Sherburn CE VC Primary School
School Development Plan 2015-2016
1
School Improvement Plan
Contents
1. Our Mission
Objectives
Statement,
Educational
Aims
and
2. A Commitment to Children and Young People
3. Annual Calendar of Events and Activities
4. Three year Strategic plan
5. Action Plan for Writing
6. Action Plan for Numeracy
7. Action Plan for Science
8. Action Plan for Church Distinctiveness and RE
9. Action Plan for Developing ICT
10.
Action Plan for EYFS
11.
Action Plan for Garden area
12.
Action Plan for SEN provision
13.
Action Plan for Assessment
14.
Action Plan for Governors
15.
Consultation and Briefing Schedule
16.
Monitoring and Evaluation Schedule
17.
SDP Self Evaluation
2
SHERBURN CHURCH OF ENGLAND PRIMARY SCHOOL
‘Working together, putting children first within our Christian family’
Statement of Aims and Values
In consultation with pupils, parents, governors, community members and staff
our aims and values were generated.
Aims
We aim to serve our community by providing an education of the highest
quality for children of all faiths and none within the context of Christian beliefs
and practice. We believe in working together to make sure that school is a
safe, secure, friendly and purposeful place where children are safe,
encouraged, challenged and supported to do their best and learn.
Values
We value enriching the children’s spiritual and moral development nurturing
a sense of family by working in partnership with home, church and the
community.
We value ensuring all pupils are literate, numerate and are able to make
informed life choices and have the capacity to be successful.
We value inspiring a love for learning and at all times challenging the
capacity of the individual to attain their greatest potential.
We value ensuring children are independent, resilient, confident, self
disciplined and have a sense of self worth.
We value developing understanding, consideration and mutual respect for
other religions, races, cultures, gender, people with disabilities and the
environment.
We value ensuring truthfulness, compassion and love are present in
everything we do.
October 2014
3
The Diocese of York
A
Commitment to Children and Young People
The Diocese of York believes
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All human beings are loved by God and are of unique worth to God
whatever their gender, ethnicity, ability or age.
Children and young people have a special place in the Kingdom of God.
The Church values and appreciates children and young people in the
same way as all other members of the Church family.
The Church should provide children and young people with a safe and
welcoming environment and actively involve them in its life.
Appropriate support, training and encouragement should be provided for
all who work among children and young people.
The churches of the Diocese of York commit themselves to engage with children
and young people in a wide range of contexts, with the aim that all children and
young people should have the opportunity to become fully alive in God by:
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Experiencing God
For example: hearing and learning from the stories of God; knowing God’s
love through our Lord Jesus Christ; experiencing God through
relationships with others; recognising that faith affects all aspects of life;
developing gifts for mission and ministry.
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Developing a relationship with God by the Holy Spirit
For example: enjoying prayer and worship that is accessible and
appropriate; creating their own worship; leading and teaching others.
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Helping to further God’s Kingdom
For example: evangelism by children and young people, telling their own
stories of God; working for a better society; caring for others, both near
and far; working for justice and peace.
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Caring for God’s creation
For example: sharing what we have with others; acknowledging the
Christian responsibility to the poor, the weak, the needy and future
generations; actively caring for the environment.
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Being valued by and valuing the Church
For example: participating fully in the life of the Church; being recognised
in decision-making; taking responsibility for their part within it.
Diocese of York Children and Youth Committee
June 2007
4
Sherburn CE Primary School - School Improvement: Annual Plan/Calendar of Routine Management and Administration 2015-16
Summer Term 2015
Autumn Term 2015
Spring Term 2016
Term 
 SEF Update
 Committees and Terms of
 SEF Update
Governors
Meetings, subcommittee meetings,
preparing, school
profile, appraisal
planning, target
setting, budget etc.
Curriculum and
Assessment
Baseline
assessments,
STAs', target
setting, etc
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SIAS review with foundation govs
SDP setting
Self evaluation Procedures
checked
GB meeting
HT report
Training lists distributed
Induction New Governors
Monitoring
KS1 and KS2 SAT’s
Optional Tests KS2
EYFS Profile completed
School Target Setting
Reading assessment
Writing assessment
Maths assessment
Science assessment
Individual Targets Set
Long Observations EYFS
Update pupil tracking
Individual Targets Set and sent
with Annual Reports
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references review
Governor posts distributed
Appointment of the Chair/Vice
Training lists distributed
GB meeting x2
SEF Update
SIAS review with foundation govs
SDP review
HT APPRAISAL
JAPR with EDA and KS2 target
setting
HT report
Induction New Governors
Monitoring
EYFS Profile
School Target Setting
Reading assessment
Writing assessment
Maths assessment
Science assessment
Individual Targets Set
Long Observations EYFS
Intervention groups
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SIAS review with foundation govs
SDP review
GB Meeting
HT report
Training lists distributed
Induction New Governors
Monitoring
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EYFS Profile
School Target Setting
Reading assessment
Writing assessment
Maths assessment
Science assessment
Individual Targets Set
Long Observations EYFS
Intervention groups
5
Staff appraisal
Training
days/events,
appraisal, etc.
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Training Days
Professional Development
courses as identified on Action
plans
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Training days
Job descriptions update
All staff APPRAISAL
HT APPRAISAL
Professional Development
courses as identified on Action
plans
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Training Days
Interim APPRAISAL meetings
Professional Development
courses as identified on Action
plans
Finance
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Standards fund finishes
Finance meeting
Finance team SDP costings,
Budget review and start budget
2015-16 discussion
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Monitor return
LMS return
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PLASC return to county
Start Budget
Standards return in
Set new start budget Finance team
Church Schools SIAMS Review
Work Scrutiny
Lesson Observations
Planning scrutiny
SEF Update
Assessment Scrutiny
SEN/GAT Review Pupil Mapping
update
Policy review
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Church Schools SIAMS Review
Work Scrutiny
Lesson Observations
Planning scrutiny
SEF Update
Assessment Scrutiny
SEN/GAT Review Pupil Mapping
update
Policy review
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Church Schools SIAMS Review
Work Scrutiny
Lesson Observations
Planning scrutiny
SEF Update
Assessment Scrutiny
SEN/GAT Review Pupil Mapping
update
Policy review
EVC Audit January
SDP Audit with LA support
Monitoring and
Self Evaluation
(See schedule)
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6
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Regular FOSS
meetings/fundraisers run
throughout the year
Reports issued with targets
Open evening, consultations
offered
SAT information distributed
Meeting for New Starter Parents
SEN Reviews
Community
Festivals,
celebrations, social
events.
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Pupils
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Parents
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report writing, interviews
Parent Curricular Training
evenings
Events and activities
run by school sports
partnership run
throughout the year
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Regular FOSS meetings/fundraisers
run throughout the year
Parent consultation evening
FOSS AGM
Inform of key aspects of our SDP
SEN Reviews
Prospective Parent Visits
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Regular FOSS meetings/fundraisers
run throughout the year
Parent consultation evening
SEN Reviews
Residential Trip meeting (every other
year)
Leavers Service
Display in Church
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Harvest celebration
St Hilda’s Day
Remembrance Assembly
Christmas Nativity/play and Fair
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Display in Church
Shrove Tuesday Pancake
Mothering Sunday service and lunch
Easter
Display in Churches
Clubs start
Year 6 induction days
Leavers service and day out
Sports Day
Crucial Crew
Intervention Programmes
Transition conferences held in
school
Growing up talk – school nurse
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Clubs (until October Half Term)
Children in Need day
Christmas event
Christmas fair
Christmas dinner, Party
Intervention Programmes (See
mapping)
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Y6 Booster
Intervention Programmes
World Book Day
Sport Relief Day
7
Sherburn CE Primary School 2015-2018
School Improvement: Three Year Strategic Plan
Target or focus
for improvement
Year 1
Summer
2015
CURRICULUM AND
STANDARDS
Improve quality and
consistency of teaching.
Autumn
2015
Maths numicon training
£180
Develop opportunities
for problem solving
Staff training for
administration of Google
learning platform £300
Improve instant recall
skills
Purchased
chromebooks £3200
pupil premium funding
Use of chromebooks to
raise attainment in
writing and close the
gap
To improve rates of
progress and challenge
for identified more able
pupils in writing.
To implement Forest
Schools sessions
across the whole school
with a particular focus
on improving writing.
Hold weekly science
weeks £50
To increase the
proportion of
outstanding teaching
and the progress pupils
make.
Year 2
Spring
2016
Ensure all pupils gain
national standard (old
L4) ATA hours £5000
pupil premium funded
To narrow the gap in
literacy for identified
groups and ensure
interventions are well
targeted to meet pupil’s
needs.
Summer
2016
Autumn
2016
Monitoring of teaching
and learning through
learning walks and
formal observations –
objective: all lessons to
be judged at least good
Review Appraisal
Targets.
Implementation of 2016
tests
To evaluate the impact
of marking and AFL on
children’s work.
To develop
accountability of subject
leaders for raising
attainment.
Year 3
2017/2018
Spring
2017
To increase the
proportion of good and
outstanding teaching
and the progress pupils
make.
Develop the use of AFL
by pupils to enable them
to understand how best
to improve their own
learning.
To improve rates of
progress in reading
ensuring that all children
are making good
progress
Science lesson
observations
ASSESSMENT
Raise standards of
progress throughout the
school
Review current science
assessment grids
Embed strategies for
pupils self assessment
Review of new tracking
system
Subject leaders to
Training for delivery of
8
monitor their own
subject
2016 tests
Review homework
policy
Fund homework club
Ensure consistency in
marking and feedback
STAFFING
To ensure the staffing
structure matches the
needs of the school and
pupils.
Teachers within cluster
have opportunity for
collaborative planning /
CPD / Assessment /
moderation
Staff encouraged to
continue professional
development NPQML
through Esk Valley
Alliance
Evaluate the teaching
staff structure based on
projected numbers
2016/17
Introduce CEM Base
new baseline
assessment
Raise attainment in
reading
Involvement in Esk
Valley Alliance to recruit
Schools Direct
colleagues.
Possibility of staff
restructuring and
redundancy with falling
role
To investigate
partnership working with
staff at Luttons (1
teacher across 2
schools)
Leaders in school have
opportunity for
collaborative school
development
Support of NQT to
achieve NQT teaching
standards
EARLY YEARS
Team assessment
meetings rigorously
moderated £ 600 supply
cover (3 afternoons)
Raise attainment in CLL
£100 Bookstart packs
Raise attainment in
PSED
Improve parental
involvement
Raise attainment in
numeracy
Asses effectiveness of
teaching through end of
year test to ascertain
progress in EYFS year
To provide high quality
and well resourced
outside learning to
develop children’s talk
and communication
skills
Raise attainment in
writing
To introduce prereception pupils staying
for lunch and leaving at
12.30pm
9
PUPILS
Vulnerable and SEN
CHURCH
LINKS/COMMUNITY
LINKS
To promote the
distinctiveness of our
Church of England
School
Adapt and update
proformas for Inclusion
passports etc
Develop personailised
provision and learning
conversations.
Host e safety evening
for parents and
community led by
PSCO
Develop link with local
child minder and church
to provide a pre-school
within Sherburn
Review collective
worship planning to
include Gathering,
engaging, responding,
sending.
Review and amend
SEN code of practice
Lead Filey Cluster SEN
moderation and network
Monitor the
effectiveness of the
partnership with the preschool
Involve the community
in the garden
Develop a structured
cycle for monitoring and
evaluating SEN
Begin IQM
Ensure school offer is
updated and included
on website
Complete IQM
Review 3 priority
Christian values for the
coming year.
To use produce from
the garden in the
kitchen
Consider restructure of
support staff when
statemented child
transitions.
To make plans for a
wildlife area
To develop an
awareness of strengths
and areas for
development in R.E.
Develop the use of the
spiritual garden for
worship times
GOVERNORS
10
ACTION PLAN FOR SHERBURN CE SCHOOL
KEY ISSUE/AREA FOR IMPROVEMENT - Raise achievement in Reading and Writing across the school.
Actions to achieve target
1. To improve rates of progress in
Reading ensuring that all children
are making a Good Level of
Development (GLD)
1.1 Set expectation of reading at home
at least 4 times every week across
the school.
1.2 Introduce further spelling/phonic
games and resources for children to
improve spelling across the school.
Ensure lessons are interactive and
engaging.
1.3 Promote reading for enjoyment
across the school by Creating
reading activities/competitions
termly.
1.4 Engage more parents for Reading
Café.
Persons
responsible
All Staff
Start
date
September
2015
Finish date
December
2015
Resources and costs
Literacy Budget (£ ):
Printing Costs
Resources
Monitoring Person and
Method
Notes on Progress
Increased % attainment of pupils
- KCh: Compile “Reading
Procedures‟ booklet for parents to
encourage good habits.
- All Teachers to monitor the
frequency of reading at home via
tracking displays in classrooms.
“Non-readers‟ to be highlighted
swiftly and opportunities to
improve frequency explored (e.g.
adults in school, liaison with home).
Literacy Coordinator (KCh) –
termly Reading Record Scrutiny.
WC:
11/6/15
5/10/2015
7/3/2015
Feedback to AS.
11
Actions to achieve target
Persons
responsible
2. To narrow the gap in literacy for
identified groups and ensure
interventions are well targeted to
meet pupil’s needs.
2.1- Ensure that resources used in
interventions are also available in class
for targeted children.
2.2 -Increase opportunities for parental
involvement and support for children’s
literacy through family learning and
parenting sessions, reading café
2.3 -Lead parents information evening to
show parents how we teach ‘phonics,
reading, and writing’ to parents.
Developing ways in which they can help at
home
3.1 – TA’s
implementing
interventions
(SS and TD)
3. To improve rates of progress
and challenge for identified more
able pupils in writing.
3.1- Develop use of more open ended
tasks with a literacy focus to provide
additional challenge for more able pupils.
3.2-Continue whole school collaborative
projects including more able pupils in the
planning process with a focus on
extended writing for a purpose.
Start
date
Jan 2016
Finish date
March 2016
Resources and costs
No Cost:
Directed Time
Class
Teachers
(KCh, KS and
KC)
Staff Meeting
Increased % attainment of pupils:
SENCO – Monitoring effectiveness
of interventions termly.
Learning walks (AS)
WC: 21/09/2015
KCh to report to AS how many
attended parents evening.
Progress towards Phonics screening
to be monitored and reported to
AS termly:
13/7/2015
14/12/2015
21/3/2016
ONGOING – SEE DATES
IN MONITORING
COLUMN.
No Cost:
Directed Time
Coordinator Time
Class
Teachers:
KS & KS
Notes on Progress
Coordinator Time
3.2 - Literacy
Co-ord:
KCh
Literacy Coord:
KCh
Monitoring Person and
Method
Staff Meeting
Improved attainment (Particularly
at L3 and L5 in writing) – Analysis
of data:
17/4/2015
8/1/2016
15/4/2016
Whole School Collaborative
learning days to be planned termly
by KCh or all teaching staff:
Summer: WC: 13/7/15
Autumn: WC: 23/11/2015
Spring: WC:14/3/2016
12
Actions to achieve target
4. Develop the use of AFL by
pupils to enable them to
understand how best to improve
their own learning.
Persons
responsible
Literacy Coord:
KCh
4.1 – Structured feedback with response time
included in planning.
4.2 – Individual targets set termly using
assessment as guidance. Shared with parents.
4.3 – Self/Peer assessment to be used
regularly, with a focus on the current ‘focus’.
Class
Teachers:
KS & KS
5. To implement Forest Schools
sessions across the whole school
with a particular focus on
improving writing.
KCh
5.1 – Minimum of 3 Forest School sessions to
take place every half term.
5.2 – Include Beach Schools sessions termly
(different setting – different opportunities).
Start
date
Finish date
ONGOING – SEE DATES
IN MONITORING
COLUMN.
Resources and costs
Leadership Time – Supply cover
Course Costs
Monitoring Person and
Method
Notes on Progress
KCh to attend SLNM to remain up
to date with AFL approaches.
Book Scrutiny Termly to ensure
consistency and effectiveness:
Summer: WC: 20/5/15
Autumn: WC: 5/10/2015
Spring: WC: 25/1/2016
Lesson Obs/Learning walks (AS)
April 2015
July 2015
Time: Staff meeting to discuss
how to implement as a school.
Supply Cover: To cover Class 1
should it be decided that Forest
School sessions should be
separate Key Stages.
Improved attainment (Particularly
at L3 and L5 in writing) – Analysis
of data:
17/4/2015
8/1/2016
15/4/2016
Transport costs: Coach to
beach and return.
Discussions with staff about how they would
like this to happen – Whole School? Separate
Key Stages. Who should deliver follow-up
sessions? Class Teacher or Literacy CoOrdinator?
How will Class 1 be covered if just taking
KS2?
13
Success Criteria
All children are making GOOD progress in line with the age related expectations in Writing.
KS1 good progress = 8aps
KS2 good progress = 4aps
Evaluation arrangements
KCh to evaluate the impact of these actions and report finding to AS.
Cost effectiveness and value for money Recorded by governing body, drawing on evidence provided by the headteacher and staff evaluating the
success criteria for targets, and setting these against the resources and funding made available or allocated by the governing body.
Judgments to be recorded are excellent, very good, good, satisfactory, unsatisfactory, poor or very poor
14
ACTION PLAN FOR SHERBURN CE SCHOOL
KEY ISSUE/AREA FOR IMPROVEMENT - Numeracy, problem solving and instant recall facts
Actions to achieve target
Persons
responsible
Start date
Finish date
Resources and costs
Monitoring Person and
Method
Source KS1 numicon training for teachers and
teacher assistants to ensure the best possible
use is being made of the resource
AS
July 2015
July 2015
£280 twilight training provided by
the Maths EDA
Possibility of sharing the cost with
the cluster schools
AS
FGB
Report to FGB by Subject leader in
Spring 2016
Further develop opportunities for problem
solving
o
Ensure staff plan in real-life, open
ended tasks on a regular basis, and
continue to exploit cross-curricular
opportunities.
o
Develop investigations and problem
solving activities; emphasis on
practical work, matched to cross
curricular learning which develop
thinking skills and using and applying
maths skills
o
Teachers explicitly teach methods to
solve problems, scaffolding tasks.
Ongoing problem solving activities in
ALL areas not just at the end of units
of work.
o
Ensure resources are updated as
required ensuring all pupils have
ready access to equipment.
o
Mathematical words to be included in
spelling lists as new curriculum
identifies this specifically
o
Ensure that teachers have a
consistency in approach to teaching
calculations.
AS
Sept 2015
March 2016
None
AS
FGB
Monitoring through planning
scrutinies weekly
Notes on Progress
Learning walks weekly
15
Improve rapid recall and times tables
knowledge and therefore increase
Attainment in maths
o
Share new expectations with staff
and children
o
KIRF provided for homework / check
resources
o
Complete weekly assessment
o
Monitor % on target
o
Buddy learning of mental maths in
Year 6 to begin with and rolled out to
other year groups after assessment
of first term’s work.
o
All children in Key Stage 2 reciting
times tables by heart by end of
Spring term 2016
o
Ensure that teachers’ planning shows
clear differentiation and progression
in mental mathematics skills to cater
for the needs of all pupils
o
Ensure that children are set
challenging and age appropriate
mental maths homework
Embed the use of problem solving maths work
into the new curriculum as a starting point for
skills teaching
o
Staff PDM on effective strategies on
how to teach skills to children to
solve number puzzles and word
problems.
o
Teacher modelling the task.
o
Use questioning to move the learning
on
o
Regular moderation of children’s
work by teachers within their phases,
focusing on a range of children’s
recordings
o
Evidence of children recording their
own thinking and workings
To provide workshops for parents to support
their children with homework, calculations and
key instant recall facts.
AS
Sept 2015
March 2016
£100 resources as necessary
FGB
Monitoring through planning
scrutinies weekly
Learning walks weekly
AS monitoring book scrutinies
Wk beginning
May 11th 2015
Wk beginning
Sept 28th 2015
Wk beginning
Jan 11th 2016
AS
April 2015
April 2016
Nil
FGB
Staff meeting April 13th 2015
Monitoring through planning
scrutinies weekly
Learning walks weekly
Book scrutinies
Wk beginning
Wk beginning
Wk beginning
AS
Sept 2015
April 2016
Photocopying costs for leaflets
May 11th 2015
Sept 28th 2015
Jan 11th 2016
AS
Numbers of parents attending
workshops increase over time.
Workshops weekly beginning Oct 5th
2015
16
Success Criteria
Children’s work will include open ended tasks, opportunities for mathematical reasoning and good levels of challenge to ensure all children make at least good progress in maths.
Children are secure with age related mental maths facts.
Children’s maths books will show clear progression of mental maths skills and written strategies over time.
Children’s work will show a good understanding of maths vocabulary when solving problems and explaining their mathematical reasoning
Evaluation arrangements
HT and EDA to evaluate the impact of these, measures and AS to report finding and next steps forward to FGB
Cost effectiveness and value for money
17
ACTION PLAN FOR SHERBURN CE SCHOOL
KEY ISSUE : Science
TARGET: To promote the profile of Science in School
Success Criteria: To hold Science Weeks Children can confidently talk about their experiences in Science
Actions to achieve target
1. Advise staff re Science
curriculum.
Keep them informed on
planning themes/ideas
/new units. Lead INSET
training/Science staff
meetings
(After Network meetings)
Persons
responsible
KC
Start date
Finish date
Resources and costs
Summer
‘15
WC:22.6.1
5
Summer‘1
5
WC:22.6.1
5
None – KC to feedback
Summer’1
5
WC:6.7.15
£50 per week from
Science budget for
additional resources
April 15 –April 16
Monitoring Person and
Method
KC to attend and feedback
Science cluster meetings for
ideas. See staff meeting
minutes.
Notes on Progress
Autumn’15
TBC
Spring ‘16
TBC
2. Support staff to hold termly
Science Weeks
Focus’s to alter / topic based or in
response to a stimuli / opportunity
Eg. National Science Week 11th
March 2016
RSPB Big Schools BirdWatch
(Dates to be announced Jan?)
KC to support
staff
KC to plan for
whole school
activities
Staff to plan
for their
classes
Summer’1
5
WC:6.7.15
KC Science co-ordinator, to
create a Science week
evidence file including
photographs, quotes,
annotated planning,
Autumn’15
Spring ‘16
Jan or
14.3.16
18.3.16
18
3. Observe science lessons
looking for evidence of
Working Scientifically.
KC + HT
Autumn
Autumn
2015
2015
Supply cover for
Science leader
HT + Science leader
Learning walks (AS/KC)
WC:21.9.15
4. Liaise with other Science
leaders
a) Attend Cluster Network
Meetings County Science Cluster.
Liaise with Sonia Owen our A170
cluster link re. county Science
cluster meetings
KC
18.6.15
Autumn
‘15
Spring ‘16
WC:22.6.1
5
Feedback to Cluster
schools at a staff
meeting
Minutes of meetings
KC to feedback to Sherburn
staff
Dates to be confirmed
Afternoons supply x3
Minutes of meetings
KC to feedback to Sherburn
staff
TBC
b) Filey Cluster
KC
Termly
TBC
5. Science Moderation
With Science co-ordinators in
the Filey cluster
KC and Filey
Cluster
19.6.15
19.6.15
Supply (See 4b)
Minutes of meetings
6.
KC and
teachers
19.6.15
19.6.15
Supply (See 4b)
Minutes of meetings
Report to HT
Review current
assessment grids
(In school and compare
assessments used by
Cluster. Alter as appropriate)
19
7. Monitor and order new
Science resources
(Termly Consumables)
KC+MT
8. Use and promote the
School Garden enhancing
our school environment
This links with the Science units
linked to living things and our
environment. It also has strong
SMSC links– co-operation,
patience, resilience,
responsibility. The children will
work in mixed aged groups in
rotation in the vegetable
garden/spiritual garden and
maintain pots and planters. JP
has volunteered to help with
supervision.
KC, TD, JP
WC:
6.7.15
7.12.16
14.3.16
WC:13.4.1
5
WC:
6.7.15
7.12.16
14.3.16
Ongoing
Science budget
(The garden is well
resourced for tools and
equipment).
Staff use them.
Resources are stored
appropriately when not in
use.
KC to support TD
HT is monitoring TD as it is
her appraisal target
Science budget £20
Chn to ask MT to ask for
plant donations in the
newsletter
TD to produce a “Gardening”
big book with the children
Morrison’s vouchers to
be used for additional
gardening resources.
JP is sourcing a green
house.
20
ACTION PLAN FOR SHERBURN CE SCHOOL
KEY ISSUE/AREA FOR IMPROVEMENT - Church distinctiveness and RE
Actions to achieve target
Persons
responsible
AS
Start
date
June
2015
Review collective worship planning to
include Gathering, engaging,
responding, sending.
Update the SIAMS
AS
Finish date
Resources and costs
Oct 2015
None
March
2015
July 2015
None
AS
July
2105
Sept 2015
None
To develop an awareness of
strengths and areas for development
in R.E.
AS
Sept
2015
Dec 2015
None
To develop staff knowledge and
understanding of R.E. skills to
promote a deeper understanding of
the Christian faith and other faiths in
Britain.
AS
Sept
2015
Dec 2015
None
Develop the use of the spiritual
garden for worship times
Monitoring Person and
Method
Notes on Progress
AS and FGB
Planning scrutiny by Olivia Seymour
2015
AS and FGB
Planning scrutiny by Olivia Seymour
April 29th 2015
FGB
Email out week beg Sept 21st 2015
for comments and reflections
Termly monitoring
Planning, book scrutiny, learning
walk, pupil voice.
Subject leader to monitor long term
plans to ensure they match
programmes of study.
Collective worships across the year
actively promote the fundamental
British values of democracy, the rule
of law, individual liberty and mutual
respect and tolerance of those with
different faiths and beliefs.
See Worship file
Success Criteria
The 3 Christian values are clearly displayed and embedded by all. All policies updated with Christian values. Completed planning has gathering, engaging, responding
and sending marked on. Strong subject knowledge by all teachers
Evaluation arrangements
HT and EDA to evaluate the impact of these, measures and AS to report finding and next steps forward to FGB
21
Filey Area Primary Schools' Cluster
Action Plan- Closing the gap through collaborative use of ICT
Success Criteria:
. 100% of PP children make at least 4 points progress in writing per year
. 100% of PP children have access to online learning provisions inside and outside of school
. PP children from schools in cluster have opportunity for collaborative reading / writing / assessment
. 100% of children within schools have opportunity for online learning within a safe / secure learning environment
. Teachers within cluster have opportunity for collaborative planning / CPD / Assessment / moderation
. Leaders in school have opportunity for collaborative school development
Specific Target /
School Action to be
taken
Persons
responsible
Start date
Finish
date
Resources and
costs
Progress and future actions
INFRASTUCTURE
100% of schools enrolled for Google
Apps for Education
HTs
Feb 2015
March
2015
Free
Schools to have their domains and user
accounts set-up and managed,
including safeguarding measures
HM - through
3rd party
April 2015
May 2015
£600 per school
Tot - £3600 CtG
Schools have at least 10mbps internet
connection
HTs
March 2015
April 2015
ICT SL
HM
April 2015
May 2015
TRAINING
Staff training for administration of
Google learning platform (2 days)
Training fee – 2 x
£300
22
Staff training - use of Google Docs (2 x
days + 3 Twilights)
ICT SL
HM
April 2015
June
2015
Staff training - ICT in teaching &
learning
Staff training - Leadership collaboration
and vision for ICT
ICT SL
HT’s
HT’s
HM
April 2015
April 2015
June
2015
May 2015
HARDWARE
Purchase of Chromebook hardware (&
License) for each PP child within the
school:
HT’s (possibly
through HM)
March 2015
April 2015
Filey Junior School – 99
Filey Infant School – 40
Hunmanby Primary School – 41
Cayton Primary School - 32
Hertford Vale Primary – 15
Sherburn Primary School - 9
Luttons Primary School - 6
Release time 2(5 x £150)
Training fee 2x£300;
3x£100;
Release time 2 Inset Days
Training fee 2x£300;
£200 per unit.
Schools to match
fund:
Sept’ 2014 FJS - machines purchased (99) - CLearning Acer C720s
Filey Junior School
– £9900
Filey Infant School
– £4000
Hunmanby Primary
School – £4100
Cayton Primary
School - £3200
Hertford Vale
Primary – £1500
Sherburn Primary
School - £900
Luttons Primary
School - £600
CTG fund £24,300
23
Purchase of Chromebook hardware for
key staff within the school
HT’s (possibly
through HM)
March 2015
March
2015
2 x £200 per school
£2400
LEADERSHIP
Develop Leaders’ ideas, perceptions &
philosophy of the technology for
learning.
AS
April 2015
April 2015
Training for Headteachers on the use of
Chromebooks and the implications for
teaching and collaboration amongst
staff and colleagues
Appoint and train ICT Leaders in each
school to act as ‘champions’ for the
technology; lead training within own
schools; address any admin’ issues.
Arrange regular Cluster Meetings for
ICT Leaders
All HTs
April 2015
May 2015
AS
April 2015
April 2016
HM
April 2015
April 2016
April 2015
April 2016
May 2015
July 2015
MEASURING IMPACT
See Education Endowment Foundation
Baseline:
Leaders to develop a joint / agreed
criteria for assessment:
● pupil NC? levels
● behaviour;
● engagement;
● attendance;
● parent engagement
● lesson observation grades;
HTs
SLs
24
CONSISTANCY:
Assessments to be applied consistently
across all schools (dates, times,
methods etc.). Sample group and
possible comparison group(s);
moderation between schools; joint
observations and monitoring
MEASURING PROGRESS
End of term / year assessment results
analysed and comparisons made.
Report produced on impact seen in
each school.
HTs
SLs
Jan 2015
July 2015
HTs
SLs
June 2015
July 2015
25
ACTION PLAN FOR SHERBURN CE SCHOOL
KEY ISSUE/AREA FOR IMPROVEMENT - Early Years Foundation Stage (EYFS)
Actions to achieve target
ASSESSMENT
- Ensure that all adults working
with EYFS have a say in final
assessments. Meeting to be
arranged 1 afternoon a term
- Baseline Assessment to be
introduced ‘On Entry’: September
2015
- Provide pupils with more accurate
feedback which enables them to
know precisely what they need to
do to reach the next level of their
learning.
Persons
responsible
KCh, LK &
TD.
Start
date
April
2015
Finish
date
July 2015
Resources and costs
1 afternoon supply/cover per
term.
[2 x 1 hour pay for TA’s per
term].
Monitoring Person and
Method
Notes on Progress
KCh to ensure that meeting is
arranged each term.
Summer – 10.06.2015
Autumn – 9.12.2015
Spring – 9.3.2015
KCh to ensure baseline assessment
is ordered April 2015.
KCh to put in to place, target sheet
which will be shared with parents
via home/school book and learning
journeys.
AS to monitor through scrutiny of
home/school books termly.
WC:
4/4/2015
28/09/2015
18/01/2016
26
Actions to achieve target
PARENTAL INVOLVEMENT
-Hold parents information evening
to show parents how we teach
‘phonics, reading, writing and maths’
to parents. Developing ways in
which they can help at home.
-Parents Open Afternoons –
welcome parents into classroom to
look at Learning Journey (add
‘Parent’s Voice).
Raise Attainment in:
Communication and Language
- Introduce ‘rhyme time’ bags
containing books to take home and
involve parents in rhymes and
singing games. Including rhyme
sessions in school with parents and
children (and stay and play Children
Centre group)
- Send TA on ECaT (Every Child a
Talker) training
- ECaT action plan to be put in place
if appropriate – Discuss with TA’s to
Persons
responsible
KCh
Start
date
Sept
2015
Finish
date
Dec 2015
Resources and costs
N/A – Directed time.
Monitoring Person and
Method
Notes on Progress
KCh to lead. (WC: 21/09/2015)
Hold multiple sessions at different
times of day if necessary to
encourage as much participation as
possible (also invite KS1 parents)
Termly KCh to arrange with AS
open afternoons.
KCh to report to FGB on numbers
of parents attending and adding
parent voice.
Spring 2016 FGB
KCh, LK &
TD
April
2015
July
2015
£20.00 for pack from
Bookstart website (including
discs, rhymes and
certificates).
KCh to organise and lead.
http://www.bookstart.org.uk/profe
ssionals/get-involved/the-rhymechallenge/buy/
LK to attend ECaT workshop
14.5.2015 and possibly
9.7.2015
KCh to report on ECAT data taken
at start of project and after input:
1/6/2016
decide further actions needed.
27
Actions to achieve target
Raise Attainment in:
PSED
-Allocate time fortnightly to share
learning journey with children.
Encouraging children to talk about
what they have learnt and what
they have been up to at home.
-Provide activities that involve
turn-taking and sharing in small
groups.
-Provide regular opportunities
(circle time) for children to talk to
a small group about what they are
interested in or what they have
done.
-Plan small group circle times when
children can explore feelings.
Persons
responsible
KCh to plan.
LK to lead
sessions.
Start
date
May
2015
Finish
date
July 2015
Resources and costs
N/A – Directed Time.
Monitoring Person and
Method
Notes on Progress
KCh to plan and model first initial
sessions.
AS through learning walks/planned
observations to observe circle time
WC:8/6/15
28
Actions to achieve target
Raise Attainment in:
Writing
-Create a writing area which is
developed along side current topic.
-Ensure that all children are given
opportunity to write every day,
through phonics sessions and free
flow.
-Encourage writing for a purpose
e.g. Ask children to write a menu if
they role play cafes.
-Provide a range of tools and
materials for children to use in
their play.
Raise Attainment in:
Reading
-Set expectation of reading at
home at least 4 times every week.
Discussion with parents at Parents Evening.
-Introduce further spelling/phonic
games and resources for children.
-Promote reading for enjoyment
through the use of story sacks and
Listening Station.
Persons
responsible
KCh, LK &
TD.
Start
date
Sept
2015
Finish
date
Dec 2015
Resources and costs
Class Budget – To buy
resources as required.
KCh to monitor with planning.
N/A – Directed Time.
Literacy Coordinator (KCh) –
termly Reading Record Scrutiny.
WC:
11/6/15
5/10/2015
7/3/2015
Feedback to AS.
TD –
Personal
Target
KCh, LK &
TD.
Literacy Coordinator
(KCh)
Jan 2016
March
2016
Monitoring Person and
Method
Notes on Progress
AS to monitor through Professional
Development meetings, Learning
Walks and Pupil Progress weekly
meetings
Guided Reading Sessions to show
planning for this.
29
Actions to achieve target
Raise Attainment in:
Numeracy
-Ensure resources match the
current topic for Numeracy that
week.
-Provide number lines/number
squares etc in all areas of the
classroom.
-Share current maths passports
targets with children, and
encourage practice at home.
(Provide resources to help where
required).
-TA to attend ‘Bridging the Gap in
Numeracy’ Course.
Persons
responsible
KCh, LK &
TD.
Start
date
Jan 2016
Finish
date
March
2016
Resources and costs
N/A – Directed Time.
LK – Personal
Target
Monitoring Person and
Method
Notes on Progress
KCh in class.
AS to monitor through Professional
Development meetings, Learning
Walks and Pupil Progress weekly
meetings.
Success Criteria
All Children are making EXPECTED or Exceeding age related progress (40-60months – ELG) in all areas.
Evaluation arrangements
KCh (EYFS Coordinator) to evaluate the impact of these actions and report finding to AS (Head teacher) and FGB.
Cost effectiveness and value for money
30
ACTION PLAN FOR SHERBURN CE SCHOOL
KEY ISSUE/AREA FOR IMPROVEMENT - the garden area linked to SMSC and community relationships
Actions to achieve target
Persons
responsible
TD /JP
(gov)/TW
(gov)
Start
date
Sept
2015
Buy a bird bath for the school garden
to attract the birds into the school
grounds.
Participate in RSPB Big Garden Bird
watch 2016
TD
Recognise and nurture particular
talents, providing opportunities for
pupils to participate in events and
encouraging pupils to reflect on their
significance (link cultural dev)
e,g, caring for the birds,
nurturing and growing talents
flower arranging
Encourage pupils to take
responsibility for their actions in
caring for the environment (link moral
dev) by developing a reliable
gardening team to weed and plant on
Monday lunchtimes
Involve the local community in the
upkeep of the garden e.g the
pathways project group.
develop partnerships with outside
agencies (link cultural dev)
Finish date
Resources and costs
Monitoring Person and
Method
April 2016
Nil – all voluntary work by the
community
FGB
Through photographs
Sept
2015
April 2016
Cost of bird bath approx. £50
FGB
RSPB Big garden Bird Watch results
presented to stakeholders
TD
April
2015
April 2016
Nil
FGB
AS
Behaviour logs of stop and think
cards analysed termly to see if there
is a reduction on the gardening days.
TD
April
2015
Sept 2015
£50 seeds
AS
Complete a pupils voice w/b June
14th 2015
Notes on Progress
31
Actions to achieve target
Persons
responsible
TD
Start
date
April
2015
Provide opportunities for pupils to
exercise leadership and responsibility
in the gardening times (link social
dev)
All staff
Jan
2016
April 2016
Nil
AS
Log of leaders kept and the jobs that
they have undertaken.
Analyse if more jobs get done under
different leadership
Make decisions on what to plant
based on a desire to explore their
own and others’ views (link moral dev
and democracy BV)
TD/ER
Jan
2016
April 2016
Nil
AS
School council minutes
Garden club minutes
To use the produce grown in the
school kitchen for all to enjoy
KP
April
2015
Sept 2015
Nil
Make plans for a wildlife area in the
school garden with log piles, bird
feeders and bug boxes.
TD
Jan
2016
April 2016
£50 resources
AS
Use of photographs and annotated
menus to highlight where school
produce has been used
AS
Monitor the wildlife in the school
garden, create a logbook of species
seen, and do a mini-beast audit.
All staff
through
science
Jan
2016
April 2016
Nil
Provide positive experiences through
team activities and encourage
children to work co-operatively (link
social dev)
Finish date
Resources and costs
Monitoring Person and
Method
Notes on Progress
AS
Improved social development
reported to FGB
April 2016
AS
FGB
Report on the species found
Success Criteria
School grounds are developed to help wildlife
Whole school takes part in work that promotes smsc
Evaluation arrangements
HT and EDA to evaluate the impact of these, measures and AS to report finding and next steps forward to FGB
Cost effectiveness and value for money
32
ACTION PLAN FOR SHERBURN CE SCHOOL and LUTTONS SCHOOL
KEY ISSUE : Special Educational Needs
TARGET: To respond to changes arising from the Special Educational Needs Code of Practise.
Success Criteria: Staff and Governors will have a clear understanding. Personalised Provision will be enhanced. April 15 –April 16
Actions to achieve target
Persons
responsible
1. Review and amend SEN
policy
Involve parents to make it parent
friendly and more accessible.
Invite parents to a meeting to
share our intentions, give out
questionnaire, ask for volunteers
to help/ create a working party.
KC + SEN
Govs
2. Adapt and update
IEPs/Inclusion passports/
provision maps
a) Scarborough SENCo’s
working party are meeting to
develop documents that we
will all adopt and trial.)
b) Share with Filey Cluster
SENCos
KC then
Class
teachers
Start date
Autumn
‘15
Meeting
WC:
Staff
Comment
s
WC:
7.5.15
Finish
date
Autumn ‘15
Meeting
WC:
Staff
Comments
WC:
June 15
(To be in
use after
current IP
are
reviewed)
Resources and costs
Notes on Progress
.
Questionnaire
Ask for staff comments
on the draft. (Send out
WC:
Governors meeting.
New policy in place for
Dec’15
Approved by Governors at
FGB meeting in December
2015.
a)SENCo to attend
Scarborough SENCOs
working party
(Afternoon supply)
Scarborough SENCos will
ask a SEN EDA to approve or
make changes to the draft
paperwork. Documents to be
in use Sept’15.
b)KC+JG(FileyJ) to
share with Filey Cluster
Afternoon Supply
WC:8.6.15
Monitoring Person and
Method
Cluster minutes
WC:8.6.15
33
Actions to achieve target
3. Develop personalised
provision.
a) Introduce learning
conversations for children
identified as needing SEN
support, statements and
EHCPs.
b) Use the approved paperwork
with parents.
4. Ensure SEN Governor
attends training about the
Revised Code of Practise
5. SENCo to have termly
meetings with SEN link
Governors
Persons
responsible
KC and class
teachers
13.4.15
Finish
date
Ongoing
termly
Resources and costs
None – teachers to use
PPA for the meeting and
HT to leave an open
Staff meeting termly for
this use
Monitoring Person and
Method
SENCo time to check
paperwork WK2 in every term
14.9.15
11.1.16
Dates have been made
for April 15
Notes on Progress
TB has asked MT and
is
Ongoing
WC:7.9.15
Ongoing
MT to book
TBC
TBC
Cost of training
SEN Gov to feed back to
SENCO and HT
KC/TB/BP
WC:1.6.15
WC:1.6.15
None
Gov. visiting logs
Govs to report to FGB
meetings. (Dec’15)
SENCO time
KC/HT and subject leaders
WC: 7.9.15
WC: 4.1.16
WC: 11.4.16
Aut ‘15
Spr’16
TBC
(After SENCo networks and
before full Governor
meetings)
6. Analyse progress made,
pinks and greys,
attendance, FSM etc.
Identify groups for a ‘boost’
Start date
KC
July ‘15
July ‘15
Dec’15
Dec’15
April ‘16
April ‘16
34
Actions to achieve target
7. Liaise with other SENCOs
a) Attend Scarborough SENCO
meetings (Termly)
b) Filey Cluster – SENCO
meetings
KC to act as lead SENCO for
organising the meetings and
the agenda
8. Raise teaching and support
staff awareness of the
practical implications
arising from SENCO
Networks and other training
9. Develop a structured
cycle for monitoring and
evaluating SEN
Persons
responsible
KC
KC and
Cluster
SENCOs
KC
Start date
Finish
date
7.5.15
Further
Dates
TBC
WC:8.6.15
Future
dates TBC
Autumn
Spring
WC:8.6.15
WC:1.6.15
TBC Within
a fortnight
of network
meetings
Autumn
Spring
KC
Jan ‘15
WC:
18.1.16
Resources and costs
Monitoring Person and
Method
After school meetings
Dates TBC
From Cluster Funds
Minutes from the meeting
shared with Cluster HT
Staff meetings x3
Staff meeting minutes
SENCO time
HT to monitor cycle
KC to monitor outcomes
WC .
Notes on Progress
I have emailed the
cluster schools for the
name and email contact
details for their SENCo,
I am waiting for 1 reply.
35
10. Ensure the school offer
is updated and on the
school website.
KC + HT
July ‘16
WC
13.7.16
SENCO time + Gov
meeting
HT
11. Complete the IQM
(Inclusion Quality Mark)
Complete the questionnaire
and provide the necessary
evidence
KC+HT
June’15
July’15
Additional SENCO time
required – when the
Student is class 1
HT to monitor
IQM to be submitted
WC:1.6.15
WC:1.6.15
1x staff meeting
36
ACTION PLAN FOR SHERBURN CE SCHOOL
KEY ISSUE/AREA FOR IMPROVEMENT - Church distinctiveness and RE
Actions to achieve target
Persons
responsible
AS
Start
date
June
2015
Review collective worship planning to
include Gathering, engaging,
responding, sending.
Update the SIAMS
AS
Finish date
Resources and costs
Oct 2015
None
March
2015
July 2015
None
AS
July
2105
Sept 2015
None
To develop an awareness of
strengths and areas for development
in R.E.
AS
Sept
2015
Dec 2015
None
To develop staff knowledge and
understanding of R.E. skills to
promote a deeper understanding of
the Christian faith and other faiths in
Britain.
AS
Sept
2015
Dec 2015
None
Develop the use of the spiritual
garden for worship times
Monitoring Person and
Method
Notes on Progress
AS and FGB
Planning scrutiny by Olivia Seymour
2015
AS and FGB
Planning scrutiny by Olivia Seymour
April 29th 2015
FGB
Email out week beg Sept 21st 2015
for comments and reflections
Termly monitoring
Planning, book scrutiny, learning
walk, pupil voice.
Subject leader to monitor long term
plans to ensure they match
programmes of study.
Collective worships across the year
actively promote the fundamental
British values of democracy, the rule
of law, individual liberty and mutual
respect and tolerance of those with
different faiths and beliefs.
See Worship file
Success Criteria
The 3 Christian values are clearly displayed and embedded by all. All policies updated with Christian values. Completed planning has gathering, engaging, responding
and sending marked on. Strong subject knowledge by all teachers
Evaluation arrangements
HT and EDA to evaluate the impact of these, measures and AS to report finding and next steps forward to FGB
37
ACTION PLAN FOR SHERBURN CE SCHOOL
KEY ISSUE/AREA FOR IMPROVEMENT - Assessment
Actions to achieve target
Persons
responsible
Start
date
To track pupil’s achievement &
progress using aps progress
data from Reception to Year
6 ensuring that pupils are
targeted for support/extension
teaching/support if required.
o
Teachers to provide AS with
information on each pupil’s point
progress and the cohort
percentage (Less, in line, better than
expected) three times per year
o
Agree NC level point targets for
pupils in each year group to achieve
in line or better progress
o
Analyse results for updating SEF and
SDP
To embed strategies for pupils to self-assess,
act on feedback & set their own targets.
AS and class
teachers
AS
April 2015
Enable Subject leaders to monitor their subject
areas, assess and scrutinize pupil’s work and
progress
AS
Subject leaders
Prepare for the introduction of the Reception
Baseline assessment.
o
Decide which assessment tool to use
o
Consider how to implement baseline
assessments for pre-reception to
show progress before reception
baseline
AS
EYFS leader
April 2015
Finish date
April 2016
Resources and costs
Monitoring Person and
Method
Time allocation for
teachers to enable
teachers’ own assessment
records to be
updated at least 3 times a year
(Head’s Admin time)
Pupil progress meetings with
teachers
AS to monitor termly
progress and analyse results for pupil
target setting &
updating the SEF effectively, plus
reporting to parents.
April 2016
None
AS
EDA
Governors
Through learning walks weekly
Book scrutinies termly
April 2015
April 2016
Subject leader time given termly
through use of cover teacher
AS
FGB reports by subject leaders
Sept 2015
Oct 2015
Possible payment for additional
add on tools to baseline
assessment
AS
EDA
FGB
Sharing of results with FGB and then
use of results to update action plan.
Notes on Progress
Report termly to FGB
38
Actions to achieve target
Persons
responsible
Start
date
April 2015
Finish date
July 2015
Resources and costs
PP funded
£12 per week taxi fare
Monitoring Person and
Method
Maximise the potential of homework to
accelerate pupil progress.
Use PP money to fund homework club and
taxis for PP children.
Review homework policy to support parents in
helping children.
Evaluate new assessment systems and revise
as necessary based on moderation of test
results and teacher assessment
AS
AS
July 2015
July 2015
None
AS
Termly data comparisons between
TA and tests.
Analyse and evaluate any marked
differences.
Introduce frequent moderation and agreement
AS
April 2015
April 2016
None directed time
AS
Staff meetings dedicated to
moderation between collaborating
schools.
Cluster moderation A170
Filey SL cluster networks moderating
termly
Develop increased staff engagement with
overall termly progress tracking and analysis of
own data
AS
April 2015
April 2016
None
Staff meeting time given to
analyse results
AS
Collection of pupil progress
information weekly
Termly accelerated learning plans
Ensure teachers are consistent in their marking
and feedback to children so they know how to
improve
AS
Sept 2015
April 2016
None
Evaluate the use of standardized tests like
PUMA termly to give maths ages and raw
scores
AS
July 2015
Sept 2015
None HT admin time
AS
Book scrutinies led by subject
leaders
Learning walks weekly (see learning
walk diary)
FGB
April 2015 – compare maths scores
2 GTAs 1 extra hour £144 a
term.
Notes on Progress
AS
Through homework book scrutinies.
Analysis of termly results to see
impact.
July 2015 – compare maths scores
Filey cluster to agree a common assessment
approach to recording and reporting attainment
and progress so HTs can be rigorous in their
challenge.
AS
Filey Cluster
Heads
April 2015
Sept 2015
None
Investigate the use of a new assessment
recording tool e.g..scholarpack with the cluster
AS
Filey Cluster
Heads
April 2015
Sept 2015
None
Half termly meetings to discuss and
generate the common approach.
Attend NAHT meetings about
assessment
Attend EVA research meetings
Meeting and demonstration by
Scholar pack rep
Demonstration to admin
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Success Criteria

The system clearly indicates those pupils who are making good, expected and below expected progress.

Additional support is provided for those children identified as making below expected progress
Clearly tracked progress of children through the school and potential under achievement identified in gender, ethnic and ability groups

Evaluation arrangements
HT and EDA to evaluate the impact of these, measures and AS to report finding and next steps forward to FGB
Cost effectiveness and value for money
40
Monitoring Schedule – 2015-16
As we are a small school, monitoring is predominantly in the following forms: many formal and informal conversations, observing lessons and activities
in passing, marking and monitoring children’s work and assessments, talking to staff, volunteers, governors, parents and children. Nevertheless the
headteacher has a thorough understanding of strengths and areas for development in teaching and learning and these are rigorously addressed in
Performance Management.
Type of Monitor
Teaching and Learning
Observation
Including aspects of learning
environment, attitudes and
behaviour
Planning Scrutiny
Including long term, medium
term and short term planning
and the impact across the
school
Book/Work scrutiny
Including presentation,
standards and progression at
all levels
Summer Term 2015
Autumn Term 2015
Spring Term 2016
AS – appraisal observations
Science
AS– Joint Monitoring with
University of Hull Tutor
AS – Joint monitoring with EDA
AS – appraisal observations
AS – appraisal observations
Focus: student
Planning and progression
monitored every week
Literacy SL – Guided Reading
Maths SL – learning walls
Focus: Numeracy
Planning and progression
monitored every week
Literacy SL – phonics and spelling
Maths SL – book scrutiny
Focus: Literacy
Planning and progression
monitored every week
Focus: Long Term Planning
Focus: Short Term Planning
Focus: Medium Term Planning
EYFS moderation within cluster
Writing moderation from joint
cluster project
EYFS moderation within cluster
EYFS moderation within county
Book Scrutiny – learning journeys
41
Assessment Scrutiny
Including summative and
formative assessment and
assessment for learning
Governor Monitoring
Including school aims and
objectives,
SIAMS Monitoring
Including areas for
development from RoV
Formal testing Y3,4,5
National SATS Y2. 6
End of term Teacher assessments
End of term Teacher assessments
Focus: APP
Focus: APP
Focus: APP
Monitoring arranged with the
Headteacher
Monitoring arranged with the
Headteacher
Monitoring arranged with the
Headteacher
Focus: Maths
Focus: Writing
Focus: Behaviour
Evaluate planning format for
collective worship
Monitoring collective worship
Revisit SIAMS document and
update
Revisit aims and values with all
stakeholders
Monitoring pupil voice
Monitoring RE lessons
42
Abbreviations
APP
Assessing Pupil Progress
APS
Average Points Score
SLP
Sub-Level Progress
SEF
Self Evaluation Form
SDP
School Development Plan
EYFS
Early Years Foundation Stage
HT
Headteacher
SEN
Special Educational Needs
GAT
Gifted and Talented
JAPR
Joint Annual Performance Review
EDA
Education Development Advisor
EVC
Educational Visits Coordinator
IEP
Individual Education Plan
CW
Collective Worship
RE
Religious Education
AST
Advanced Skills Teacher
43