PRIORITY AREAS:
WILLIAM TORBITT PRIMARY
SCHOOL DEVELOPMENT PLAN 2014-15
PRIORITY 1:
PRIORITY 2:
PRIORITY 3:
PRIORITY 4:
ACHIEVEMENT
QUALITY OF TEACHING
BEHAVIOUR AND SAFETY
LEADERSHIP AND MANAGEMENT
Flow chart for Planning across the school and tracking of Impact
Project Action Planning
linked to
School Priorities 1-4
Policies
(summaries and
detailed)
School
Handbook
HT SDP: 4 Priorities
Links to the SEF
Accountable to Governors
SLT Action Plans
linked to Priorities 1-4
Accountable to HT
Induction
Fronter and
Planning
Documents
William Torbitt
T& L
Curriculum
SLT Structure shows
lines of accountability
and responsibilities
Performance
Management
process
YGLs/SLs
Action Plans linked to
Priorities 1-4
Accountable to SLT
CPD
Staff Action Plans linked to
Priorities 1-3
& Lesson Plans
based on the
T&L Planning Process
Monitoring of
Teaching and
Learning
Accountable to YGLs
Interventions and
Enhanced Learning
Opportunities
Pupil Achievement
Behaviour for Learning
Responsibility of
All staff
Accountable to HT
Pupil & Parent
Involvement and
Views
Individual Targets
for Development
Teacher
observation sheets
with Feedback
Priority 1: Achievement (Good)
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Progress across year groups in a wide range of subjects, including English and mathematics, is consistently strong and evidence in pupils’ work indicates that they achieve well.
From each different starting point, the proportions of pupils making expected progress and the proportions exceeding expected progress in English and in mathematics are close to
or above national figures. For disadvantaged pupils, the proportions are similar to, or improving in relation to, those for other pupils nationally and in the school.
The attainment and progress of disadvantaged pupils are similar to or improving 1 in relation to those of other pupils nationally and in the school.
Pupils read widely and often.
Pupils acquire knowledge and develop understanding quickly and securely in a wide range of subjects. They develop and apply a wide range of skills, in reading, writing,
communication and mathematics. This ensures that they are well prepared for the next stage in their education, training or employment.
The learning of groups of pupils, particularly those who are disabled, those who have special educational needs, disadvantaged pupils and the most able, is generally good.
1Where
attainment, including that in reading in primary schools, is low overall, it is improving at a faster rate than nationally, over a sustained period.
Where the attainment of disadvantaged pupils is high, in-school attainment gaps may exist.
Objective and link
with other priorities
Key Actions (By when? month)
1.1
Improve outcomes
for pupil premium
pupils.
a) Analyse pupil premium data and use it
effectively to ensure follow-up actions
have a positive impact on pupil
achievement. ( September, and ongoing)
b) Effectively use the pupil premium
funding to ensure FSM make good or
better progress across the school (April)
c) Develop an effective evaluation system
to measure the impact of PP (November)
1.2
Improve progress in
maths across the
school.
1.3
Improve pupils’ use
of English across the
curriculum
a) Analyse school data and use it
effectively to ensure follow up actions
have a positive impact on pupil
achievement (September and on-going)
b) Ensure quality teaching and learning of
mathematics is embedded in the
curriculum (March)
c) Review practices of maths provision
across the school and put actions in place
to improve it where necess (November)
a) Review practices of English provision
across the sch and put planning in place
to improve it where necess. (November)
b) Embed high quality writing across the
curriculum (April)
c) Embed effective reading programmes
across the school (April)
Key Driver
on SLT
Links with
Other Staff
Monitoring
Governor
Expected Measurable
Outcomes / Success
Indicators
Vicki Blaize
Jess Butler
Finance Subcommittee
Progress and attainment of
pupils improve so they are in
line with the national average
at end of EYFS, KS1 and KS2
(and the gap closed / in line
with school year group
averages for Y1, 3, 4, 5).
Nicky West
Jess Butler
Barbara Levy
Achievement
and Standards
Sub-committee
APS for progress and % of
pupils making expected
progress increases in all year
groups
Lisa Farrow
All members of
SLT
Achievement
and Standards
Sub-committee
High quality writing
(grammatically accurate with
appropriate application of
spelling skills and knowledge is
seen in all year groups across the
curriculum.
Pupils in all KS1 and KS2 classes
are benefitting from regular
Reciprocal Reading sessions.
How well are we doing?
(Dec/Mar/July)
Priority 2: Teaching (Good)
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Teaching over time in most subjects, including English and mathematics, is consistently good. As a result, most pupils and groups of pupils on roll in the school, including disabled
pupils, those who have special educational needs, disadvantaged pupils and the most able, make good progress and achieve well over time.
Teachers have high expectations. They plan and teach lessons that deepen pupils’ knowledge and understanding and enable them to develop a range of skills across the curriculum.
Teachers listen to, carefully observe and skilfully question pupils during lessons in order to reshape tasks and explanations to improve learning.
Reading, writing, communication and mathematics are taught effectively.
Teachers and other adults create a positive climate for learning in their lessons and pupils are interested and engaged.
Teachers assess pupils’ learning and progress regularly and accurately at all key stages. They ensure that pupils know how well they have done and what they need to do to improve.
Effective teaching strategies, including setting appropriate homework and well-targeted support and intervention, are matched closely to most pupils’ needs, including those most
and least able, so that pupils learn well in lessons.
Objective and link
Key Actions (By when? Month and year)
Key Driver
on SLT
Links with
Other Staff
Monitoring
Governor
Measurable Success
Indicators
a) Continue a detailed programme of coaching and
mentoring for groups of teachers and individuals.
(From September – ongoing)
b) Raise the profile of the role of line management
in raising standards. (September and ongoing)
Patricia Hinds
All SLT
members
Achievement and
Standards subcommittee
By April 2015, all teaching
is at least consistently
good.
Jess Butler
All YGLs and
AHTs
Achievement and
Standards subcommittee
Observations of practice
(lesson observations, book
audits, and discussions with
pupils show effective use of
assessment to ensure
individual pupils are moved
on quickly in their learning.
Patricia Hinds
All SLT
members
Achievement and
Standards subcommittee
Observations of practice
(lesson observations, book
audits, and discussions with
pupils show appropriate
pitch and
knowl/skills/understanding.
Pupils say they enjoy
lessons.
Observations show pupils
are engaged and can talk
confidently about their
learning across the curric.
with other priorities
2.1
2.2
2.3
Ensure teaching is
consistently good or
better across the
school.
Embed use of data
and assessment to
enable pupils to
reach their
potential.
Ensure pupils are
challenged, engaged
and develop
appropriate
knowledge skills and
understanding
across the
curriculum
c) Set out key principles and expectations for good
speaking and listening in all aspects of school life
(November and ongoing)
a) Establish and embed a clear framework for
assessment across the school (e.g. AFL targets etc.)
(All in place by December)
b) Provide in-depth training for staff and governors
to ensure they are able to interpret data (by
September (new staff, and ongoing)
c) Ensure staff use data to inform planning
(End of October)
a) Ensure all lessons are engaging (December)
b) Ensure all pupils are appropriately challenged in
their learning (December)
c) Track, review and implement effective
opportunities for cross curricular learning and home
learning (January)
How well are we doing?
(Dec/Mar/July)
Priority 3: Behaviour and Safety (Outstanding)
Pupils consistently display a thirst for knowledge and understanding and a love of learning, including when being taught as a whole class or working on their own or in small groups. This has a very strong impact
on their progress in lessons.
Pupils’ attitudes to learning are of an equally high standard across subjects, years and classes and with different staff. Incidences of low-level disruption in lessons are extremely rare.
Parents, staff and pupils are unreservedly positive about both behaviour and safety. Pupils are keenly aware how good attitudes and behaviour contribute to school life, adult life and work.
Pupils’ behaviour outside lessons is impeccable. Pupils’ pride in the school is shown by their excellent conduct, manners and punctuality.
Pupils are fully aware of different forms of bullying, including cyber-bullying and prejudice-based bullying, and actively try to prevent it from occurring. Bullying and derogatory or aggressive language in all their
forms are very rare and dealt with highly effectively.
Pupils’ excellent conduct and behaviour reflects the school’s effective strategies to promote high standards; this makes a strong contribution to an exceptionally positive climate for learning. There are excellent
improvements in behaviour over time for individuals or groups with particular behaviour needs.
All groups of pupils are safe and feel safe in school and at alternative provision placements at all times. They understand very clearly what constitutes unsafe situations and are highly aware of how to keep
themselves and others safe in different situations, including in relation to e-safety.
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3.1
3.2
3.3
Objective and link
with other priorities
Key Actions (By when? Month
and year)
Key Driver
on SLT
Links with
Other Staff
Monitoring
Governor
Expected Measurable
Outcomes / Success
Indicators
Develop pupil voice
through the
Empowering
Learning Prog, so it is
integral to the life of
the school.
a) To embed the use of pupil voice in the
classroom to impact on teaching and
learning (January)
b) To refine and embed the use of ELP
(October)
Lisa Farrow
Lead staff across
the school
Achievement
and Standards
subcommittee
Pupils are actively engaged and
involved in more aspects of the
school’s activities, evaluation and
decision making.
Develop
relationships with
parents relating to
key aspects of the
school
a) Develop consistency in communication
with parents through systems and
structures. (Review systems October,
ongoing)
Vicki Blaize
All SLT members
Staffing and
School
Procedures
subcommittee
Parent/carer feedback from a range of
avenues is positive, and demonstrates
a better understanding of the aims of
the school. A wider range of parents
are involved in sch. Activities. Ways of
communicating with parents is
consistent across the school
Vicki Blaize
Lisa
Buildings,
Health &
Safety subcommittee
Behaviour and attitudes to learning
have improved (in the classroom, at
playtime and lunchtimes).
Ensure behaviour
and attitudes of
pupils is consistently
high across school
c) Develop a programme for independent
learning which feeds into the curriculum
(March)
b) Improve engagement of parents (July)
c) Improve parents’ knowledge and
understanding of the school’s aims /work
(September and ongoing)
a) To make sure staff, pupils and parents
understand and follow the behaviour
policy (ongoing)
b) Provide opportunities for feedback on
behaviour from across the school
community (ongoing)
c) To embed the 8 personal goals (launch
in September and oingoing)
How well are we doing?
(Dec/Mar/July)
Priority 4: Leadership and Management
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Key leaders and managers, including those responsible for governance, consistently communicate high expectations and ambition.
Teaching is good and/or improving strongly as a result of accurate monitoring, effective performance management and professional development, which are closely matched to the needs of the school and staff.
Self-evaluation is thorough and accurate, and the school’s actions are carefully planned, concerted and effective.
Well thought out policies ensure that pupils make at least good progress in literacy.
Governors, or those in a similar position, systematically challenge senior leaders. As a result, the quality of teaching and pupils’ achievement have improved, or previous good performance in these areas has been
consolidated.
The school’s curriculum encourages a thirst for knowledge and understanding and a love of learning. It covers a range of subjects and provides opportunities for academic, technical and sporting excellence. It
contributes well to pupils’ academic achievement, their physical well-being and their spiritual, moral, social and cultural development. It promotes good behaviour and a good understanding of safety matters.
The school’s actions have secured improvement in achievement for disadvantaged pupils, which is rising, including in English and mathematics.
The culture of the school is characterised by high expectations and aspirations for all pupils.
The school works well with parents, including those who might find working with the school difficult, to achieve positive benefits for pupils.
Leaders ensure that staff are well trained in identifying pupils at risk of harm and responding appropriately. The school’s arrangements for safeguarding pupils meet statutory requirements.
Governors ensure the efficient management of financial resources. This leads to the effective deployment of staff and resources.
Leaders work effectively with early years providers and other schools to ensure children’s smooth transition into school.
Leaders have ensured that early years and/or sixth form provision is effective.
Objective and link
with other priorities
Key Actions (By when? Month
and year)
Key Driver
on SLT
Links with
Other Staff
Monitoring
Governor
Expected Measurable
Outcomes / Success
Indicators
4.1
To ensure all leaders
and managers,
including governors,
consistently
communicate high
expectations.
a) Strengthen further use of the line
management structures and systems across
the school (from Sept and on-going)
b) Strengthen further performance
management structures across the school
(November)
c) Evaluate and improve how the school
communicates with its stakeholders and the
wider community (October and on-going)
Patricia Hinds
All SLT members
Staffing and
School
Procedures
Subcommittee
Line management, perf. Man
targets, communication by the
school with the wider community
(newsletters, news articles,
website, school grounds and
building, communication, home
learning tasks, parent meetings
set out that expectations and
standards at WTPS are high.
4.2
Embed a broad,
balanced and a
creative curriculum
a) Monitor and evaluate the curriculum and
follow up actions (October, and on-going)
Patricia Hinds
All SLT
members, in
particular the
curriculum team
Achievement
and Standards
Subcommittee
Curric. covers a range of subjects and
provides opportunities for acad, techn
and sporting excellence. It contributes
well to pupils’ academic achievement,
their physical well-being and their
spiritual, moral, social and cultural
devel. It promotes good behaviour
and a good understanding of safety
matters
Patricia Hinds
All SLT members
Buildings and
Health &
Safety Subcommittee
The school is involved in more
local partnerships that impact
positively on pupil outcomes.
The school’s facilities are used to
a greater extent for the benefit of
pupils and the wider community
(Outdoor learning, new
build/remodelled areas/lettings)
b) Extend and improve extended school
provision (September, and ongoing)
c) Develop use of the school grounds
(October and ongoing)
4.3
To strengthen local
partnerships and
relations with all
stakeholders and
other schools.
a) Develop shared activities with stakeholders
and other schools (January)
b) Expand use of the school and its new
facilities by the stakeholders and the local
community (February)
c) Strengthen the role of governors in
raising standards across the school
How well are we doing?
(Dec/Mar/July)
William Torbitt Action Plan 2014-15
Name:
Responsibility:
Term and Date:
Line Manager:
Whole School Priority Areas
Priority 1: Achievement
Priority 3: Behaviour and Safety
Priority 2: Quality of Teaching
Priority 4: Leadership and Management
SDP
priority
link
1
2
3
4
Target
Actions / tasks to achieve target (by when? Month)
Expected Outcomes / Measurable Success
Indicators
How well have we done? /
Evaluation of outcomes