY 2015-16
SECTIONS
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(AUDIT)
Executive Summary
SUBJECT
PROGRESS
TOWARDS SDIP IN
PREVIOUS YEAR
SUMMARY EVALUATION
Leader:
Mark Slater/Mandy
Hughes
Achieved last year
2014-15
See subject status.
Date:
July 2015
Area for Development 2015-16
1. Further improve the consistency of our
marking procedures and ensure that pupils
respond to the very detailed comments in
teachers’ marking of their work to further
accelerate their progress (Personalised
Learning).
2. Review the Marking and Assessment
Policy (Personalised Learning).
3. DIRT (Dedicated Improvement and
Reflection Time) and find ways to show
that pupils have read or responded to
marking and feedback. Staff to include
more gap tasks to move pupils on
(Assessment).
4. Years 2 and 6 to move to assessing
without levels. Whole school to further
embed new systems. Continue to ensure
moderation is central to making band
judgements (Assessment).
5. Undertake a parent questionnaire at least
once a year to take feedback on how well
we are doing (Parents & Community).
6. Be open, honest and clear in our
communications and the information we
provide to parents, including phase leaders
on the door and use of the
newsletter/website (Parents &
Community).
7. Continue to carry out September induction
meetings for the new year for parents,
offer curriculum training and information
sessions where we feel they would be
helpful and continue to ensure welcome
and induction interviews take place for all
new families arriving into our school
outside normal admission dates (Parents
& Community).
8. Appoint a new catering contractor to take
up contract with effect from October
2015, monitor quality and value of the
new contractor service with the help of
Litmus services (Premises).
9. Continue to increase the use of our school
facilities both during holidays and out of
school hours (Parents & Community).
HARBORNE PRIMARY SCHOOL
SDIP EXECUTIVE SUMMARY 2015-16
3
3 SUBJECT STATUS
4 AREAS FOR
WHOLE WHOLE SCHOOL
DEVELOPMENT
5 ACHIEVEMENT
10. Further improve outdoor learning
environment with additional planters and
growing areas, outdoor classroom, secret
garden and reception outdoor area
(Premises).
11. Refurbish, redesignate and use caretaker’s
house as The ARC for vulnerable pupils
and additional teaching and administrative
area, led by site manager (Premises).
Most of the objectives on last year’s SDIP were achieved, especially
with the outstanding grade awarded by Ofsted in December 2014.
Our primary aim is to continue to aim high and continue to achieve
outstanding teaching and learning for all of our pupils, including all
groups.
1. Maintain outstanding teaching and learning and leadership
throughout the school, including meeting the Ofsted
development point.
2. Continue to embed the new national curriculum, especially
introducing it in Years 2 and 6.
3. Continue to embed the SEN reforms and support class
teachers and TAs in providing the best possible interventions
and teaching for our SEN pupils.
4. Continue to develop our assessment without levels system,
including the trialling of the new Reception Baseline
assessment.
5. Continue to develop and improve the site at Station Road,
including The ARC, outdoor area and the canteen.
6. Prepare for the expansion of HPS at Lordswood in September
2016.
7. Ensure an improved provision of school meals through the
new provider, AiP.
Strengths
See subject status.
Area for Development
12. Continue to devise an effective tracking
system for the new curriculum which
allows us to monitor the progress of all
pupils and benchmark with schools both
locally and nationally (Leadership).
13. Continue to allocate staffing to support
identified pupils with SEN or PP in order
to ensure their progress is similar to pupils
nationally (Leadership).
14. Continue to ensure interventions and
support for pupils is monitored to ensure it
is appropriate and is having impact on the
progress of pupils (Leadership).
15. Embed new SEN Reform changes,
including EHC Plans and ITPs
(Leadership).
16. More involvement of teachers with SEN
HARBORNE PRIMARY SCHOOL
SDIP EXECUTIVE SUMMARY 2015-16
(SEN).
17. Intervention training for TAs (SEN).
18. Develop the resources and groups
available for SEN pupils (SEN).
19. When whole school assessment is
embedded, an SEN tracking system needs
to be used with Target Tracker (SEN).
20. Administer Reception Baseline
assessments as part of National trial,
review effectiveness and prepare for
statutory assessment Sept 2016 (Early
Years).
21. Review use of Tapestry in Reception and
implement with a new cohort and new
staff (Early Years).
6 TEACHING
(Core Curriculum Areas)
Strengths
See subject status.
Area for Development
22. Continue to lead the development and
implementation of the new curriculum
(especially Y2 & 6) and further develop
assessment without levels across our
school (Leadership).
23. Review and develop the variety of reading
programmes available across the school
and further promote reading for pleasure
(English).
24. Continue focus on Handwriting, linked to
new NC (English).
25. Develop writing, particularly in light of
the new NC (English).
26. Review teaching of vocabulary, grammar,
punctuation and spelling in light of the
new NC (English).
27. Maths meetings to parents to continue
throughout the year (Mathematics).
28. To continue to challenge the gifted and
talented mathematicians. Administer
Primary Maths challenge to years 5 & 6 A
set and selected pupils in Year 6 B set and
Able Maths Days (Mathematics).
29. Lunchtime and before schools to be
offered to vulnerable pupils and Pupil
Premium children in order for all to have
access to ICT and resources for maths
(Mathematics).
30. All 4 science areas to be recorded on
Target Tracker (Science).
31. Information about the content of each
science topic is given to parents with
suggestions as to how they might support
their children’s learning (Science).
32. Replace mobile technologies and teacher
HARBORNE PRIMARY SCHOOL
SDIP EXECUTIVE SUMMARY 2015-16
laptops on a rolling programme, see 3 year
plan (ICT).
33. Second server to replicate current system
to ensure safety of data, stored
information and program backup (ICT).
34. Monitor the use of resources and storage
for all Humanities areas (Humanities).
35. Make sure delivery of humanities stays
child centred and that skills taught are
uniform across a year group (Humanities).
36. Keep abreast of changes coming from
Birmingham and SACRA related to the
teaching of RE (Humanities).
37. PSHE to have major faculty status for
year 15/16 (PSHE).
38. Review PSHE schemes of work in
accordance with the new National
Curriculum and produce a revised PSHE
policy (PSHE).
7 LEADERSHIP
Strengths
See subject status.
Area for Development
39. Appoint Rec Year leader ahead of
expansion (Early Years).
40. Explore further networking opportunities
within consortium and feeder nurseries
(Early Years).
41. Continue to lead the development and
implementation of the new curriculum and
further develop assessment without levels
across our school (Leadership).
42. Develop a nurture group in The ARC in
order to provide additional before school
and lunchtime support for some of our
most vulnerable pupils (Leadership).
43. Continue to evolve the TA forum ensuring
TAs have more responsibility for setting
their own agendas and identified training
needs are provided where possible
(Leadership).
44. Develop links with Birmingham
University to further engage with student
training, mentoring and development and
to continue our involvement with the BEP
(Leadership).
45. Ensure PM for all staff is clear and
consistently applied, particularly when
making decisions about pay and progress
on the pay scale (Leadership).
46. Devise a staffing structure and costed plan
for appointments to open our new 2 form
entry primary school for September 2016
(Staffing).
HARBORNE PRIMARY SCHOOL
SDIP EXECUTIVE SUMMARY 2015-16
47. Review roles and responsibilities of office
team with a view to expanding and
reorganising roles in readiness for
expansion in September 2016 (Staffing).
48. Support and mentor appropriately the
NQTs on the staff, with appropriate noncontact time, professional development
and assessment paperwork (Staffing).
49. Continue to develop the links between
subject link governors and school subject
leaders in order to provide governors with
even greater understanding of school
development and improvement
(Leadership).
50. Governors consider the function of parent
forum meetings, their usefulness and
relevance and whether to continue with
these every term (Leadership).
8 IMPACT OF
CHANGE
All 7 of our whole school aims are met:
1. Teaching and learning and leadership throughout the
school remains outstanding, and the Ofsted development
point is met.
2. New national curriculum is fully embedded across the
school, including Years 2 and 6.
3. SEN reforms are embedded and class teachers and TAs
provide the best possible interventions and teaching for
our SEN pupils.
4. Assessment without levels system is further developed
and the new Reception baseline assessment is trialled.
5. Station Road site is further developed, including The
ARC, outdoor area and the canteen.
6. Expansion of HPS at Lordswood continues to develop
and progress.
7. School meals provision is improved through the new
provider, AiP.