PEAR TREE MEAD PRIMARY & NURSERY SCHOOL
SCHOOL DEVELOPMENT AND IMPROVEMENT PLAN
2014 -2017
Our Vision
Inspire, Encourage, Believe
Our Mission Statement
At Pear Tree Mead we empower every individual to aim high and reach further. Together
we work in partnership with our community to help each person develop the skills needed
to face their future and to help them become TERRIFIC citizens.
1
Contents
3
Mission Statement and School Aims
36-38
KS1 action plan
4
School Improvement priorities – the next 3 years
39-40
Leadership and management action plan
5
Pupil performance targets
41-43
Maths action plan
6-7
Action for target setting
44-45
MFL action plan
8
Pupil numbers and attendance targets and outturns
46-47
Music action plan
9
Staffing structure
48-50
Parent partnership action plan
10
Continuing professional develop programme 2011 – 2012
51-54
PE action plan
11-12
Art action plan
55-56
PSHCE action plan
13-15
Assessment action plan
57-59
RE action plan
16-17
Attendance action plan
60-61
Science action plan
18-19
Behaviour action plan
62
Asset management plan – summary
20-21
DT action plan
63-67
School premises develop plan 2013 – 2016
22-24
English action plan
25-26
EYFS action plan
27-28
Geography action plan
29-30
History action plan
31-32
ICT action plan
33-35
Inclusion action plan
2
Mission Statement and School Aims
Our Mission Statement: At Pear Tree Mead we empower every individual to aim high and reach further. Together we work in partnership with our
community to help every individual develop the skills needed to face their future and to help them become TERRIFIC citizens.
Pupil achievement
Aims
Behaviour and safety
Leadership and management
At Pear Tree Mead we aim to empower children
to:
We aim high by creating a
school in which:
At Pear Tree Mead we aim to
create a school which:
At Pear Tree Mead we aim to
create a school which;
Have the confidence to achieve their very best and
to go on to succeed in their future lives,
The curriculum is tailored to the
needs of all children and is
aspirational, inspirational,
challenging, enjoyable and
enriching,
All learners should be helped to
develop the social skills needed to
assist them throughout their lives,
Involves parents in all aspects of
school life and which values and
welcomes all stakeholders and
the wider community in
education our pupils,
Communicate effectively and to be socially and
emotionally developed in order to cope with the
ever changing world,
Understand the importance of being fit and healthy
so that they can make the right choices for life.
At Pear Tree Mead we aim to create a school
which:
Has high expectations of all learners, so that the
achievement and progress of all pupils is above
national expectations,
Provides a learning environment which aids
learning in a purposeful, fun and interesting way,
Values the importance of high quality PE as having
a positive effect on children’s confidence and
development,
Values and celebrates the successes and
contributions of all learners.
3
Quality of teaching
Teaching provides opportunities
to learn the basic skills learners
need to ensure they have a
successful future,
Individualizes learning to address
the needs of all learners,
Inspirational teachers make
learning fun whilst challenging
every learner,
Teachers promote a learning
environment that makes children
feel safe to learn from their
mistakes and to learn that hard
work and effort make a difference.
All learners are happy, safe and
secure with confidence, a positive
attitude and a thirst for learning,
There is a sense of respect for and
between all individuals regardless
of race, religion, age and gender
and for themselves,
Respects, understands and
supports all parents/carers,
Strives for the best possible
outcomes for all learners,
Learners are well-behaved, kind
and considerate towards others,
Is determined to do all it can to
improve year on year and to be
the best,
Children feel listened to and are
supported within a calm, safe and
friendly environment,
Places technology at the centre
of delivering teaching and
learning.
All learners consistently
demonstrate the values to become
TERRIFIC citizens.
School Improvement Priorities – 2014/2017
Our overarching priority is to raise standards and increase the rate of progress in English, maths and science to expected or better, with particular focus on vulnerable groups whilst
ensuring a broad and balanced curriculum.
Pupil achievement
Year 1
To ensure Early Years GLD % is in
line with Essex averages
To ensure KS1 progress is in line with
Essex averages
Increase speaking and listening
opportunities, including using a range
of recording devices
Year 2
Behaviour and Safety
1.
To enhance and re-launch
TERRIFIC values system so that
all stakeholders are aware of
expectations
2. To improve security by remodelling reception area
Improve behaviour by effectively
implementing behaviour policy to
create consistency across the whole
school and the whole school day
Respond to Raise Online data and
internal tracking systems
Quality of teaching
To create and then implement a PTM
2 year curriculum rolling programme
that is exciting, enriching and
experienced-based
To ensure SMSC (especially spiritual)
is implicit in every lesson
To improve the use of the website to
enhance learning and teaching
To ensure feedback is given to pupils
in written and oral form and pupils are
given the opportunity to respond
Obtain identified kite marks
Respond to government changes
Leadership and Management
Prepare for the forthcoming changes
to assessment
Ensure good practice is shared with
each other and other schools in the
collaboration
To ensure the PP and PE funding is
having an impact on pupil progress
To set in motion the provision of a
‘children’s centre’-like facility.
Refurbish small hall and KS1
classrooms
Continue to develop learning
environment
Develop middle and senior
management to ensure sustainable
leadership
Year 3
Respond to Raise Online data and
internal tracking systems
Colour code: Red = new initiatives
4
green = focusing on last year’s initiatives
Obtain identified kite marks
Respond to government changes
Continue to develop learning
environment
Pupil Performance Targets
Key Stage 2
% of students achieving Level 4+
English
Mathematics
2009
Mathematics
5
2012
2013
2014
Actual
Target
Actual
Target
Actual
Target
Actual
Target
Actual
Target
71
72
68
75
81
91
74
84
72
R 92
R 85
W 77
W 80
89
92
73
74
79
2009
75
86
2010
95
77
2011
84
82
2012
2013
Actual
Target
Actual
Target
Actual
Target
Actual
Target
Actual
Target
69
67
61
68
65
91
64
81
65
78
78
2009
2010
2011
2012
2013
Actual
Target
Actual
Target
Actual
Target
Actual
Target
Actual
Target
87
72
89
89
88
96
79
76
80
R 94
R 90
W 89
W 81
94
98
72
79
68
79
100
84
87
81
Actual
2014
Target
79
Actual
2014
Target
% of students making 2 levels
progress from the level attained at the
end of KS1
English
2011
Target
% of students achieving Level 4+
in both English and mathematics
2010
Actual
Action for Target Setting
Governing Body
Sept.
Support Headteacher and staff in the evaluation of attainment, and
progress against prior attainment, evaluate past results with similar and
best schools.
Oct.
Ensure effective systems in place for monitoring pupil progress using prior
attainment and up to date teacher assessment to set challenging targets.
Nov.
Dec.
Leadership Team
Discuss targets with HT, review progress towards 2014 targets for Y6 and
look at projected outcomes for 2015 based on prior attainment and
progress of current Y4.
Ensure targets reflect best possible progress for SEN pupils
Use pupil progress charts from RAISE online to see which pupils made
fast, slow or no progress from last key stage.
For children in care, ensure that all Personal Education Plans (PEPS) are
up to date and challenging targets have been set.
Agree targets for pupils with SEN who are unlikely to reach threshold
levels.
Link target setting with school improvement plan and performance
management
Ensure effective systems are in place for monitoring the progress and
attainment of Pupil Premium children and that the funding is best used to
support these children.
Jan.
Agree targets for pupils in care using previous KS results to provide
estimates for 2014.
Analyse the progress and attainment of Pupil Premium children and use
this analysis to direct the most effective use of the Pupil Premium funding
to ensure greatest impact.
Continue to focus provision on Y6 target pupils. Closely monitor progress
of ‘borderline’ children in Y5 to maximize progress of target children.
Feb.
Review use of additional resources to ensure impact on identified pupils or
groups
Mar.
April
May
6
Analyse the PP and SP funding reports.
Write reports for Pupil Premium funding spending, Sports Premium funding
spending.
June
July
Aug.
Analyse 2014 results and compare with targets set. Look at individual pupil
outcomes.
Look at all assessment data in reading, writing and maths to review
progress of individual children.
Review pupil tracking to identify how pupils are working compared to
national expectations.
Plan appropriate intervention for both vulnerable pupils and for those who
need to be ‘stretched’.
Update PEPs to take account of previous year’s results.
Ensure tracking procedures for pupils working below level 1 are effective.
Confirm additional resources according to prioritized needs.
Ensure analysis of results feeds into the school’s self evaluation and
school improvement plan.
7
Pupil Numbers
January 2010
January 2011
January 2012
January 2013
January 2014
Nursery (f.t.e)
16
20
20
52
52
Reception
45
45
45
45
45
Year 1
23
45
45
45
45
Year 2
33
23
45
45
45
Year 3
26
33
23
45
45
Year 4
39
26
33
37
45
Year 5
43
39
26
38
43
Year 6
28
43
39
35
41
Total
253
274
276
342
361
Data provided by Local Authority
Attendance Targets and Outturns
2009-2010
%
Whole School
8
2010-2011
2011-2012
2012-2013
2013-2014
Target
Actual
Target
Actual
Target
Actual
Target
Actual
Target
5.34
5.53
5.34
6.35
5.34
5.53
5.34
4.5
4.5
Actual
Staffing Structure 2013/14
Head Teacher
Christine Thurgood
SITE
MANAGER
Clive
Hawkins
Cleaners
DHT
Christine Peden
MDA
supervis
or
Inclusion
Manager
TLR
Alisa
Bircham
Julie
Haigh
MDAs
TAs
AH
Lacey Roberts
Office team
EYFS LEADER
TLR
KS1 LEADER
TLR
LKS2 LEADER
TLR
UKS2 LEADER
TLR
Sarah Martin /Rebecca Arnould
Elaine Friend
Louise Cunningham
Alistair Rainey
EY
Teacher
Nikki
Barrell
EY teacher
Kim
McCombi
e
EY
teacher
Kirsty
Smith
Debbie Evans
(Personel /
finance)
Kate Townsend
(PA to HT)
Lisa Horsfall
(Admin Man.)
Cat Gleed
(Reception)
Y1/2
Y1/2
Y3/4
Y3/4
Y5/6
Y5/6
Ellie
Butler
Tina Rouse
Mark
Walker
Glen Bolger
Lacey Roberts /
Charis Walker
Laura Tyler
Support Staff
Carly Stratton,
Donna
Clayton Lisa
Oliver, Emma
Jackman
Rosie Guyan
Rosemary
Newland,
Debbie Cooper
9
Laura
Paul,
Wendy
Wade
Karen
Kessler
Gemma
Euesden
Sarah
Underwood
Hayley Chippett
Danielle
To
Lindsey
Timpson
Paula
Hayden
Katrina
Thurgood
Pauline
Robinson
Intervention Staff
Katrina Thurgood
Freya TP
Audrey Lee
Sue Forsyth
Sue Burke
Laura Paul
Catherine
Iona
Ginny Barker
Bev
Stevenson
Julie
Thorne
Donna
Clayton
Continuing Professional Development Programme 2013–2015
INSET Days 2013/2015
SPRING 2014
SUMMER 2014
AUTUMN 2014
SPRING 2015
SUMMER 2015
6.1.14 Vision setting
22.4.14
1.5.14
CPD Programme Linked to School Improvement 2013-2015
AUTUMN
September
10
January
SPRING
SUMMER
April
Action Plan – 2014/2015
Subject: Art
Links with School’s Priorities:
Increase speaking and listening opportunities, including using a range of recording devices
To create and then implement a PTM 2 year curriculum rolling programme that is exciting, enriching and experienced-based
To improve the use of the website to enhance learning and teaching
Prepare for the forthcoming changes to assessment
Ensure good practice is shared with each other and other schools in the collaboration
Objective
Activity and proposed action
Who
To make and implement a new 2
year rolling program for art.

All teachers to become familiar
with the new art curriculum.
Art
SL

Plan a 2 year rolling program
to ensure good coverage.

To record art in a variety of ways.
Link these to S and L.
Time
Cost
Summ
er
2014
Supply
cover.
Talk to other art curriculum
leaders to see how they are
planning in their schools.

Share with teachers the new
ICT recording equipment.

Share good practice

Ideas bank on server.
Art
SL
Autum
n
Impact on Teaching &
Learning

All teachers will have a
good understanding of
the new curriculum.

Teachers will have a
clear understanding of
when they need to
teach.

Sharing good practice.

Teacher will know what
their children can do.
Children who can not
write will not be
hindered.
S and L will be
encouraged more.
Children and parents to
see what is going on in
art.
Links to websites being
used


To share art on the school website.
11

To update the art curriculum
page regularly.

To share photos and good
work.
Art
SL
Over
the
year


Success Criteria

To be familiar with the
new art curriculum.

For the teacher plan
the correct areas well.

Teacher to have
evidence of the
different ways they
have recorded saved
on the server

To ensure the children
are using the website.

Teachers to feedback
ideas.
Monitoring & Evaluation
Key Objective
.
Review
12
Monitoring Strategy
Date
Evaluation
Completed
Need to do
Report Date to
Govs.
Assessment
Action Plan 2014/2015
Links with School’s Priorities: 2014-17
Our overarching priority is to raise standards and increase the rate of progress in English, maths and science to expected or better, with particular focus
on vulnerable groups whilst ensure a broad and balanced curriculum.
To ensure Early Years GLD % is in line with Essex averages
To ensure KS1 progress is in line with Essex averages
To improve the use of the website to enhance learning and teaching
To ensure feedback is given to pupils in written and oral form and pupils are given the opportunity to respond
Prepare for the forthcoming changes to assessment
Ensure good practice is shared with each other and other schools in the collaboration
To ensure the PP and PE funding is having an impact on pupil progress
Objective
1.To ensure the
assessment of EYFS
follows national
guidelines
Activity and proposed action
Courses to be attended by necessary staff to make sure we are
following national guidelines for EYFS and to support the
moderation and evidence gathering for GLD and how to help
children.
Monitoring and tracking of EYFS children to be adapted as new
information is gathered – using TT
Who
Time
EY staff
course
s
EY Coord
Monitor the assessment changes made this year from last year.
Clear and rigorous moderation of Early Learning Outcomes and
end of Reception outcomes.
2. To response to any
new assessment
initiatives
13
SAL to respond to any new assessment initiatives as appropriate
– e.g. On entry baseline, levels changing, Age 6 reading test,
AFL, single level testing, changes to SATS, government changes,
new national curriculum etc
Whole
phase
meetin
gs
SAL
Staff will be given training on the new initiatives as appropriate.
The school website will be updated with any information needed
for parents on any changes made to assessment and how to help
Phase
meetin
gs
SAL
As
neede
d
Cost
Cour
se
costs
Effect on Teaching &
Learning
EYFS children are being
taught and assessed
following national
guidelines and their GLD
levels are improved.
Success
Criteria
All EYFS
teachers are
assessing
children in the
EY following
the national
guidelines and
the SAL is
collecting and
analyzing the
data following
support and
guidance.
their children.
SAL
Staff meetings to share good practice take place across the
school. (Including Marking and feedback PDM - To ensure
feedback is given to pupils in written and oral form and pupils are
given the opportunity to respond)
3. Ensure good practice
within assessment is
shared with each other
and other schools in the
collaboration
DHT
SAL
Meetin
gs
Moderation and standardisation meetings to take place across the
school and the collaboration.
Data and analysis of data and the impact that this has on the
teaching and learning is shared in PSMs and across the
collaboration.
Analysis of PP children to be tracked and monitored closely to
look for impact of actions. Good practise to be shared across the
school and the collaboration.
Unkn
own
Staff
Meetin
gs
AHT
time
Progress of PP children to
increase
Phase
meetin
gs
Children in KS1 will make
good progress in line with
Essex
SAL
AHT
PSM meetings to discuss strategies to support children’s progress
across year 1 and 2.
KS1
staff
Progress to be tracked closely and use of Pscales and its effect
on 12 points progress to be recorded.
SAL
Interventions to be investigated to help children’s progress in ks1
– (Maths and English SL)
SAL
SATs boosters to be run to ensure children are able to tackle
SATs tests confidently.
IM
PSMs
KS1
Staff
Children will know there
next steps and how to
improve their work.
Staff will be sharing good
practice and gaining more
knowledge and
understanding of
assessment
PDMs
Baseline into year 1 to be moderated closely and recorded
accurately.
4. To ensure KS1
progress is in line with
Essex averages
PDMs
Investi
gation
s time
New
interv
entio
ns
The school will
be up to date
on all new
initiatives and
any changes
have been
incorporated.
Staff will be
more
knowledgeable
about levels,
data, impact
and marking
and feedback
Children will
respond to
marking and
feedback and
know there
next steps
Progress of
PP children to
increase
Children in
KS1 will make
good progress
14
in line with
Essex
Monitoring & Evaluation
Key
Objective
Monitoring Strategy
1
EYFS
2
New Initiatives
3
Sharing good practice
4
KS1
Review
15
Date
Evaluation
Report Date to
Govs.
Action Plan – 2014/2015
Subject: Attendance
Links with School’s Priorities:
To ensure the PP and PE funding is having an impact on pupil progress
Activity and
proposed action
Objective
Who
 Track attendance of HT
To reduce the
all pupils fortnightly
number of pupils
 Identify those pupils
whose attendance
whose attendance
falls below 85%
HT
falls below 90%
(PA)
 Meet with
parents/carers of
HT
these pupils
Time
On going
through-
Cost
Nil
Impact on Teaching & Learning

Improved attendance, attainment
and progress
Out year
Success Criteria

90% of children, when asked, can talk about the
importance of attendance

Target of no more than 2% of pupils in PA category is
achieved
 Follow attendance
procedures for
escalations
To track the

attendance of PP
pupils to ensure

poor attendance is
not an issue for
these children

16
Identify
PP LR
children
Track their
attendance
fortnightly
Identify strategies
that will help
improve
attendance
Ongoing
£500
PP
funding


Improved attendance,
attainment and progress
All PP children with poor attendance have the
support needed to improve their attendance
Monitoring & Evaluation
Key
Objective
Monitoring Strategy
Date
1.
Integris data
Ongoing
Termly
2.
Target tracker data
Attendance records
SHS referrals
Ongoing
Termly
Review
17
Evaluation
Report Date to
Govs.
Behaviour
Action Plan 2014/2015
Links with School’s Priorities: 2014-17
To enhance and re-launch TERRIFIC values system so that all stakeholders are aware of expectations
Improve behaviour by effectively implementing behaviour policy to create consistency across the whole school and the whole school day
To improve the use of the website to enhance learning and teaching
Ensure good practice is shared with each other and other schools in the collaboration
Activity and proposed action
Who
Time
Cost
Objective
To enhance and 
re-launch
TERRIFIC
values system
so that all
stakeholders

are aware of
expectations


Improve
behaviour by
effectively
implementing
behaviour policy
to create
consistency
across the
whole school
and the whole
school day










To ensure there
18

To improve parental understanding and involvement in Terrific systems by
using the website to celebrate achievements of terrific events and who has
achieved certificates and share information about the behaviour systems in
place. Including rewards, consequences, recognition activities, celebrations
and systems in place.
Questionnaires to children about the current system and how they would like
to change it.
Make changes to systems and then re-launch this in classes, assemblies, with
MDAs, TAs and teachers, governors and parents.
Evaluate the impact of making changes as they occur.
CP
Whole staff training and reminders about behaviour policy.
PACT work for groups of children.
Report cards to be sent home for parents to read about behaviour
De-escalation strategies to be used before incidents occur.
Certain children to have IBPs and these to be shared with all groups.
Parents to be spoken to regarding incidents as they occur
Clear procedures to be followed for escalation of sanctions
MDAs have monthly meetings and use solution focussed discussions to talk
about incidents
Tracking grids, reports and incident forms to be completed for all incidents
necessary
Behaviour incidents to be logged and monitored. Follow up on consequences
and check-ups.
TERRFIFIC Rewards and stickers to be issued by staff including MDAs
All
CP
Time for
meetings
CTs
Impact on
Teaching &
Learning
£200 for
recognition
activities
That all stakeholders
are aware of the
TERRIFIC values and
the expectations linked
to them and about how
the system runs at
school.
£100 for
certificates
and stickers
CTs
inset
LM
£500 for
outdoor
resources
DHT
£100 for
stickers
All
MDAs Monthly
Improved
behaviour
Whole school
approach, and
awareness of
incidents
Happy safe
children
All
£50 for
badges and
rewards for
play leaders
Success Criteria
Teachers are able to
meet TDA core
standards regarding
behaviour, lessons
show that behaviour is
not an issue (lessons
go from good to
outstanding)
There is reduction of
incidents occurring in
the classrooms and on
the playground
There is no instance of
is a consistent
approach to
managing
behaviour





To decrease the 
number of

behaviour
incidents in

school





Review school, hall, classroom and playground rules, these to be displayed.
Playground protocol to be adapted
Re - Training for all staff on managing behaviour
Positive handling training reminders for MDAs
Zoning of playground and change of use of areas - e’g gazebos
Hall routines to be monitored and changed as needed
Tracking grids to be completed for playground, lunchtime and classrooms
Tracking grids, reports and incident forms to be monitored for trends in
behaviour and stored centrally
Training of play leaders and student leaders takes place – monitor their
recording of incidents
Trigger sheets to be used with children to find out their triggers
Behaviour raffle to be used to reinforce expected behaviour.
1 to 1 support for identified children on playground – monitor impact of this
support.
Share good practise of teachers, TAs and MDAs with good behaviour
management strategies. Model these behaviour to others.
Share good practise across the collaboration – listen to others ideas across the
collaboration and implement them if needed.
meet
SLT
All
SLT time £100 for
behaviour
raffle.
SLT
INSET
SLT
SLT
All
missing information
regarding a behaviour
incident.
Evidence is available
for SEN and
statementing if needed
All staff deal with
incidents following the
behaviour policy.
SLT time
All
Monitoring & Evaluation
Key
Objective
Monitoring Strategy
1.
Terrific
2.
Behaviour Policy
Review
19
Date
Evaluation
Report Date to
Govs.
Action Plan – 2014/2015
Subject: DT
Links with School’s Priorities:
Increase speaking and listening opportunities, including using a range of recording devices
To create and then implement a PTM 2 year curriculum rolling programme that is exciting, enriching and experienced-based
To improve the use of the website to enhance learning and teaching
Prepare for the forthcoming changes to assessment
Ensure good practice is shared with each other and other schools in the collaboration
Objective
Activity and proposed action
Who
To make and implement a new 2
year rolling program for DT.

All teachers to become familiar
with the new DT curriculum.
DT
SL

Plan a 2 year rolling program
to ensure good coverage.

To record DT in a variety of ways.
Link these to S and L.
Time
Cost
Summ
er
2014
Supply
cover.
Talk to other DT curriculum
leaders to see how they are
planning in their schools.

Share with teachers the new
ICT recording equipment.

Share good practice

Ideas bank on server.
DT
SL
Autum
n
Impact on Teaching &
Learning

All teacher s will have a
good understanding of
the new curriculum.

Teachers will have a
clear understanding of
when they need to
teach.

Sharing good practice.

Teacher will know what
their children can do.
Children who can not
write will not be
hindered.
S and L will be
encouraged more.
Children and parents to
see what is going on in
DT.
Links to websites being
used


To share DT on the school website.
20

To update the DT curriculum
page regularly.

To share photos and good
work.
DT
SL
Over
the
year


Success Criteria

To be familiar with the
new DT curriculum.

For the teacher plan
the correct areas well.

Teacher to have
evidence of the
different ways they
have recorded saved
on the server

To ensure the children
are using the website.

Teachers to feedback
ideas.
Monitoring & Evaluation
Key Objective
.
Review
21
Monitoring Strategy
Date
Evaluation
Completed
Need to do
Report Date to
Govs.
Subject:
Action Plan – 2014/2015
English
Links with School’s Priorities:
Activity and proposed action
Who
Time

Staff training on the new
curriculum
SM/T
R
Summer
14/

Staff training related to Year
group expectations and the new
planning skeletons - Jonathan
Bond training
Objective
To create a new English curriculum to
meet Pear Tree Mead’s needs
To improve written and spoken
Standard English across staff and
pupils.
To continue to develop and embed
Speaking and Listening across the
curriculum.
To develop a love of reading.
Assessment?

Staff training – Grammar,
register, SPAG, Jonathan Bond,
vocabulary.
Planning and book scrutiny
shows a variety of activities
related to register
SM/T
R

To improve the collection of
books and environment of the
school library
SM/T
R

To ensure e-books are being
used effectively

22
£225
Autumn


Cost
 The new curriculum
matches the strengths of
children and is creative
 All staff are aware of the
new expectations and
requirements
Success Criteria
 All teachers and TAs are
planning and teaching in line
with the new national
curriculum
 Planning is cross-curricular
and purposeful
 Majority of children enjoy
English sessions
Ongoing
£225
?
Library to be opened to
parents/carers and clubs,
Impact on Teaching &
Learning
£600 +
Projecto
r?
All
 Staff and children are
speaking in Standard
English
 Staff feel confident with
the new SPAG changes
 Speaking and listening is
embedded in all areas of
the curriculum
 Children are enthusiastic
in their reading which will
reflect in their attainment
(majority of children are on
track in reading)
 Improvement to writing
(writing is less speech like)
 Planning shows that age
related expectations for
SPAG are being met
 The library is being used on a
weekly basis by different
stakeholders
 Majority of children enjoy
reading
 Evidence from Bug Club
shows a high percentage of

To create purposeful and crosscurricular writing experiences.
To improve standards of spelling
across all year groups.
including use of the internet
staff
To embed the use of the
scanning system
TR

Year 5/6 librarians

Literacy week/World Book
Day/We are writers

To create story sacks for the
library

Curriculum map links literacy to
experiences

Planning and book scrutinies
show that children are responding
to marking and teachers are
providing effective verbal
feedback.

Literacy week/World Book
Day/We are writers

Rejuvenate the use of Penpals –
staff training and create a
handwriting toolkit
use
£100
SM
SM/T
R
£300
Summer
14
Flexibility of text types
linked to experiences

Units have a purpose
with an end product

Majority of children
understand why they are
writing a specific genre

Planning shows that writing
is across the curriculum
and purposeful
£100
£137.50

Baseline assessments to take
place in KS1 and KS2
TR
Autumn



Successfully carry over the EY
phonics program to KS1
SM
Year 1 phonics test –
majority of children have
passed

Gather assessments termly
Implement spelling teaching
sessions for KS2
SM/T
R
All year groups are using
the spelling scheme

Children are taught a
variety of skills to spell
and read


Summer
14/Ongo
ing
Majority of children are
at age related
expectations for phonics.

KS2 teaching of spelling is
accurate and engaging

KS2 SPAG test results
TR
Termly
Summer
14/Autu
mn
23

Monitoring & Evaluation
Key Objective
Monitoring Strategy
Date
Evaluation
Report Date to
Govs.
Review
24
Action Plan – 2014/2015
Subject: EYFS
Links with School’s Priorities:
To ensure Early Years GLD % is in line with Essex averages
Increase speaking and listening opportunities, including using a range of recording devices
To improve the use of the website to enhance learning and teaching
Ensure good practice is shared with each other and other schools in the collaboration
 To increase the amount of child initiated writing activities in the Reception
and Nursery setting.
 To attend courses on early writing and use ideas in the setting.
 To continue with ‘news’ weekly, developing as the year goes along.
 To introduce writing challenges throughout the year and show this in
planning.
 To set up literacy interventions for writing and phonics.
 Nursery to implement a gross and/or fine motor skill program to help improve
skills.
 Reception to embed handwriting using pen pals.
 To moderate fine and gross motor resources and possibly bid for more.
 Increase the use of ICT equipment throughout literacy.
 To continue and embed the current phonics program and its assessment.
 Monitor the current phonics resources.
 To increase the opportunities for phonics to be done at home through parents
sessions and the use of the school website.
 Reception to have three parent sessions a year. 1) sounds, 2) words and 3)
skills.
 Nursery to have messy play parent sessions and fun activity days.
 TA phonics training especially focusing on phase 1 for nursery.
 Nursery to extend higher ability phonics to include more rhyme and
alliteration if they are reaching phase 2 readiness.
 To collaborate with linked schools regarding their parental involvement and
how it works.
 To attend hub meeting and learning communities to gain more subject
knowledge.
25
Who
EY team with the support of the deputy head teacher.
To ensure
literacy
teaching
and
learning is
effective
Activity and proposed action
Time
Cost
Subject leader time. An additional time will be needed for in house training and
meetings if they go ahead.
Objective
TBD
and
bid
for
Impact on Teaching & Learning
 Children will have increased
confidence when writing.
 There will be an increased
opportunity for writing to take place
(including ICT) therefore better
outcomes throughout the year.
 Children will have an increased
opportunity in the varying forms of
writing improving their literacy skills.
Success Criteria

% of children are
secure at phase 4
phonics by the end
of the year.

% of children are
working on phase 4
phonics by the end
of the year.

% of nursery children
use the correct
pencil grip and have
physical readiness
for writing by the end
of the year.

% of reception
children reach a GLD
in literacy by the end
of the year.
 Nursery children will improve their
fine and gross motor skills ready for
physical writing.
 There will be a secure phonics
program aiding the teaching and
learning, therefore impacting on the
GLD for literacy.
 Children will have more opportunity
to practice phonics and literacy skills
at home impacting on their GLD.
 Teaching will be improved through
training and collaboration therefore
improving the children’s GLD.
To ensure
there are
increased
opportuniti
es for
parental
involveme
nt
To ensure
the EY
provision
and
procedure
s are
effective
and
productive.

To increase the opportunities for phonics to be done at home through
parents sessions and the use of the school website.

Reception to have three parent sessions a year. 1) sounds, 2) words
and 3) skills.

To investigate the use of the school website to help parents in the form
of a blog.

To investigate the use of a learning zone on the school website
including video help clips.

To collaborate with linked schools regarding their parental involvement
and how it works.
 To plan to redevelop the outdoor areas in order to increase the learning
space.
 To evaluate the induction process and separate information for parents into
induction meeting, home visits and parents evening.
 To change parents evening to a later date in the autumn term.
 Check impact on how previous parents evening and possible report change
through a questionnaire.
 Use information from the questionnaire to make further plans regarding the
next parents evening and report format.
 To attend hub and learning communities to ensure up to date information

Children will have more
opportunity to practice phonics
and literacy skills at home
impacting on their GLD.

Children and parents use the
school website as a way of
extending their learning.
 To give the children more physical
room to develop their skills and
experiences.
 Providing parents with more
information on how to help their
children meaning more home school
links and educational involvement.
 Improving outdoor resources will
impact the children’s development
and experiences in different physical
spaces.

% of parents access
the school website
on a regular basis to
aid their child
learning.

A compete outdoor
area plan will be
ready to execute
when funding comes
in.

Outdoor learning
bags are made and
being used
throughout the year
by all children.
 To plan, cost and research a new outdoor area.
 To make and use outdoor learning bags.
Monitoring & Evaluation
Key Objective
Review
26
Monitoring Strategy
Date
Evaluation
Report Date to
Govs.
Geography
Action Plan 2014 -2015
Links with school priorities
To create and then implement a PTM 2 year curriculum rolling programme that is exciting, enriching and experienced-based
To improve the use of the website to enhance learning and teaching
Prepare for the forthcoming changes to assessment
To ensure SMSC (especially spiritual) is implicit in every lesson
Action to be taken
Date(s)
Find out from teachers the topics
they are covering.
September 2013
Assess the planning of
Geography and ensure that all
skills are being taught across the
key stages.
Review and update subject policy
in light of the new curriculum.
Throughout the year
2013/2014
To purchase resources that may
be needed to implement new
curriculum. Look into links with
senior schools, possible trips etc..
Summer term 2013
Summer term 2013
Resources (to include)
 Cost of new materials or equipment - £400
 Cost of courses - £ unknown
Total Cost
27
£400
Impact on learning
Monitoring
Resources
This will ensure that there is no repetition
across key stages and that children are
covering a range of geographical
knowledge and skills.
Children will be learning the key skills as
appropriate to their age group.
Staff to submit plans so that they can
be collected in the Geography subject
folder as evidence of topic coverage.
Medium term plans for
each phase.
Termly plans filed in Geography folder.
Lesson observations.
Planning from each
phase.
Subject leader and teachers are aware of
policy.
Consistency for children.
Policy will be reviewed and shared with
Link Governor/Governors.
Children and teachers will have high
quality, interesting resources to motivate
learning.
Audit resources and organise storage
and where necessary re-labelling of
storage boxes. Staff feedback and
relevance of resources.
PPA or SL time
Policy.
Guidance materials
and documentation
aid planning.
Geography resources
throughout the school.
Budget.
to
Monitoring & Evaluation
Key
Objective
1.
2.
3.
Review
28
Monitoring Strategy
Date
Evaluation
Report Date to Govs.
Action Plan – 2014/2015
Subject: History
Links with School’s Priorities:

To create and then implement a PTM 2 year curriculum rolling programme that is exciting, enriching and experienced-based.

To ensure SMSC (especially spiritual) is implicit in every lesson.

To improve the use of the website to enhance learning and teaching.

Prepare for the forthcoming changes to assessment.
Objective
Activity and proposed action
-
To ensure the new
national curriculum
of history is
implemented
across the school.
-
-
29
To create and then
KS
implement a PTM 2 year
curriculum rolling
programme that is exciting,
enriching and experiencedbased.
To audit all resources
To look in detail at the new
national curriculum.
To replenish and get new
resources so range of
appropriate resources are
available
To observe history teaching
KS
in each phase.
To attend courses about the
new national curriculum
Who
Time
Cost
By September £0
Impact on Teaching & Learning
-
-
-
History is being taught
from the new national
curriculum.
Resources are ready and
available for all new areas
of the history national
curriculum.
Teaching is more
organised.
All aspects of the new
national curriculum are
covered during the 2 year
curriculum.
Success Criteria
-
-
-
All planning (from September) is
taken from the new national
curriculum of history.
Resources available in school are
appropriate for the new national
curriculum.
Teachers have an understanding of
what the new national curriculum for
History entails (by end of July).
KS
On-going
throughout
year
£400
All
KS for Y1-6
teachers
£200
Monitoring & Evaluation
Key Objective
Monitoring Strategy

To ensure the new
national curriculum of
history is implemented
across the school.
Review
30


Create and explain to all teachers the new 2 year
curriculum rolling programme for history.
Observe all phases in history.
Attend courses on the new national curriculum for history.
Date
Evaluation
Report Date to
Govs.
Subject:
Action Plan – 2014/2015
ICT
Links with School’s Priorities: Increase speaking and listening opportunities, including using a range of recording devices
Objective
To ensure the new Scheme of Work is
being effectively planned and used
effectively and progressively.
Activity and proposed action
Identify through monitoring Medium
and short term planning, whether
scheme is being incorporated into
the curriculum.
Who
Time
AR
SL Time
AR
SL Time
AR
SL Time
Identify areas where support is
required and provide
To monitor use of available recordable
devices.
To establish the effect and impact on
learning of the devices, with specific
regard to language development and
S&L opportunities
31
Observe the use of recordable
devices especially in Early Years and
KS1.
Identify through talk with Staff and
children the impact and the increase
in use of appropriate and
development of language.
Cost
½ day
x12
Impact on Teaching &
Learning
Teaching will follow a
supportive scheme that can
be taught in an explicit or
implicit manner depending
on activity and will impact on
children’s use and
improvement of knowledge
and vocabulary.
Teaching will follow a
supportive scheme that can
be taught in an explicit or
implicit manner depending
on activity and will impact on
children’s use and
improvement of knowledge
and vocabulary.
Teaching will follow a
supportive scheme that can
be taught in an explicit or
implicit manner depending
on activity and will impact on
children’s use and
improvement of knowledge
and vocabulary.
Success Criteria
Scheme used and planning
demonstrates its use and
innovation by its inclusion in a
x curricular way.
Note a variety of recordable
and S&L devices being used
effectively and developing
language
Through staff knowledge
identify if impact is not only
verbal but has also improved
reading and writing through
continued progressive use of
resources
Monitoring & Evaluation
Key Objective
Monitoring Strategy
Date
To ensure the new Scheme
of Work is being effectively
planned and used effectively
and progressively.
Monitor planning
Sept
Evaluation
Are all the Strands covered? What percentage?
Nov
Jan
Report Date to
Govs.
Nov
Mar
Is progression evident in the strands across the phases?
Jul
What increase is there in the amount of usage?
Nov
Mar
May
July
To monitor use of available
recordable devices.
Monitor through observation and
child/teacher talk
Sept
Nov
Jan
Mar
Is it across a range of devices?
Jul
Mar
May
What development of talk does it provide?
July
To establish the effect and
impact on learning of the
devices, with specific regard
to language development
and S&L opportunities
Monitor through observation
notes from adult staff and
assessment material.
Sept
What percentage change?
Nov
Nov
Mar
Jan
Jul
Mar
Noted improvement in Target Tracker?
May
July
Review
32
Action Plan – 2014/2015
Subject: Inclusion
Links with School’s Priorities:
Objective
Activity and proposed action
Who
To ensure Early
To liaise with staff to monitor issues with
JH
years GLD% is in line EYFS more closely and act on interventions at
with Essex averages the earliest opportunity.
To ensure KS1
JH to work in Early years in the first few weeks
progress is in line
of Autumn term to identify early interventions
with Essex averages that may be needed
JH/NB/KS
Jh to make close liaisons with parents with
potential SEN children. Two statemented
children already highlighted.
JH to produce a specific flowchart of the route
to take when assessing for different conditions
e.g. Autism, ADHD, Toiletting issues,
Behaviour, Speech and Language etc
To work actions into baseline for EYFS
Closer liaisons with parents at Nursery and
Reception induction meetings.
JH to get more involved in Home visits if there
is a need and a possible SEN issue has been
identified.
33
Time
Intense
£0
input in the
first two
weeks of
autumn
term with
continuing
support
£0
from JH
Cost
Impact on Teaching & Learning
Success Criteria
Earlier interventions will mean more
immediate support for children and
therefore earlier impacts can be
made.

Closer links with parents will mean
better working relationships/ building
trust


Flowchart produced so that staff can
more easily make identifications
before seeking help from IM
Children will
make more
progress if
issues are dealt
with more
quickly
Support for
phase staff from
IM to pinpoint
issues quickly
Support for
parents from IM,
especially by
being more
involved in
Induction
meetings and
home visits
To improve the use of
the website to
enhance and inform
about Special Needs
Provision at Pear
Tree Mead.
.
To increase the profile of SEN through the
website so that parents feel they can be more
involved in their child’s support if and when
needed.
JH
None
None
For parents to feel that early
intervention is highly important when
helping their children improve and
learn at school
For parents to always feel
comfortable to talk about issues that
affect themselves and their children
To set in motion the .
provision of a
‘children’s centre’-like
facility
34


For parents to be
more aware of
events, issues
regarding SEN
and raise the
profile
For parents
always to feel
comfortable to
approach the IM
and discuss
issues that
concern them
Monitoring & Evaluation
Key Objective
To ensure Early years GLD% is in line with
Essex averages
Monitoring Strategy
Date
To monitor impact of interventions taken place and
monitor next steps.
OCT
14
To continue to identify and respond early to concerns of
To ensure KS1 progress is in line with Essex SEN in Early years
averages
Review
35
Evaluation
Report Date
to Govs.
Action Plan –2014/2015
Subject: KS1
Links with School’s Priorities:
To ensure KS1 progress is in line with Essex averages
Increase speaking and listening opportunities, including using a range of recording devices
To create and then implement a PTM 2 year curriculum rolling programme that is exciting, enriching and experienced-based
To improve the use of the website to enhance learning and teaching
Refurbish small hall and KS1 classrooms
Ensure that good practice is shared with each other and other schools in the collaboration.
Objective
Activity and proposed action

To plan new KS1 classrooms
including new furniture and new
equipment.
Who
Look at other y1 and y2
classes to see how the
environment is set up and
the resources used.
KS1
teachers

To investigate and cost of
the new furniture and
resources.
KS1
phase
leader

To investigate areas in the
classrooms – role play,
book corner
CT


To increase equipment to
support speaking and
listening activities and
recording devices
To look at the F/S to see
how we can link this
through to the Y1 class.
Time
Cost
Extra
time to
see
other
school
s
Bid
for
mate
rials
Supp
ly
Impact on Teaching & Learning



For all teachers to have a
good idea of what a good
KS1 classroom looks like.
To give fresh ideas about
the environment.
To give ensure that the
F/S and KS1 link through.
Success Criteria

A plan for the KS1
classrooms

To good resources
and appropriate
furniture in the KS1
classrooms

To show a link with the
F/S

To have less
resources in the
classroom.
ICT
budg
et
36
To ensure planning, daily
timetables and interventions are
ensuring the children make good
progress.

Storage for the KS1
equipment

To visit other schools to
look at planning and daily
time tables.
To look at what
interventions are being
used in other schools.
To look at the data from
using these interventions.
to see how other teachers
gather evidence.
To make sure that
curriculum is engaging and
meets the children’s needs.
Planning is enriching for
children and inspires
children to write –
especially the boys.
Opportunities for writing are
rich across the whole
curriculum and in
structured play activities.
To make sure that the
timetables meet the needs
of the children. E.g. more
structured play activities in
the year 1 classroom.
To ensure that the year 1
and 2 planning covers the
new national curriculum
and the teaching methods
used are suitable for the
year group.
Observe some outstanding
practitioners at other
schools
Planning to cover speaking










37
Stora
ge
bid
KS1
team
CT
Phase
Leader
LR and
SM
Extra
time to
see
other
school
s
Supp
ly


?
equip
ment
Inter
venti
on
budg
et


For teachers to have a
clear daily timetable to
ensure good learning.
To ensure planning is
linking to the new
curriculum.
To ensure all
interventions are having
an impact.
Children should make
good progress across
both year groups.

A simple/clear
timetable is in place.

Planning is cross
curricular.

Interventions for
maths, reading and
writing are ensure
progress.

There should be a
noticeable different
between the planning,
teaching styles and
timetables of the year
1 and year 2 classes.
and listening opportunities
and using recording
devices to support this and
writing.

To extend TA hours.

To
ensure
assessment
baseline are completed.
and
To investigate extending
TA hours to start at 8:30
To have regular meetings
with class TAs and phase
TAs.

F/S to pass up P levels of
the children at the end of
reception.

Children to be baselined at
the beginning of KS1

TT to be filled in half termly.

To gather evidence.
Teachers
KS1
phase
leader
KS1
teachers
KS/SM/K
M
Assem
bly
time
Before
school
Summ
er
Mon
ey to
pay
for
extra
hour
s.

For all KS1 to know what
is happening daily in
sessions.

TAs will know what is
happening daily and
the expectations.

For teachers to have the
opportunity to talk to TAs
about children and
targets

Teachers to be secure
in the knowledge the
TA knows target
children and what they
need to work on.

For the teachers to have
a clear idea of where the
children are coming into
KS1

To have a clear
baseline

To have a completed
TT at the end of each
half term.

Folder of evidence.


To show good
progression throughout
KS1
To identify children who a
stuck/not progressing
enough.
Monitoring & Evaluation
Key
Objective
Review
38
Monitoring Strategy
Date
Evaluation
Report Date to
Govs.
Subject: Leadership and Management
Action Plan – 2014/2015
Links with School’s Priorities:
Ensure good practice is shared with each other and other schools in the collaboration
To ensure the PP and PE funding is having an impact on pupil progress
To set in motion the provision of a ‘children’s centre’-like facility.
Refurbish small hall and KS1 classrooms
Objective
Activity and proposed action
To set up a formal
collaboration with Passmores
Academy



To convert to academy status
(if applicable)


39
Who
Time
Cost
Impact on Teaching & Learning
Success Criteria
HT
Agree terms and articles of
association with Passmores DHT
Regular meetings with
GB
Passmores, Potter Street and
Purford Green to establish
avenues of support and
sharing of good practice
Allocate responsibilities
amongst PTM staff
Summer 2014 none
Improved attainment of pupils through the All PTM staff are clear
upskilling of teachers through shared
about what they need to do
good practice across the 4 schools
to contribute to the
collaboration
Ac.
Working party to continue
with consultation, fact finding WP
and analysing costings
Meet with HR to consult on
TUPE
Spring 2014 – £25000 for More freedom to teach the children what The school becomes a
summer
conversion is needed
single converter academy
2014
(funded by
DfE)
Monitoring & Evaluation
Key
Objective
1.
2.
3.
Review
40
Monitoring Strategy
Date
Evaluation
Report Date to Govs.
Subject: Mathematics
Action Plan – 2014/2015
Links with School’s Priorities:
To ensure KS1 progress is in line with Essex averages
Prepare for the forthcoming changes to assessment
To ensure the PP and PE funding is having an impact on pupil progress
To improve the use of the website to enhance learning and teaching
To ensure feedback is given to pupils in written and oral form and pupils are given the opportunity to respond
Objective
KS1 progress is in
line with Essex
averages.
Activity and proposed action
-
-
-
-
-
-
41
Implement an intervention
program to enhance basic
skills.
Check guided groups are
taking place regularly.
Children from target
groups/LA are included in
guided groups frequently.
Teachers and TAs are
completing necessary
forms.
Observations of
interventions – monitoring
impact.
Intervention TAs are
following the scheme on a
weekly basis with identified
children (with teacher
support).
Website includes helpful
resources to aid progress.
Children are using the
website to aid learning.
Who
KS1
teachers
and TAs
Phase
meeting
LRautumn 2
Time
Cost Impact on Teaching & Learning
SL time £1000
Weekly ongoing
Regular
meeting
s with
phase
leader.
-
-
Data analysis shows
target children/LA are
making progress.
More children performing
at age related
expectation, evident
within SATs and teacher
assessment.
Success Criteria
-
KS1 teachers are planning interventions into
their weekly timetables.
Large majority (65-79%) of children are on
track.
Few (4-19%) make accelerated progress.
Teachers give high
quality feedback
both orally and
written.
-
-
-
Differentiation is
appropriate taking
into consideration
PP and FSM
pupils.
-
-
-
-
42
All teachers use the
Teachers
marking prompts and
codes.
Next step marking is
evident in books.
Children respond to
marking and evidence of
improvement shown –
monitoring impact.
Observations of teachers
show high quality feedback
throughout the lesson –
monitoring.
Planning and monitoring of
appropriate differentiation in
starters and main session.
Supplying teachers that
need it with ‘what a good
one looks like.’
All groups receive
appropriate provision for
their level/needs.
Next step marking evident
in books to show
differentiated feedback (y1 6).
Intervention, guided group
sessions are implemented
to ensure PP and FSM
pupils are having
Staff
£0
meeting
–
marking
-
LR
SL time £0
-
LR
All
teachers
SL time
Children know their next
steps in learning.
More children performing
at age related
expectation, evident
within SATs and teacher
assessment.
-
Large majority (65-79%) of children respond
to feedback and show improvement in
following lessons.
LA/MA/HA children are
challenged appropriately.
FSM and PP are catered
for with special provision
if necessary.
Questioning is used to
get children thinking and
include all groups in the
lesson.
-
The gap between FSM/PP and NFSM/NPP
children is narrowing as FSM/PP children’s
progress is increasing.
specialised sessions where
necessary.
All
teachers/
LR
Ensure that staff
are up-to-date with
assessment
changes.
-
Liaise with assessment coCP/LR
ordinator.
Attend courses to address
maths assessment.
Share information with
LR
teaching staff.
LR
-
Course
£100£200
Form of assessment
known and used
throughout the school.
Ways of showing
progress for individual
children known and used.
-
All teachers understand the new form of
assessment and are confident in their
judgements.
Staff
meeting
Monitoring & Evaluation
Key Objective
43
Monitoring Strategy
Date
Evaluation
Report Date
to Govs.
Subject:
Action Plan – 2014/2015
MFL
Links with School’s Priorities: Increase speaking and listening opportunities, including using a range of recording devices
Objective
Activity and proposed action
Who
Time
Cost
To ensure MfL is taught in all KS2
classes.
Monitor planning and delivery
AR
SL Time
To support learning of French for those
in LKS2
Talk to staff about the themes they
will be teaching and how aspects of
French can be included within that.
Certainly using written sentences
and Spoken Language with
responses both in English and
French.
AR
During
phase
planning
meeting
s
-
To utilize the current scheme books
and further develop by buying the
second stage set.
Talk to children about their
knowledge and how the language
works. Its relationship to English and
how our language has developed
from it.
AR
SL Time
£400
To provide progressive lessons in Latin
at UKS2
44
½ day
x6
(1 per
half
term)
Impact on Teaching &
Learning
Success Criteria
Children will be taught a
modern foreign language
and it will broaden their
depth of knowledge of
languages including their
own.
This will ensure that where
expertise in pronunciation or
next steps are needed,
support is available and staff
feels more confident to
deliver. It will also be
relevant to staff and children
as it will be part of the
themed approach.
Successful teaching and
learning in KS2 classes
Continued progression and
development of both Latin
and its roots in English.
Children better understand
vocabulary and grammar.
Children relate their
knowledge of words and key
phrases and are able to
explain their roots.
Lessons delivered confidently
and they have relevance to
topic/them.
Monitoring & Evaluation
Key
Objective
1.
2.
3.
Review
45
Monitoring Strategy
Date
Evaluation
Report Date to Govs.
Action Plan – 2014/2015
Subject: Music
Links with School’s Priorities:

To create and then implement a PTM 2 year curriculum rolling programme that is exciting, enriching and experienced-based

To ensure SMSC (especially spiritual) is implicit in every lesson

Ensure good practice is shared with each other and other schools in the collaboration

Increase speaking and listening opportunities, including using a range of recording devices
Objective
To ensure the new
National Curriculum
for Music is being
implemented across
the school
Activity and proposed action
To look in detail at the new national
curriculum for music, it’s progression
and how it relates to current resources
(e.g. Charanga)
Who
NB
To buy in instruments which support
higher level learning in KS2 (e.g. class
set of Djembe drums)
Get guitar performances in assemblies
To offer instrumental to encourage uptake
lessons within school
Organise guitar lessons through Essex
Music Services
By March
Cost
£0
Impact on Teaching & Learning


To create and then implement a PTM 2
year curriculum rolling programme that NB
is exciting, enriching and experiencedbased
To create and implement a format for
planning and recording music skills
taught (in particular when using
Charanga)
Time
By September
£0


NB
Trialled in
£0
Summer term
and finalised for
September
NB
By September
£500
NB /
Passmores
students
Spring and
summer term
£0
NB
By September
£0

Music is taught from the new
national Curriculum.
Planning and teaching is more
organised and teachers know
where to obtain learning
objectives.
Teachers can monitor what is
being taught, even when
delivered by TAs
Resources are ready and
available to support an exciting,
enriching and experience-based
curriculum.
Success Criteria



Children have the extra-curricular 
opportunity to extend their

musical skills, which should also
benefit their in-class attainment
Music lesson plans are based on the new
national curriculum throughout the school
All music skills are being covered and this can
easily be evidenced through planning and
record keeping.
Progression can be seen (through planning
and lesson observations) between teaching
and learning in Early Years through to year 6.
Guitar lessons are available to KS2
Free guitar lesson are available to Pupil
Premium children
46
To increase whole
school music
opportunities
Organise CD music to be played at the
beginning of assemblies.
NB / All
Ongoing
£20


Organise local instrumental players to
play in assemblies
To buy an assembly
CD/songbook/WOS, choose and teach
songs (in singing assembly) and sing
them in assemblies
NB /
Passmores /
Brass Band
£0
NB / AR / All
£40
Children to have an increased
interest in music
Children to be more confident to
sing.


Participation in whole-school singing to
increase
Uptake of instrumental lessons to increase
Monitoring & Evaluation
Key Objective
Monitoring Strategy
To find out how
Charanga is being
used
Look at planning across the phases
Date
Evaluation
Report Date to
Govs.
Observe Charanga use in music lessons
Send out a questionnaire to teachers
To ensure the new
Observe Music teaching in each phase after September
National Curriculum for
Music is being
implemented across
the school
Review
47
Subject: Parent Partnership
Action Plan – 2014/2015
Links with School’s Priorities:
Objective
1.
To continue to provide
parents with
opportunities to
support their
children’s learning
Activity and proposed action
To increase the variety of topics that are on
offer to encourage parents to attend sessions.
Involvement of school and parent council in
ideas for increasing parental involvement.
Who
Adult
Learning
Bob
Crosby
and
Tutors
We have planned a whole years programme
which I have advertised on the website to
To specifically provide encourage parents. Topics that range from
parents of EAL
Phonics, Numeracy, First aid and Textiles.
children an
JH
opportunity to
increase their own
To increase the profile of activities with posters,
knowledge and
flyers and website adverts
understanding of
English and
Personally target individuals by telephone or
subsequently assist
personal contact
their children
To gain better feedback from parents as to how
they have enjoyed the courses and what they
would like to improve them
Celebration
Time
Time for
courses to
take place
Cost
Impact on Teaching &
Learning
Free
service
Parents will be better
informed and therefore better
able to support their children
Cost of
at home with ALL school
Planning time childcare activities. They will feel more
for JH
covered by comfortable in the school
Adult
environment.
Learning
Success Criteria



The EAL parents will feel
more comfortable to come
into school if there are issues
they need to discuss. Their
own use of English will
improve therefore they will be
more comfortable as learners.
Hopefully they will gel as a
group and help and support
each other.


Parents will have a clear
understanding of the
school’s expectations for
children’s learning at home
Parents will be more
involved in school
activities and learn how to
interact and support their
children in a better way
Parent workshops to be
flexible with timings and
crèche facilities to be able
to support as many
parents as possible
To involve more parents in
school life in general,
particularly dads!
Better communication,
including website, will lead
to stronger more
productive relationships
with staff and parents
For the parents to develop
their relationship with JH
A specific EAL course with a tutor to help
parents with their own English. In turn this will
lead to them being able to help their own
children with their learning at home and make
them feel more comfortable in the school
situation
48
To develop the
relationship with
parents, increasing
their involvement in
school life in general
To develop the status
of parent Council in
the school and its
active involvement
To continue to work
towards the LPPA
award with the help of
parents and students
To develop and maintain the Parent Council
and increase its profile in the school.
To link together the Parent Council and the
School Council and for both parties to work
together if appropriate.
To continue to work towards the gaining of the
LPPA award with the aid of a working party to
include parents and children. This will
strengthen the parent links within the school
3.
To increase the profile of SEN through the
To further raise the
website so that parents feel they can be more
profile of SEN through involved in their child’s support if needed.
the website
And increase parent
involvement and
early intervention
through solid
relationships with
Inclusion Manager
Parent
Time for
Council
meetings to
members take place
None
School
Council
members
JH
.For parents to form better
relationships with staff in
general and therefore support
their children in a more
productive manner

The more supportive the
parents are the better the
children will learn in school –
a two way process.



JH
None
None
For parents to feel that early
intervention is highly
important when helping their
children improve and learn at
school
For parents to always feel
comfortable to talk about
issues that affect themselves
and their children
More parents coming into
school to discuss or take
part in activities
Better feedback from
events which take place in
school or feedback which
can be used effectively to
plan for the future
To give parents a
productive rather than
destructive voice at Parent
Council and for these
parents to feedback and
support others
To gain the LPPA award in
December


For parents to be more
aware of events,
issues regarding SEN
and raise the profile
For parents always to
feel comfortable to
approach
49
Monitoring & Evaluation
Key Objective
Monitoring
Strategy
Date Evaluation
To continue to provide parents with opportunities to support their children’s learning
Feedback from
parents
Oct
14
To specifically provide parents of EAL children an opportunity to increase their own
knowledge and understanding of English and subsequently assist their children.
Report
Date to
Govs.
Impact on children’s
learning
Review
50
Action Plan – 2014/2015
Subject: PE
Links with School’s Priorities:
To create and then implement a PTM 2 year curriculum rolling programme that is exciting, enriching and experienced-based
To ensure the PP and PE funding is having an impact on pupil progress
Obtain identified kite marks
Objective
1. To
obtain the
bronze kite
mark
award
Activity and
proposed
action
Who
1. To increase the
All
participating of
children competing staff
in level 1 and 2
tournaments.
Time
3 intra
tournaments per
term
3. Have active
links with at least 3
local sports clubs.
4. Develop a
school sports crew
(sports reps)
5. Engage 10% of
students in
leading, managing
and officiating intra
To ensure PE is having an impact on
£2000 pupil progress.
To ensure the PE premium funding is
having an impact on FSM pupil’s
progress.
LT
2. Ensure all
children are
participating in 2
hours of PE a
week (including
lunch time/after
school clubs).
Cost Impact on Teaching & Learning
Throughout the
year
To develop speaking and listening skills
within the context of healthy living.
To improve the use of the website to
enhance learning and teaching
Success Criteria
Children are participating in at least 2 hours of PE a week.
Targeted groups are participating in more physical activity and
learning about how to lead healthy lifestyles.
There is a rise in FSM pupils competing in level 1 and 2
tournaments.
All children compete in at least 2 Level 1 tournaments per term.
A wide range of extra-curricular clubs are being offered to all pupils.
Children are using the website to access links to local clubs and
learn how they can lead an active and healthy lifestyle.
Sports reps/play leaders and sports leaders are effective in
delivering more PE/sporting activities during lunch times/clubs/intra
tournaments.
Year 5/6 children organize, lead and manage a range of sporting
tournaments and events throughout the year (Sports Relief charity
week).
51
tournaments.
6. Targeted groups
are identified and
clubs/interventions
are being run to
meet their needs
of leading a
healthy lifestyle.
2. To
ensure PE
funding is
having an
impact on
pupils
progress
1. To run
interventions for
targeted groups
(FSM pupils, less
active children)
2. To organise
more level 1
tournaments for all
pupils. To enter
more level 2
tournaments for
KS1 and KS2
pupils.
3. All pupils to be
taught a wide
range of the PE
curriculum –
including OAA,
gymnastic and
dance
LT
All
staff
Throughout the
year
£500
To motivate children to achieve and
progress in all areas of the curriculum.
The amount of pupils who participate in level 1 and 2 tournaments
has increased.
The amount of pupils who participate in 2 hours of PE has
increased.
Planning shows a wide range of PE is being taught throughout the
year.
Planning shows that PE is helping to improve literacy and numeracy
throughout the school.
Targeted groups are showing good progress in a range of subjects
including literacy and numeracy
All children have a good understanding of how to lead a healthy
lifestyle
Staff members are more confident to teach a range of PE, including
dance.
4. To develop staff
member’s
understanding of
how they can
improve literacy
and numeracy
through PE and
52
sport.
5. All staff’s PE
CPD is continued
to be developed
3. To
implement
the new PE
curriculum
across the
school
1. PDMs are run to LT
inform all staff
members of the
new PE
All
curriculum.
staff
2. All pupils to be
taught a wide
range of the PE
curriculum –
including OAA,
gymnastic and
dance
Throughout the
year
To ensure PE is having an impact on
£1000 pupil progress.
Develop a new PE plan – so staff are able to show they are
delivering high quality PE lessons
From the PDM, staff members are able to plan high quality PE
lessons (shown in Planning)
Planning shows a wide range of PE is being taught throughout the
year.
Staff members are more confident to teach a range of PE, including
dance.
Planning shows there is an increase in competitive matches at the
end of each games sessions
3. All staff’s PE
CPD is continued
to be developed
There is an increase in level 1 competition throughout the school
53
Monitoring & Evaluation
Key
Objective
Monitoring Strategy
Date
Evaluation
Report Date to Govs.
1.
2.
3.
Review
54
Action Plan – 2014/2015
Subject: PSHCE
Links with School’s Priorities:
Activity and
proposed action
Objective
To relaunch the
terrific
initiative.
-
-
-
To look
into a new
PSHCE
scheme of
work for
the new
-
-
To lead a staff
meeting.
To give
staff/children a
questionnaire
on strengths
and
weaknesses of
current initiative
To send a
‘reward’
feedback
questionnaire to
all children who
receive their
certificate
To use a more
standardised
approach
across the
school
Who
Time
Cost
GB
July 2014
NA
GB
July 2014
NA
Impact on Teaching & Learning
-
-
GB
Ongoing
NA
GB
Ongoing
NA
To evaluate
what aspects of GB
PSHCE the
staff feel a new
scheme would
need to cover
To check what
July 2014
£400
-
Success Criteria
Staff can give their views on
the current initiative and ways
to improve it.
Children will feel as if they have
earned their certificates more
The initiative will seem fairer
and be much more consistent.
Will be able to gauge if children
realise the ‘point’ of the
initiative and the importance of
the roles they carry out upon
receiving their certificate.
-
The TERRIFIC initiative will be more relevant and nurture
children who truly develop and hone the social skills it
stands for.
Staff can voice which parts of
PSHCE work well and which
parts they feel our children
need to help them with their
social, cultural, emotional and
spiritual development
Resources in school will allow
-
As a school we can look to focus on the areas that we feel
will really benefit our children thus allowing for them to
develop in more rounded citizens..
55
curriculum.
-
our current
Vario July 2014
scheme covers us
Acquire any
new resources
that we would
need for the
new curriculum
GB
Ongoing
£200
for a better teaching of PSHCE
Monitoring & Evaluation
Key Objective
Monitoring Strategy
Date
Evaluation
Report Date
to Govs.
To re-launch the terrific initiative.
To look into a new PSHCE scheme of work for the
new curriculum.
-
-
To evaluate all
questionnaires
To monitor the TERRIFIC
reward system.
To evaluate current
scheme and research
potential new schemes in
line with new curriculum.
To evaluate all
questionnaires.
Review
56
Action Plan – 2014/2015
Subject: RE
Links with School’s Priorities:
Objective
Activity and
proposed action
To have a
more
uniform
approach to
RE where
the same
religion is
taught by all
year groups at the same
time.
To expand
the subject
into the
wider
community.
-
-
Who
To look at
when religious GB
festivals occur
during the
year.
GB
To complete
the curriculum
maps for each
phase for RE.
To write a list
of the
GB
strengths of
staff with
regards to
religion
knowledge for
support
purposes.
Time
July
2014
July
2014
July
2014
Cost
NA
Impact on Teaching & Learning
-
Clear progression across the school
Visitors will be relevant to everybody’s current topic
Success Criteria
-
The teaching of RE across the school will benefit
from the support network of everyone teaching the
same religion at the same time as well as any
visitors being relevant to everyone.
NA
NA
To plan culture
GB
Ongoing £200
days giving
food tasting,
first-hand
experience to
children of
various
religions.
Visits
All staff Ongoing £200
(classroom
work/assembli
-
Children will have been given the opportunity to
experience another religion first hand to help
them to further understand the beliefs of the
religion. This can then be expanded in further
lessons.
-
-
All year groups go on a school trip to a place of
worship each year (or 2 yearly for mixed year
classes).
One assembly is led by a visitor of a different
faith to tie in with a festival.
57
-
es) from
external
groups to give
children a
better
understanding
of certain
religions.
To ensure that All staff Ongoing NA
one school trip
a year is to a
place of
worship.
-
To improve
the ‘spiritual’
aspect of
SMSC in the
school.
-
-
To monitor
Ongoing NA
the spiritual GB
box on the
new
observatio
n form for
any
observatio
ns that
take place. Various Ongoing NA
To have
wonder
walls in
each class
showing
differentiat
ed
questions
across the
school.
GB
Ongoing Supply
To show
cover
examples
of what
‘spiritual’
would look
like.
-
Will be able to see what aspects of spiritual
learning are currently happening in the school.
Children will experience ‘awe and wonder’ when
asking/answering questions.
-
Staff will have a clearer understanding of what
spiritual teaching and learning is.
Wonder wall books can be created that show all
of the questions children have asked/answered.
These show how the children’s understanding of
the world around them grows as they get older.
58
Monitoring & Evaluation
Key Objective
To have a more uniform approach to RE where the same religion
is taught by all year groups at the same time.
To expand the subject into the wider community.
Monitoring Strategy
-
Track that the
planning is in line with
the curriculum
overview
-
Track the trips taking
place throughout the
year.
To visit different
classes as they take
part in their culture
days.
To view photographs
taken on culture
days/visits
To ensure wonder
walls are up and
updated regularly.
To improve the ‘spiritual’ aspect of SMSC in the school.
-
-
Date
Evaluation
Report Date
to Govs.
Review
59
Action Plan – 2014/2015
Subject: Science
Links with School’s Priorities:
Increase speaking and listening opportunities, including using a range of recording devices
To create and then implement a PTM 2 year curriculum rolling programme that is exciting, enriching and experienced-based
To improve the use of the website to enhance learning and teaching
Prepare for the forthcoming changes to assessment
Ensure good practice is shared with each other and other schools in the collaboration
Objective
Activity and proposed action
Who
To make and implement a new 2
year rolling program for art.

All teachers to become familiar
with the new art curriculum.
EF

Plan a 2 year rolling program
to ensure good coverage.

To look and fully understand how the
new assessment will work.
To record science in a variety of
ways. Link these to S and L.

Time
Cost
Summ
er
2014
Supply
cover.
Talk to other science
curriculum leaders to see how
they are planning in their
schools.
All teachers to become familiar
with the new science
curriculum.

To look at resources to help
with assessment.

Talk to other science
curriculum leaders to see how
they are assessing in their
schools.

Share with teachers the new
ICT recording equipment.

Share good practice
EF
CP
Summ
er
2014/
£300
Impact on Teaching &
Learning

All teacher s will have a
good understanding of
the new curriculum.

To be familiar with the
new science
curriculum.

Teachers will have a
clear understanding of
when they need to
teach.

For the teacher plan
the correct areas well.

Sharing good practice.

Teachers will be
assessing correctly.


Teachers will have the
correct assessment
materials.
Teachers to show
good assessment in
class.

To fill in target tracker
termly.

Teacher to have
evidence of the
different ways they
have recorded saved
2015
EF
AR
Autum
n
Success Criteria


Teacher will know what
their children can do.
Children who can not
write will not be
60
To share science on the school
website.

Ideas bank on server.

To update the science
curriculum page regularly.

To share photos and good
work.

EF
LH

Over
the
year

hindered.
S and L will be
encouraged more.
Children and parents to
see what is going on in
science.
Links to websites being
used
on the server

To ensure the children
are using the website.

Teachers to feedback
ideas.
Monitoring & Evaluation
Key Objective
Monitoring Strategy
Date
Evaluation
Completed
Need to do
Report Date to
Govs.
.
Review
61
Asset Management Plan – summary
Element Total by Priority
Element
1
2
3
4
Total
01
Roofs
02
Floors and stairs
03
Ceilings
04
External walls windows and doors
05
Internal walls and doors
06
Sanitary services
22,000
22,000
07
Mechanical services
24,000
24,000
08
Electrical services
09
Redecorations
10
Fixed furniture and fittings
11
External areas
12
Playing fields
13
Test and Inspection
4,000
4,000
2,000
10,000
91,000
15,000
116,000
3,000
Totals LA
Totals School
10,000
140,000
2,000
3,000
19,000
4,000
2,000
151,000
4,000
62
School Premises Development Plan 2013–2016
Project
no.
Details of work to be done
Building 1 – Internal
1
 Class 1 – build wall between cl 1 &
2
Refurbish children’s toilets in all classrooms
3
 Class 1
4
 Class 2
5
6
7
8
9
10
11
12
13
14
 Class 3
 Class 4
 Classrooms 0 A & B
Replace flooring and blinds and internal
doors in all classrooms
 Class 1
Priority
(1 – 5)
Proposed
cost
Budget
cost
centre
Leader
Buildings
CH
Summer
11
1750
1750
Buildings
1040
1040
CH
CH
1750
1750
1750
1040
1040
1040
CH
CH
CH
2013
Summer
12
2014
2014
2013
2740
Buildings
CH
3
Class 1
700
1040
CH

Class 2
3964
1040
CH
2740
2740
2000
Get quotes
4189
1040
1040
1040
Buildings
1040
CH
CH
CH
CH
CH
378
1040
CH
1500
1500
1500
1500
1040
1040
1040
1040
CH
CH
CH
CH
2
1
Discovery Room
Building 2 – Internal
External doors to be fitted to all classrooms
22
 Class 5
23
 Class 6
24
 Class 7
26
 Class 9
Planned
end date
Current status
Summer
11
completed
Summer
12
Replace toilets and move sink
Summer
11
Summer
12
Summer
12
2014
2014
2013
2014
Summer
12
Summer
12
Summer
11
Summer
12
Summer
12
Associated floorcovering ltd 3.2.11
2015
2015
2015
2014
`
3

 Class 3
 Class 4
 Classrooms A & B
Refurbish staff and visitors’ toilets
Replace all wooden external doors
Planned
start date
Replace internal door
Associated floorcovering,
BLINDS REPLACED 2012
BLINDS REPLACED 2012
Summer
12
Summer
12
Room 3, 4, kitchen back door
RADIATOR INSTALLED 2012
2
Existing door won’t shut
63
1500
1040
CH
2014
29
31
 Class 10
Replace flooring, blinds in all classrooms
 Class 11
Replaster pillars in hall
3625
160
1040
Buildings
CH
CH
32
Replace flooring in disabled toilet
430
Buildings
CH
Repair door off main hall
100
1041
CH
May 12
Summer
11
Summer
11
Summer
12
27
Project
no.
Details of work to be done
Building 2 – Asset Management Plan (internal)
33
Replace fire alarm fittings
34
Replace fire alarm wiring
35
Replace HWS pipework hot and cold
distribution
36
Replace main intake distribution boards
37
Replace sub distribution wiring
38
Replace sub distribution board
39
Replace power wiring
40
Replace lighting fittings
41
Rewire lighting
42
Crittal windows replacement
43
45
Replace gas fired boilers
Replace zone valve actuator
Building 1 - Asset Management Plan (internal)
18
Replace cistern in women’s toilet
19
Crittal windows overhaul
Priority
(1 – 5)
Proposed
cost
AMP2C
AMP2C
AMP2C
Get quotes
10000
12000
LA
LA
LA
AMP2C
AMP2C
AMP2C
AMP2C
AMP2C
AMP2C
AMP3B
10000
8000
4000
5000
10000
15000
17500
LA
LA
LA
LA
LA
LA
LA
CH
2012
AMP3B
1000000
1650
LA
Buildings
ATKINS
CH
2013
Summer
11
Summer
11
1000
10000
Buildings
LA
CH
2013
Summer
11
Summer
11
AMP2C
AMP3B
Budget
cost
centre
Leader
Planned
start date
July 12
Summer
11
Summer
11
Summer
12
Planned
end date
Associated flooring 7.2.11
Current status
AWAITING PLANNING
PERMISSION
£70,000 CONTRIBUTION FROM la
Small hall - £2050 (school) only large
window done
64
External work
Project
Details of work to be done
no.
Building 1 – external
20
overhaul benches around playground
Priority
(1 – 5)
Proposed
cost
Budget
allocation
2
30
1060
CH
Check/clear drainage
Flat roof covering and insulation needs
replacing – nursery
Building 2 – external
Replace broken floodlights
AMP2C
AMP2C
450
1175
1060
Buildings
CH
500
1041
CH
46
refurbish junior playground benches
3
30
1060
47
Replace fence panels round picnic area
3
100
1060
48
50
51
52
53
54
Replenish bark in triangle area
Repair/replace roof covering kitchen
create sensory garden
car park markings for staff parking
seating area for parents
remove benches around front playground
Paint all fences/gates
Replace paving by boiler house
AMP2C
3
2
2
1
3
300
3700
Get quotes
Get quotes
Get quotes
100
500
100
1060
Buildings
Curriculum
1060
FOPTM
Buildings
Buildings
1060
Fit manhole cover
Repair path outside building 1 reception
area
Straighten all outside bins
150
500
1060
1060
50
1060
Repair paving near pool entrance
50
1060
Put rubber matting by entrance to container
Replace fencing between reception and
KS1 playground
Refurbish planters round picnic area
75
2000
1062
1062
100
1062
57
21
55
Leader
Planned
start date
Planned
end date
Summer
14
June 12
Summer
11
Summer
14
June 12
Summer
11
Summer
12
Summer
14
Summer
14
June 12
CH
Summer
12
Summer
14
Summer
14
June 12
2012
CH
2013
Current status
Ratcliff and Burridge quote 2.2.11
Both buildings completed
Change to metal
Ratcliff and Burridge quote
March 12
March 12
Summer
12
June 12
Summer
12
Summer
12
Summer
12
May 12
Summer
12
Summer
14
Summer
12
June 12
Summer
12
Summer
12
Summer
12
May 12
Summer
12
Summer
14
completed
An attempt was made, but too
difficult to do.
Same fencing as nursery
65
Security
Project
Details of work to be done
no.
Building 1 – Security
15
Ensure all doors are self-closing
Priority
(1 – 5)
Proposed
cost
Budget
allocation
1
2500
1040
CH
16
All external doors to have sensor entry
1
“
1040
CH
17
CCTV to be installed
1
Get quotes
Devolved
Priority
(1 – 5)
Proposed
cost
Budget
allocation
1
7000
Swimming
pool exp
Swimming Pool
Project
Details of work to be done
no.
Swimming pool
56
Maintenance check on equipment – repair
and replace as necessary
Replace swimming pool cover
Project
Details of work to be done
no.
Site inspection
72
Window safety measure to be added to
appendix 4 of C of P
73
Window safety issues to be addressed
74
Bin relocation (see SDP)
75
Infant play area – surface to be made safe
76
Staff made aware of guidance on use of
laptops
Leader
Leader
Planned
start date
Summer
12
Summer
12
Planned
start date
Planned
end date
Summer
13
Summer
13
Planned
end date
Current status
Small hall and building 1 entrance
Postponed – security of whole site
being investigated
Current status
2013
Priority
(1 – 5)
Proposed
cost
Budget
allocation
2
5
Buildings
1
2
1
2
300
250
2865
20
Buildings
Grounds
Leader
Planned
start date
Planned
end date
Current status
Restrictors to be added to KS1
building
2008
Quotes obtained
Other occ
costs
66
ALSO SEE SEPARATE PAINTING/DECORATING PROGRAMME AND SEPARATE FURNITURE REPLACEMENT PROGRAMME
completed
Maintenance
Project
no.
Details of work to be done
Clean bins
Electrical testing
York service
Clean window frames
Stain/oil gazebos and benches
Priority
(1 – 5)
Proposed
cost
Budget
cost
centre
Leader
Planned
start date
1440
250
1041
1041
CH
CH
May 14
May 14
Planned
end date
Current status
67