Yerbury Primary School School Development Plan 2014-5
Underpinning this document is the following ethos statement:
'Yerbury is a richly diverse learning community which values the uniqueness of every child. We know that happy, interested and
secure children learn best. We offer a caring and stimulating environment which allows children to become independent and grow.
Staff, children, parents and carers work together in a culture of collaboration and mutual support. We foster the long term
development and personal achievements of every child within our broad curriculum and in the immeasurable learning beyond it. We
provide a challenging, relevant and creative school experience which nurtures a sense of social responsibility and inspires life-long
learning'
Yearly overview:
2013-4
The progress of FSM and More-able
2014-5
Differentiation across the whole school (EYFS,
KS1, KS2) and across all ability ranges
Specific focus 1:
Curriculum
Developing T&L of PE
Embed
New
Curriculum
Assessment system
Specific focus 2:
Leadership
Understanding implications of New Curriculum and Further develop distributed leadership across
Assessment
senior and middle leaders
Specific focus 3:
Strategic Management
Developing ICT capacity
PP – continue to use PP funding to close gap
Subsidiary focus
Outdoor learning
EYFS – Further develop overall provision,
teaching and learning, and leadership
Main focus:
Quality
of
Learning
Teaching
and
and
develop
This document outlines the main focuses identified for current whole school improvement in September 2014. Underpinning this
document are other development action plans, such as the Subject Leader Plans, the Equal Opportunities Plans etc. which are used to
drive and focus whole school improvement in all areas.
Yerbury Primary School SDP 2014-5
1
Using the previous SDP evaluation and data analysis, the following were identified and agreed as the whole school focus target, three
specific focuses, and the subsidiary focus:
Main whole school focus: Securing effective differentiation across the whole school (EYFS, KS1, KS2), across all ability ranges
Actions:
Lead
Outcomes/ Impact:
person /
people:
Identifying
training
needs
and SLT
+ All teachers will be
providing bespoke training for teams SENCO + confident in catering for
and individuals, including sharing good NQT
the needs of more able
practice
mentor
through to SEN within
their class
All subject leaders have differentiation DHT, AHT- There is a whole school
as part of their action plan
EYFS/KS1 focus on differentiation
and AHT- and across broad subject
KS2
areas
Monitor
provision
through SLT
+ The SLT is informed of
observations, book looks, planning SENCO
the quality of provision
and class focus weeks
and needs
Further develop the impact of TAs on DHT
& TAs are confident in
the provision in classes through SENCO
contributing
to
the
observations and training
progress of all children
Ensure progress is monitored through DHT
Areas
of
need
are
Pupil Progress Meetings to inform
identified and can be
further
training
needs
and
catered for
interventions
Create ‘dyslexia-friendly’ classrooms Dyslexia
All
classrooms
are
through resourcing and training
Specialist
adapted to cater for the
& SENCO needs of dyslexic children
Ensure helpful and varied resources SLT
+ Teachers can effectively
are available to enable effective SENCO
differentiate for all levels
differentiation
of challenge
Resource
implications:
Time frame & monitored Evaluation:
by:
£2000
On-going throughout year
– July 2015 HT
Ensure intervention staff refresh DHT
+
training, and the impact of these are SENCO
Already included HT – July 2015
in staffing costs
Yerbury Primary School SDP 2014-5
Termly feedback to HT
n/a
£500
Termly following class
focus week – SLT to feed
back to HT
HT – July 2015
n/a
Termly – DHT to feed
back to HT
£500 max
DHT – July 2015
£750
DHT – July 2015
2
evaluated
Reflect on Pupil Passports, following CTs
the SEN Reform changes
SENCO
Teachers are clear about
appropriate differentiation
for each SEN child
Termly
Success Criteria:
Evidence: (by September 2015)
Monitoring shows that differentiation is improving; the large majority of
teachers have it highlighted as a strength.
Specific Focus 1: Embed the new curriculum within all subject areas to suit Yerbury’s needs, and develop and implement an effective
assessment transition which helps track all pupils and measure progress and attainment
Actions:
Lead
person
people:
For all subject areas to be resourced Subject
effectively for new topics within Leaders
subjects in all year-groups
AHTs/
DHT
Training, sharing and
opportunities for staff
Outcomes/ Impact:
/
feedback Subject
Leaders
AHTs/
DHT
Monitoring
provision/
curriculum SLT
+
through observations, book looks, SENCO +
planning
and class focus weeks, AHT-KS2
including pupil voice*
(*PV)
Create
a
transition
plan
for DHT
assessment which is manageable and
ensures compliance by September
2015
Attend further information sessions DHT
and training on a variety of possible
systems to make informed decision
Yerbury Primary School SDP 2014-5
Resource
implications:
Time frame & monitored Evaluation:
by:
Teachers
can
teach £4,000
effectively and resources
contribute positively to the
children’s provision and
learning
Teachers feel confident £1000
with all aspects of the
new curriculum
AHT-EYFS/KS1
2015
–
July
AHT-EYFS/KS1
2015
–
July
The SLT is informed of
the quality of provision
and needs
Termly following class
focus week – SLT to feed
back to HT
An informed decision is
made regarding how to
assess
HT – Aut 1
An informed decision is £250
made regarding how to
assess
HT – termly
3
Link with other schools to create a DHT
network and moderation cluster
around new assessment system to
ensure benchmarking is possible
Buy whole school resources for DHT
assessment
To ensure benchmarking
attainment and progress
with other schools is
possible.
To ensure assessment is £1000
effective
HT - termly
Feed back to HT
Success Criteria:
Evidence: (by September 2015)
Yerbury has a new baseline assessment for all year groups (Y1-Y6) by
July 2015
Specific Focus 2: Developing distributed leadership across the school through the implementation of a new leadership structure,
further developing the role of the SLT, further developing the role of the Subject Leaders, building capacity and internal, professional
development opportunities, and ensure the effective induction and support for new staff and staff new to roles
Actions:
Lead
Outcomes/ Impact:
Resource
person /
implications:
people:
Create clear leadership structure, with AHT-KS2
Clarifies line-management
roles and responsibilities for all & SLT
for staff and roles &
teaching, premises and office staff
responsibilities
Staff to be clear on line-management SLT & staff Staff know who linesystems and appraisal systems
manages them and what
this means in practice
For all Subject Leaders to have a line AHT-KS2, SLs are held to account
manager and to meet termly to discuss AHTfor time, progress and
progress within area of responsibility
EYFS/KS1 budget
and DHT
For Subject Leaders to attend cluster AHT-KS2, Subject
leaders
stay £1500
group meetings and borough network AHTabreast
with
new
meetings
EYFS/KS1 developments and make
and DHT
links with other SLs
All new staff to receive an induction, DHT
& Staff are clear about
including CP and Safeguarding
NQT
policies and processes
Yerbury Primary School SDP 2014-5
Time frame & monitored Evaluation:
by:
HT – October 2014
Share sheet with GB in
November; update with
SBM in December 2015
HT – October 2014
HT – termly
SLT to feed back
September 2014
HT
4
mentor
All NQTs to be allocated an NQT NQT
induction mentor and have appropriate mentor
training and support across the year
CPD is closely linked to areas for DHT
development and to aspirations
highlighted in appraisals
One target for appraisal to be linked to HT & SLT
responsibility area
NQTs are supported and £5,020
given best possible start
at Yerbury
Staff feel supported, they £10,000
develop, and provision for
the children improves
All staff are working
towards developing their
leadership is the capacity
appropriate to their role
The SLT continues to £6,000
develop as an effective
senior leadership team.
Leadership team has training as a HT
team, addressing any specific training
and development needs.
DHT - termly
SLT & HT – termly, linked
to class focuses and
appraisals
October 2014
HT - July 2015
Success Criteria:
Evidence: (by September 2015)
All subject leaders make a budget bid in March for their area of
responsibility linked to their action plan
At the end of year, a brief summary report on strengths, areas for
development, next steps, is submitted by each subject leader
All members of the SLT are responsible for presenting the section (s) of
the SEF linked to their area of responsibility to the Governing Body
Specific Focus 3: Ensuring that Pupil Premium funding is used effectively to help bridge and close the gap of attainment between ‘Pupil
Premium’ children and their peers
Actions:
Lead
person
people:
Review the impact of last year’s DHT
interventions and plan
Create new plan which demonstrates DHT
Yerbury Primary School SDP 2014-5
Outcomes/ Impact:
/
New plan can be created
to
ensure
effective
interventions are used
and impact is published
on website
Plan is put on website
Resource
implications:
Time frame & monitored Evaluation:
by:
HT - September
HT - End of September
5
how the Pupil Premium funding is
being spent and ensures best
outcomes for PP children
Track the progress of all PP children DHT
on a termly basis in PPMs to ensure
highest possible impact on progress
Every teacher is clear about who the
PP children are in their class and
monitor their progress regularly
DHT to link with local school in
Islington who won National Award for
their provision for PP children in 2013
Staff
training
ensures
the
personalisation of learning further,
maximising opportunities and learning
time
DHT
CTs
CTs are clear about the
progress made by PP
children and review their
provision regularly
& All PP children’s progress
is regularly reviewed
HT - termly
HT –
PPMs
DHT
Provision
can
be
enhanced and adapted
more effectively
AHT-KS2, All staff continue to £500
AHTdevelop professionally, in
EYFS/KS1, particular around catering
SENCO
for all needs
termly
following
November – DHT feed
back to SLT
DHT
Success Criteria:
Evidence: (by September 2015)
100% of PP children to make expected progress between Y2 and Y6,
with higher than national average making more than expected in R, W
and Ma
The APS scores show that PP children at Yerbury attain in line with or
above ‘other’ children nationally in R, W and Ma by the end of Y6
Subsidiary Focus 1: Further develop the leadership, teaching and learning, and provision and environment within the Early Years (2
year plan)
Actions:
A provision audit by the Early Years
Team @ LBI to provide a ‘baseline’ of
current provision is done and then
advice is given on how to further
Yerbury Primary School SDP 2014-5
Lead
person /
people:
AHTEYFS/KS1
and EYFS
leader
Outcomes/ Impact:
Resource
implications:
A 2-year plan is written £700
following the feedback, to
support
all
staff
in
becoming more confident
Time frame & monitored Evaluation:
by:
HT & DHT
December and then ongoing
6
develop provision
with current expectations
and to further improve
and develop provision to
a high standard
Ensure accurate and broad baseline AHTThe vulnerable groups
assessment of all children in Nursery EYFS/KS1 are identified and are
and Reception to gain accurate picture and EYFS supported these so that
of their starting points
leader
they make at least good
progress
Use progress data to ensure CTs
Pupil Progress Meetings
vulnerable groups of pupils including EYFS
(PPM) ensure groups and
FSM, SEN and EAL make progress at leader,
individuals make progress
least in line with their peers
AHTwith
the
appropriate
EYFS/KS1 interventions and support
A variety of well-evidenced teaching AHTProvision is at least good
approaches are utilised across a range EYFS/KS1 in all monitoring
of contexts including play, child- and EYFS
initiated and adult-led activities
leader
HT & DHT
November
DHT – termly in PPMs
SLT – present findings to
HT post termly class
focus weeks
Further develop the use of other adults AHTto ensure they enhance learning EYFS/KS1
opportunities
and EYFS
leader, and
CTs
Ensure planning includes challenging AHTlearning activities that stimulate EYFS/KS1
children’s curiosity and allows them to and EYFS
be independent and solve problems.
leader
SLT – present findings to
HT post termly class
focus weeks
To continue to develop high quality
learning environments with a focus on
 Areas of learning both inside
and out
 Display
 Organisation
SLT – present findings to
HT post termly class
focus weeks
Yerbury Primary School SDP 2014-5
All nursery nurses and
£250
TAs are deployed
effectively throughout the
day and support pupils’
learning
Lesson
observations
observe
child-initiated
learning
and
adults
observing and facilitating
learning
rather
than
leading it
AHTDisplays,
organisation £1000
EYFS/KS1 and resourcing provides
and EYFS an
appealing,
a
leader
stimulating
and
challenging
learning
environment
which
enhances
learning
SLT – present findings to
HT post termly class
focus weeks
7

Resources
All EY practitioners attend training AHTlinked to any areas for development
EYFS/KS1
and EYFS
leader
All EY practitioners have opportunity to AHTgo to an ‘outstanding’ EYFS phase in EYFS/KS1
the local area and share their learning and EYFS
with the team
leader
The EYFS leader is supported and AHTfurther develops her role of leader to EYFS/KS1
ensure the team is managed
effectively
opportunities
for
the
children
Staff feel confident on £1000 max
how to improve provision
AHT & EYFS leader to
feed back to CPD lead termly
The EYFS team share
good practice and keep
abreast of other practices
EYFS AHT to feed back
to SLT termly
The 2 –year plan is put in £250
place and the provision
improves
EYFS AHT to feed back
to SLT termly
Success Criteria:
Evidence: (by September 2015)
Progress is measurable for key groups across the whole EYFS (On-entry
N to EOY Reception)
A 2-year action plan is in place to develop the provision with the support
of the Early Years Team @ LBI
Monitoring shows an improvement in provision, with areas for
development being addressed by individuals, across year groups and
across the phase
Yerbury Primary School SDP 2014-5
8