Threemilestone PrimarySchool Development Plan2015/2018

Threemilestone Primary School

Confidence Respect Enjoyment Wonder

School Development Plan

2015 / 2018

Mission statement:Together, we inspire and equip each other for life’s learning adventure.

At Threemilestone we are all CREW not passengers.

We value Confidence, Respect, Enjoyment and Wonder

Vision:

Imagine a stimulating place filled with the sound of children active in their learning. See reflective and creative learners, filled with confidence, sense of purpose and self-belief. Watch their sheer enjoyment as they rise to the challenge of new experiences, pose questions and solve problems. Listen in, as they discuss the skills they are using and plan what they need to do next.

See that in our school all are ‘CREW not passengers’. See and feel their respect for themselves, others, their learning, property and the environment. Notice the exemplary behaviour, as learners assume responsibility for making choices and consider how their actions affect others. Watch as they are empowered to rise to any challenges in the future.

See their resilience as they prepare to take some risks learning through our creative curriculum experiences. Hear the buzz of enthusiastic talk, generated by people of all ages learning from each other. Feel the sense of curiosity and wonder. See how learning extends beyond the school gates, to embrace our outdoor environment and the diversity of our local and national communities. Acknowledge, in particular, how learners draw appropriately on ICT to enhance their achievements.

Admire the high levels of academic, sporting and musical achievement, as everyone strives to be the best that they can. Notice how the needs, interests and talents of ALL, are valued and supported in our inclusive environment. Join us, in celebrating success at every level, as all learners discover and develop their own passions, potential and individuality.Sense everyone’s pride in themselves, each other and their school.

Strategic 3 year overview.

Key Priorities 2015 - 2018
Quality of learning, teaching & assessment - Ensure maximum impact on progress through teaching, assessment & provision which is consistently good or better.
Outcomes for pupils - Ensure improving outcomes for all children especially disadvantaged pupils enabling learners to articulate learning and promoting high expectations and aspiration.
Personal development, behaviour and welfare - Establish a thoughtful and wide ranging approach to all pupils’ spiritual, moral, social and cultural (SMSC) development and physical well-being.
Effectiveness of Leadership & Management - To improve outcomes for all pupils, creating a culture in which all are encouraged to take responsibility and to excel and securing outstanding provision.
Threemilestone School / 2015/16 2016/17 / 2017/18
Outcomes for pupils /
  • 85% secondary ready - Establish clear understanding of what this means.New assessment and tracking feed into this.
  • PP gap - Monitor attainment and progress of PP group – measure impact.Put actions into place to support this group.Consistency of approach.
  • HA children - Monitor attainment and progress of HA group – measure impact.Put actions into place to support this group – HA action plans.Consistency of approach.
  • SEND -Monitor attainment and progress of SEND group – measure impact.Put actions into place to support this group – SEND action plans.SENDco to monitor in class provision.Consistency of approach.Specific groups for support identified through performance management and pupil progress.
  • Writing - CPD in GPS and new tests for Literacy. Focus on spelling in homework. Ensure continue work on producing writing for a purpose.
/
  • Targets and attainment reflect national expectations and standards.
  • Evidence shows that the PP gap is closing.
  • Impact of intervention and action is evaluated and informs best practice.
  • There is a consistent approach.
  • HA children attain beyond national expectations.
  • Systems are kept up-to-date and informed by previous evaluation and best practice.
  • New systems for PM are embedded and used to successfully identify key groups, alongside pupil progress meetings.
/
  • Targets and attainment reflect and exceed national expectations and standards.
  • PP has closed.
  • Interventions are informed by previous evaluation and best practice.
  • All groups perform at or beyond national expectations or equivalents.

Personal development, behaviour and welfare /
  • Develop a Citizenship charter – assemblies, class, understanding of respect.
  • Promote Spiritual, Moral, Social and Cultural (SMSC) aspects of learning – PSHE, Themed weeks, diversity work.
  • Enhance work with families supporting the development and safeguarding of learners.
  • Further improve attendance – incentives & rewards.
  • Engaging hard to reach parents and more challenging children – PSA.
/
  • Embed Citizenship / Respect Charter.
  • Challenge Curriculum includes SMSC opportunities.
  • Safeguarding remains high priority – children more aware of keeping themselves safe, including exploitation and ICT.
  • Attendance at 95% +.
  • Family support/PSA in role providing parental groups.

Quality of teaching, learning and assessment /
  • Assessment of learning - Target tracker, Rising stars, cluster moderation
  • Assessment for learning - Learning Objectives,Success Criteria,Feedback
  • Consistency of teaching and learning - PM process, Lesson Study, CPD, Homework policy
  • Challenge & curiosity – CPD, Themed Weeks, Research Curriculum
/
  • New assessment and tracking is fully embedded.
  • Teaching and learning is consistently good or better across the school.
  • Ensure mastery across the curriculum
  • Use established outdoor environment to facilitate our curriculum.
  • Introduction of Challenge Curriculum.
  • Investigate learning pedagogy.
  • Questioning/reflection/ BLP.
/
  • Learning pedagogy is effectively used to inform daily practice.
  • New skills based curriculum is in place – informed by vison and allows for a wide breadth of study (mastery).

Effectiveness of leadership and management /
  • Ethos – values and vision. All stakeholders involved in creating new vision.
  • Academies consultation/conversion - Consultation and conversion takes place.
  • Performance Management & staff development - PM systems updated – new appraisal grid linked to tighter M&E. Objectives linked to SDP and school vision.
  • Ensure consistency in assessment - All teachers are confident with the use of new tracking system. Formative assessment is used consistently.
  • Curriculum innovation - Preliminary investigation to a new skill based curriculum.Foundation – CREW. New ideas trialled – initially by SLT.
  • Enhance outdoor learning and environment.Themed weeks and/or projects identified through PM. Learning extends beyond school gates.
/
  • Prepare for Ofsted
  • Vision is fully embedded and is the basis for all that we do.
  • Working effectively in the academy trust.
  • New PM systems are effectively used and inform future reviews and target setting.
  • Assessment systems are fully embedded and allow for clear target setting.
  • Formative assessment is used effectively.
  • A new skill based curriculum is being developed based on renewed school vision and values.
  • Effective use of outdoor learning environment is common place and part of normal everyday practice.
/
  • Ofsted due
  • Revisit staffing structure inline with curriculum and academy developments.

Quality of teaching, learning and assessment:

Priority / Ensure maximum impact on progress through teaching, assessment & provision which is consistently good or better.
KEYfocii
Specific Measurable Achievable Realistic Time-related /
  • Assessment of learning – new levelling tools, tests and next steps
  • Assessment for learning – Learning objectives, success criteria, Feedback
  • Continue to develop consistency in approach
  • Provide challenge for all childrencreating wonder and enjoyment in the curriculum
  • Developing understanding of learning, key skills and thinking

Success Criteria / Action required / Crew / Time / Resources
/Cost / Monitoring and Evaluation
There is a consistent approach to assessment of children’s work and teachers use agreed strategies to identify achievement and next steps. /
  • Staff meetings to develop understanding of bands and steps.
  • Moderation within TPAT cluster schools to develop expertise and confidence.
  • Parallel teacher Assessment and moderation within units.
  • Collect paper and electronic evidence to support assessment judgements.
  • Liaise with TPAT cluster schools leading the network meetings and introducing developments as appropriate.
  • Research links between steps and learning objectives.
  • Explore sharing of ‘next steps’ with children (targets).
/ DH / Sept 2015
½ termly
Ongoing
½ termly
Dec 2015
July 2016 / £ release time
£ ipad money
£ SLT time
£ PP time
£ inset time
£ refresh Cluster meetings / Pupil progress meeting evaluation
½ termly moderation TPAT
End of term summative assessments
½ termly access of Bands/steps online
Termly contribution to HT report
All staff are using the Target Tracker tool to manage information about their classes and to manipulate data about individuals and groups. /
  • Target Tracker training – SLT
  • Staff meetings to introduce TT
  • Facilitate additional staff meeting time before Pupil Progress meetings to input and refresh data
  • Termly pupil progress meetings held and information post meeting disseminated to SLT
/ SLT / Sept 2015
Sept 2015
Termly
termly / £ 1000 for TT
£ training
£ inset
£ PP time / Pupil progress meetings
Data evaluation reports
Termly HT report to governors
Pupils & Curriculum committee
All teachers give effective feedback and opportunities for learners to act on that feedback, enhancing progress in learning. /
  • Whole school policy on feedback is developed and shared with staff
  • Children are given time to respond to marking comments FIT sessions are embedded into the timetable.
  • Develop consistent approach to and use of feedback.
  • Ensure formative assessments affects planning.
/ DH
Phase leaders and teachers / Nov 2015
Ongoing
Ongoing
ongoing / Purple Pens! - £300
Feedback stamps - £700 / Work scrutiny, planning scrutiny and children’s voices by SLT and subject leaders throughout year
Moderation sessions
Teaching standards are consistently good or better throughout the school. Learners are inspired to further develop enjoyment, curiosity and independence. /
  • Refresh non negotiables and key school policies
  • Introduce new PMT arrangements and triangulation of monitoring – ensure feedback is developmental
  • Plan and facilitate peer lesson study
  • Deliver programme of CPD based on AFL and challenge linked to EBI from last year’s observations
  • SLT feedback and evaluation of monitoring work
  • Implement a consistent approach to Homework – promoting curiosity and independence and multiple intelligences.
  • Implement Teaching assistant CPD programme and continue work on developing CREW.
  • Further develop lessons and experiences which promote enjoyment and concentration – curriculum experiences, themed weeks, fundraising.
/ ML
DH
SLT
SB / Sept 2015
Sept 2015
Spring term
Ongoing
Termly
Nov 2015
termly / £ Inset time
£ HLTA cover lesson study
£ HLTA cover for SLT
£ weekly management time
£ themed week budget
£ inset time / Triangulation of Lesson observations, Work scrutiny, planning scrutiny and children’s voices by SLT
Data from progress meetings
Feedback from lesson study
SLT feedback ½ termly
Evaluations from training.
All children are challenged in their learning enhancing progress /
  • Continue to work on challenge and developing resilience through CPD and opportunities within curriculum to extend thinking.
  • Introduction of key skills within Themed week
  • Ensure challenge and differentiation are introduced earlier into lessons ie, carpet activities, early morning activities.
  • Begin to research and develop pilot ‘Key Skills / Challenge Curriculum’ with SLT promoting learning which encourages risk taking and resilience.
  • Integrate ICT into the curriculum promoting resourcefulness and choice of access to and outcomes of learning.
/ ML
DH
SLT
IB
WB / Ongoing
Oct 2015 onwards
Ongoing
Nov – June 2016
Sept 2015 onwards / £ inset
£ themed weeks
£ release time SB, IB, NC
£ ICT / Children’s voices
Data from progress meetings
½ termly access of Bands/steps online
Lesson observations
Friday FB assembly themed weeks & school council in class
Discussions with SLT
Mastery curriculum in calculation / Maths implemented throughout school. /
  • Introduce Mastery and refresh calculation policy.
  • Continued inset sessions to review with staff
  • Establish agreed principles for planning of maths – moving away from framework, utilising abacus alongside enrich and other tools, share with staff.
  • Building up expertise and practice, coaching and mentoring for each other.
/ TD
DH / Inset Jan 4th
Termly
Spring term
Ongoing / £Inset day
£ TD time
£ inset
£ release / Feedback from training day
Planning scrutiny
Lesson observations, book scrutiny
Ratification governors
Termly HT report

Outcomes for pupils:

Priority / Ensure improving outcomes for all children especially disadvantaged pupils enabling learners to articulate learning and promoting high expectations and aspiration.
KEYfocii
Specific Measurable Achievable Realistic Time-related / 85% secondary ready
Work to close the gap for Pupil Premium pupils
Continue to address challenge for HA children
Continue to support and improve outcomes for children with SEND
Further enhance standards in Writing – particularly GPS.
Success Criteria / Action required / Crew / Time / Resources
/Cost / Monitoring and
Evaluation
Ensure that the school meets the DFE 85% secondary ready standards. /
  • Work to agree ‘secondary ready’ understanding by all teachers.
  • Set targets based on attainment in line with age related expectations – supported by FFT Live.
  • Use TT to track progress – both formative and summative.
  • Introduce language of beginning, working within and secure
  • Consider mastery and the age related bands of TT – ensure they can exist and complement each other
  • Appropriate PM Targets are set and linked to SDP.
/ All Staff
DH/ML/TD / Autumn
Inset in Jan / £ inset & DH time to plan
£500 +TA O/T / Planning / Books / Lesson Observations / KS Outcomes/ Benchmarking against LA/TPAT/National
Review following inset.
Begin to narrow the gap between PP and non PP learners. /
  • Analyse progress of PP children for 14/15 and continue through current academic year.
  • Target interventions to these children
  • Agree with teachers support and action s to put in place for PP
  • Ensure that slow progress is acted upon in a timely fashion – identified through pupil progress meetings.
  • Begin to evaluate the non- quantifiable impacts of support for PP children.
  • Enhance Summer term reading project to ensure all PP children are involved including years 1 and 2.
  • Appropriate PM Targets are in place and identify target groups and children.
/ DH
Teachers
NC/DH
SLT / Autumn
Spring / Summer
Summer
Autumn / HLTAs and AB and FH
£ HLTA time
NC time
£ books
£PM meetings cover T & SLT / Data and pupil progress meetings.
Data shows impact.
Data and PP meetings
Data / Case Studies / Reading Ages
Review by NC.
Continue to focus on challenge for and progress of high ability learners. /
  • Analyse progress of HA children for 14/15 and continue through current academic year.
  • Agree with teachers support and actions to put in place for HA children.
  • Begin to evaluate the non- quantifiable impacts of support for HA children.
  • Consider the summer term reading project and its impact on HA children.
  • Investigate additional interventions for HA learners and put in place HA plans to set clear targets for these children.
  • Continue work in CPD on challenge in learning and reflect on this during work on new curriculum.
  • Appropriate PM Targets are in place and identify target groups and children.
/ All Teachers
DH
DH/SLT
NC / DH
All Teachers / Spring
Ongoing
Autumn / £DH time
£ PP meeting cover
£ HLTA time
NC time
£ books / Planning
PP meetings
Pupil Conferencing
Review by NC
PP meetings
PM and PP meetings
Ensure consistency and accountability in SEND within classroom provision. /
  • Observations of classroom practice are used to measure the provision that is currently in place for SEND.
  • Appropriate PM Targets are set which identify attainment and progress expectation for SEND children.
  • Progress of SEND children is tracked and monitored.
  • School Support Plans in Place
  • Systems are explored and put in place to look at the non-quantifiable progress made by SEND children i.e. case studies.
  • Intervention in place.
  • TAs are deployed and used effectively to support SEND pupils.
/ JD / SB
DH, SB & JD
DH
JD
JD
JD & SLT (through lesson obs). / Autumn
Autumn
Ongoing
Autumn
Spring
Ongoing / £ SENDCO time
£ PP meeting time SENDCO & D
£ 3 TAs delivering intervention x 3 PMs per week
£ additional TA in Years 5/6 and Rec
£ TA for 1:1 / Provision is reviewed at the end of each term.
PP meetings
Data
Intervention have an impact on progress and attainment - data.
Further enhance standards in writing in particular GPS. /
  • CPD in GPS and new tests for Literacy.
  • Focus on spelling in homework.
  • Ensure continue work on producing writing for a purpose.
/ DH
AM DCG
NC / Ongoing / £ CPD
£ tests

Personal Development, behaviour and welfare

Priority / Establish a thoughtful and wide ranging approach to all pupils’ spiritual, moral, social and cultural (SMSC) development and physical well-being.
KEY ASPECTS
Specific Measurable Achievable Realistic Time-related /
  • Develop a Citizenship charter.
  • Promote Spiritual, Moral, Social and Cultural (SMSC) aspects of learning – PSHE, Themed weeks .
  • Enhance work with families supporting the development and safeguarding of learners.
  • Further improve attendance.
  • Engaging hard to reach parents and those of more challenging children.

Success Criteria / Action required / Crew / Time / Resources
/Cost / Monitoring and
Evaluation
We have developed a ‘Citizenship’ Charter ensuring we all understand our rights and responsibilities. /
  • Work together to establish shared understanding of respect – self, others, learning, property, environment
  • Devise 3MS progressive expectations for all areas
  • Introduce in assemblies
  • Link it to the school behaviour system – replacing the golden rules and revising ‘golden time’
  • Display values around school environment
  • Update ‘Behaviour / pastoral policy’
/ ML / By end of year
2016 / £ printing
£ inset time
£SLT time
£ resources / badges
£ vinyl lettering / Behaviour logs
Observations school
Feedback from stakeholders
School council minutes
Assembly records
Policy ratification
SMSC development is firmly embedded in the existing curriculum. /
  • Complete audit of current planning and delivery
  • Ensure that PSHE is planned for and delivered throughout whole school provision
  • Establish team approach to leading PSHE and its developments
  • Refresh Healthy Schools status
/ ML
LL
MR / End of year 2016 / £ release time
£ SBM time
£SLT time / Long term planning scrutiny
Healthy Schools form completed
Diversity and equality are celebrated throughout provision. /
  • Themed week to explore diversity
  • Assemblies to reflect on equality
  • Continued monitoring of different groups in pupil progress
  • Celebration of all children’s achievements at end of each term – introducing effort and achievement
  • Take part in the Global Learning partnership engaging with schools from other nationalities.
/ ML
AT
LC
DH
Whole staff
ZW / Summer term 2016
Ongoing
Termly
Termly
ongoing / £ inset time
£ themed week budget
£ PP time
£ rewards / Feedback from themed weeks
Assembly records
Data from pupil progress meeting
TT reports - groups
Displays and environment
Newsletter stars of the week
Attendance remains above the 95% national average /
  • Revisit ‘letters’ to celebrate/ promote attendance
  • Ensure that half termly monitoring is completed and anybody below persistent absentee rate is pursued and reasons evaluated
  • Encourage involvement with school if difficulties with attendance
  • Continue implementation the Extended Leave policy
  • Introduce termly attendance certificates for 100% Bronze, Silver and Gold to be presented in end of term certificate assemblies
/ ML / Oct ½ term
½ termly
Ongoing
Ongoing
termly / £printing
£ ML/MR time
£ family support worker? / ½ termly SIMS data
End of term 100% attenders
Parents issues section behaviour file
Safeguarding remains paramount and increased learners understanding of and capacity to keep themselves safe /
  • Themed week to explore safety and security.
  • Introduce no blame approach to any incidents of bullying – explore with SLT, staff and learners.
  • Ensure members of governing body have completed Safer recruitment training.
  • Refresh Child Protection and Health and Safety policies with staff ensure visible on website and around school.
/ ML
DH
SLT / Dec 2015
Dec
2015
Sept 2015 / £ themed week budget
£SLT
£250 training / Feedback from themed weeks
School council
Behaviour logs
Child Protection records
NSPCC return to SBM
Decrease in numbers of parents who are ‘hard to reach’. More engagement with school and children’s learning. /
  • Appoint family support worker and develop role to include parent engagement.
  • Pupil premium reading project and introduction to reading with parents.
  • Deliver series of meetings on curricular areas inviting individual families.
  • Ensure hard to reach parents receive ‘invite’ to face to face from classteacher (information fed from previous classteacher)
  • Collect data on attendance at face to face meetings.
/ ML
NC
WB
SLT
SLT / Feb 2016
Ongoing
Spring term
termly / £ salary
£ release time
£ resources
£ release time
£ printing / Personnel committee minutes
Evaluations of project and meeting records
Records of attendance at Face to Face

Effectiveness of Leadership & Management