LITTLE GADDESDEN PRIMARY SCHOOL

SCHOOL DEVELOPMENT PLAN 2015-18

Updated September 2015
1.DEVELOPING OUR STRATEGIC PLAN

The process to develop our plan harnessed the input of parents, staff and governors. It began in January 2012 with a survey of all parents to identify strengths, weaknesses and ideas for improvement. The feedback from the parent survey was discussed in detail with staff and governorswas used to generate:

  • A summary of Strengths, Weaknesses, Opportunities and Threats
  • A Vision for the school
  • Medium Term Objectives with associated Success Criteria

Each year staff and governors develop a 1 year Action Plan to enable the school to continue to meet its Medium term Objectives. This generally consists of 3-4 Priority Actions.

2. ROLLING THE PLAN FORWARD FOR 2015-16

In July 2015, staff and governors reviewed progress in meeting the success criteria (Appendix 2) and delivering the 2014-15 Priority Actions. At the same time we looked forward to the opportunities and challenges ahead and used these to refocus the key priorities for 2015-2016.

As a result of the review process the Governing Body has:

  • Reconfirmed the school’s vision(Section 4).
  • Reconfirmed the seven Medium Term Objectives(Section 5).
  • Confirmed the four key priority actions for development in 2015-16. (Section 7). They are:
  • Considering future structures
  • Embedding the new assessment framework
  • Improving standards in Spelling
  • Amended success criteria used to measure the objectives (Section 6).
  • The plan was discussed in detail with staff at the September INSET day and approved by the Governing Body in October 2015.

3. MONITORING THE PLAN

Progress in meeting the Success Criteria will be monitored at Governing Body and Committee’ Meetings

4. OVERVIEW

The plan is summarised in the diagram below.

School Development Plan 2015-2016: Summary

4. OUR VISION

The school’s vision statement should help everyone to understand what the school aims to provide. Summed up in a single sentence, the school’s vision is for all pupils to become “creative thinkers, confident individuals, independent learners, gaining excellent results.”

The vision is a way of sharing understanding about what is most important across the whole school community. It acts as a reference point to make sure that the school focuses its resources (both time and money) on what matters most. The vision was developed after gathering the views of parents, pupils, staff and governors through surveys and meetings in 2012 and is reviewed annually.

The Vision Statement

Little Gaddesden Primary School enables children to perform to their full potential - as curious and creative thinkers, independent and enthusiastic learners and confident individuals. It sets up children’s attitudes for learning as citizens of the future; encouraging them to be versatile, giving them confidence to try new challenges and helping them develop resilience when things don’t go as planned. This is underpinned by excellent teaching, delivering strong academic results.

Children are valued as much for their endeavours as their achievements. They are encouraged to play a full part in school life, both in the classroom and through the many other activities that make up the day including sport, music, drama and creative activities. Children are regularly encouraged to both work and play in mixed age groups, developing respect and responsibility. The school provides a safe environment with a caring and nurturing ethos. It sets high expectations of children’s behaviour as individuals and as part of the school community.

The school sets high academic standards in literacy, maths and all other subjects and supports them in developing positive attitudes to healthy lifestyles. It gives children access to a wide range of engaging and exciting learning opportunities, both inside the outside the classroom. It enables them to develop an awareness of the wider world, including local, national and global communities.

The school is all about people; pupils come first. They are taught by highly professional teachers who are passionate about what they do. The school recognises its dual responsibility with parents for the development of the children. Staff are approachable and easily accessible to parents; parents play an active role in school life. The School’s Governing Body has a culture of continuous learning and development, enabling it to provide strong leadership and management.

As a Church School, Little Gaddesden fosters a strong sense of place and belonging at the heart of the community. The school’s “Golden Rules”, which are based on Christian values, give children an enduring moral compass. Pupils leave equipped with robust academic skills, self-confidence, respect for each other, and a sense of community.

5. OUR OBJECTIVES

The seven objectives are set out below, together with a brief summary of recent progress and the day to day activitythat will continue into 2015-16 to deliver them.

1. Provide excellent leadership and management

In 2014-2015, following OFSTED’s recommendations, we focussed on extending the sharing of leadership and teaching with others.In 2015-16ensure that governance is highly effective and can ensure long term financial stability for the school.

2. Ensure excellent pupildevelopment,standards of behaviour and welfare

The ‘Golden Rules’ enable the school to explain clearly the high standards of behaviour that are expected of pupils and ‘Golden Time’ rewards them for meeting those expectations. This includes the development of ‘positive learning behaviours’, whereby children are encouraged to be active participants rather than passive recipients. We will continue to emphasize the importance of SMSC, and are working towards the Artsmark.

3. Ensure all children receive high quality teaching and assessment of their learning

In 2015-16, staff will use the new assessment framework to review the progress made by every child, to ensure that they all fulfil their potential. Pupil progress meetings take place regularly, after steps are taken to support any child whose progress could be accelerated. There will be a specific emphasis this year on Spelling.

4. Create an attractive, well maintained and fit for purpose learning environment

In recent years the school has benefited from significant financial investment which leaves it with: a new classroom, a new server, laptops, i-pads, a new boiler, an improved playground and upgraded toilets throughout the school. The latter may remain largely unseen by parents but feedback shows it is one of those areas that matter to pupils. In 2015-16, we will install a new canopy over the reception class play area and ensure that we keep on top of the annual maintenance and redecoration programme.

5. Ensure the school is financially sustainable

This means both managing costs effectively, through our best value policy and ensuring that pupil numbers at the school remain high, as schools are funded on the basis of the number of pupils they have each year. The school is very fortunate to have two bequests (the Vicars Bell and Wager Bell funds) that can be used to buy resources and support the creative curriculum. The funds will continue to be carefully managed to ensure they continue to benefit pupils for generations to come.

6. Communicate effectively with parents and the local community

In 2012-13 we re-launched the school website and developed a new school handbook for parents. In 2014-15 we held information sessions for parents focussing on specific areas of the curriculum (e.g maths and literacy) as well as parents’ evenings, school assemblies and topic afternoons. In 2015-16 we will do a parents survey.

7. Use natural resources efficiently

Replacing the main school boiler in 2011, upgrading the lighting in 2013 and installing a new kitchen boiler timer in 2014,means that our annual oil and electricity bills should be reduced by an estimated £4,000 p/a. In 2015-16, Governors will continue to review energy consumption to ensure it is well managed.

6. MEASURING SUCCESS2015-16

To be successful, the school needs to ensure that it continues to deliver both day to day operational activity, as well as making significant changes in the four priority areas. The Headteacher will ensure that operational activity continues to run smoothly and effectively through the performance management of staff. The Governing Body will monitor progress in delivering the success criteria as well as action in the four priority areas through its Committees and Full Governing Body meetings

Overarching Success Criteria

  • EYFS, KS1 and KS2 results all exceed Herts and National Averages
  • All pupils make good progress at the end of KS2 and KS1.
  • Termly pupil progress assessments
  • Spiritual, Moral, Social and Cultural Outcomes

Improvement Objectives / Evidence Source / 2015/16 Success Criteria
Provide excellent leadership and management /
  • SIP Assessment
/
  • School judged to be “outstanding” in all areas by the Advisor in Nov 2015
  • Children are supported appropriately by a whole school approach to safeguarding and child protection

Ensure excellent pupil development, standards of behaviour and welfare. /
  • SIP Assessment
  • Pupil Survey
  • Attendance, bullying and lateness records
  • Behaviour book
/
  • Behaviour is rated as “outstanding” by SIP
  • Children feel secure and know what is expected of them in new situations
  • Lack of attendance, lateness, and bullying levels all remain low

Ensure all children receive high quality teaching and assessment of their learning /
  • Lesson observations
/
  • Lessons are graded as Good/Outstanding by Headteacher
  • Staff feel confident using the new forms of Assessment

Create an attractive, well maintained and fit for purpose learning environment /
  • Parent, staff and pupil surveys
  • Backlog of maintenance projects
  • Health & Safety incidents
/
  • The learning environment is rated as attractive and fit for purpose in surveys
  • Maintenance backlog is minimised.
  • H&S incidents are dealt with appropriately

Ensure the school is financially sustainable /
  • Budget Outturn
  • Contingency
/
  • School budget year end outturn
  • School is able to identify £10,00 contingency funding from a combination of DFC, Governors A/Cs and other sources

Communicate effectively with parents and the local community /
  • Parent survey
/
  • Parents rate communication as effective/highly effective in survey.

Use natural resources efficiently /
  • Oil/Electricity consumption
/
  • Consumption of oil/electricity is reduced.

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7. PRIORITY ACTIONS 2015-16

The previous section summarised how on-going activities will contribute to delivering each of the objectives. This section sets out in detail the priority actions that will be delivered in 2015-16. The priority actions are those where a step-change is required in the amount of work and/ or resources to ensure that we continue to meet our objectives.

  1. Future Structures
ensure that governance is highly effective and can ensure long term financial stability for the school
Responsibility :
Governors
Headteacher / budget
governors membership of HertsforLearning / Significant dates
3rd November SIP Evening –
8thMarch Kathy Dunnett to discuss academisation
Success Criteria / SIP to rate “governance “outstanding” in summer review .
Key tasks & Timescales
All governors understand the strengths and weaknesses of the school :academic ,financial and other
Beccy Roberts SIP reports governors are clear about their priorities
All governors attend 88% of Governors Meetings and this is recorded on the website
Website contains everything legally required
Update
  1. To ensure that the school’s attainment in spelling is in line with that for reading, writing and maths at the end of KS2.

Responsibility :
Teachers
Headteacher
Parents / budget
resources bought for classes including Spell to Excel / Significant dates
Spelling Tuesdays -4 mornings in Oct
Staff meeting at SPLD Base in Jan
SATs May 2016
Success Criteria / Results in KS1 and KS2 are in line with results in Reading and Writing
Key tasks & Timescales
  • Activities to check children’s knowledge of Yr 3/ 4 and Yr 5/6 spellings done as a whole school on 4 Tuesday ams –involving all children in Classes 2,3,4 and parents
  • Tests done to assess children’s learning .
  • Sessions repeated in February if they are found to be successful
  • Preparation for SATs tests –April
  • Test May 2016

Update
  1. Assessment at the end of July 2016 is effective and meaningful to all staff and members of the school for Reading ,Writing ,GPS and Maths

Responsibility :
Alison Cotton
Nerys Steeds
Lucy Martindale
Maddy Allen
Lorraine Patterson
Amy Miles
All staff
Charis Geoghegan / budget
courses –Assessment for Yr 6 and Yr 2
Early Excellence course / Significant dates
December ,February and May
Success Criteria
Key tasks & Timescales
  • Teachers to assess children against new criteria
  • Assessment to be recorded using SIMS new grids three times a year
  • Staff communicate with governors progress within the school
  • Assesment shows that children are making at least ” good” progress .

Update

Appendix 1

School Development Plan 2014/15 - Progress Monitoring: Improvement Objectives & Success Criteria - July 2015
1. Provide excellent leadership and management / Status / Date / Comments
School judged to be “outstanding” in at least 2 areas by the Advisor in March 2015 / Mar-15 / School identified as Outstanding in all areas by HIP March 15
2. Ensure children show high standards of behaviour and positive learning behaviours
Behaviour is rated as “outstanding” by all staff, governors, parents and advisors / Mar-15 / See HIP Report March 15 (add in GB minutes here)
Pupils feel safe / know what is expected of them in new situations / Data not collected
Lack of attendance, lateness, and bullying levels all remain low / Jul-15 / Reviewed by GB. Headteachers report shows improvement in attendance data
Behaviour book demonstrates improvements in behaviour where needed. / Jul-15 / Behaviour Book methodology updated. Reviewed by GB July 15.
3. Ensure all children receive high quality teaching
EYFS, KS1 and KS2 results all exceed Herts and National Averages / Jul-15 / Data likely exceed Herts/Nat averages in subjects and stages with exception of GPS (may be below Herts ave)
All pupils achieve more than 2 levels of progress at KS2 and 1 level of progress at KS1. / Jul-15 / Reviewed by Curriculum Committee July 15. KS1 - outstanding progress (R,W,M). KS2 outstanding progress (W,M) good ('R).
All lessons are rated as “good” or above by Subject Leaders, Head and Advisors / Mar-15 / Headteachers Report Jan 15. HIP Report Mar 15.
Positive feedback in parent/pupil surveys on trips, visits and visitors / Data not collected
4. Create an attractive, well maintained and fit for purpose learning environment
Rating of learning environment by pupil, parent, staff surveys / Data not available
Backlog of maintenance projects is minimised. / May-15 / Reviewed by Premises Committee May 15
Health & Safety incidents are dealt with appropriately / May-15 / Reviewed by Premises Committee May 15
5. Ensure the school is financially sustainable
School budget year end outturn / May-15 / Reviewed by Finance Committee May 15 £50k surplus c/f
School is able to identify £10,000 contingency funding from DFC, Governors A/Cs etc / May-15 / Reviewed by Finance Committee May 15
6. Communicate effectively with parents and the local community
Parents rate communication as effective/highly effective in survey / Data not available
7. Use natural resources efficiently
Consumption of oil & electricity is reduced / Sep-14 / Reviewed by Finance & Premises Committee Sept 14. Consumption of oil reduced since 2011. Consumption of electricity not reduced since low energy lighting was installed. May be offset by acquisition of 30 ipads

Appendix 2

STRENGTHS / WEAKNESSES
Outstanding OFSTED Report March 2014
Attainment & Progress: (DfE Dashboard, HIP report, RAISEonline)
  • EYFS, KS1 + KS2 consistently above Herts & National averages.
  • Rated 18th in England & Wales on DfE website for 2012 KS2 results.(APS)
  • 2013 - 50th nationally in Daily Telegraph top primary schools
  • 2013 APS, KS1 & 2, and 2014 KS1 all subjects, (Sig+)
  • Value Added: 2014 = 101.6 ,(Sig+) 2013 =100.8, 2012 =. 101.1
  • Pupil Premium pupils make good progress.In 2015 there were no children in Year 6 and the child in Year 2 made “good” progress .
High Quality Teaching
  • Manifested through combination of attainment and progress
  • HIP report Mar 2015Headteacher’s observations (good/o/s lessons)
  • Highly effective staff.SENcoetcCG Professional Partner. KS1 moderators NS Leading Teachers (NS & LP) BS- HLG
Exemplary Behaviour of pupils
  • Hip report Mar 15. “Pupils attitudes to learning are exemplary”.
  • Gov’s Behaviour report June 12,
  • Parents’ survey 2012/13 100% strongly agree/agree –pupils are well behaved
  • Behaviour & Bullying book – low incidents
  • e.g Archdeacon’s letter May 13, RES letter Autumn 13
Leadership & Management
  • Governing Body united behind clear Vision and SDP. Process to develop both embraced the whole school community. Process for monitoring and evaluating is clear. Governors as a whole are properly engaged with the school, and work well together to advance the school's interests.
  • Strong financial management providing continuing financial stability- Depth of Benchmarking, monitoring
  • Excellent relations with stakeholders - Friends reports, financial support for new classroom Head working in Herts consortium. Liaison with local schools & parish. Visits from Vicar, MP
/ Financial outlook
2014/15 financial outturn was healthy (In year surplus of £18,000) but forward projections are for an in year deficitwithin 3 yearsas pupil numbers are forecast to fall.
Measures taken /planned
  • Financial control & challenge of 2015/2016 budget
  • Energy cost reduction, saving £4k p/a. New boiler 2011 and lighting 2013
  • External funding for improvement projects
  • In 2015-16 we had 6,177 from DFC (as opposed to £29,140 in 2007-8 and £17,
  • Ipads £10k from FOLGS 2013
  • £30k new classroom funded by FoLGS & community 2011)
  • £20k new boiler funded by Diocese -2011
  • £6k Playground equipment funded by lottery grant - 2010.
Pupil mobility
Pupil mobility is high e.g. 30% of CL4 pupils did not do their KS1 at LGS. This has a financial impact as the overall result is a net outflow of pupils. It also has an impact on the level of support that is needed to integrate new pupils in year groups. Measures taken /planned
  • Study of the causes/ impact of mobility as part of MSc course, (40% move abroad/leave area, 40% local private schools, 20% middle schools etc)
  • Promoting the school effectively to new parents and parents e.g. outstanding results and “good news” stories.
Attendance
DfE dashboard–2014 2nd quintile, 2013 3rd quintile for attendance. Figures are skewed due to small no of persistent offenders. Most problems are due to holidays taken in term time rather than truancy or family issues.
Measures taken /planned
  • Small no of persistent offenders have been referred to Attendance Officer.
  • Frequent reminders via parentmail that all term time holidays are unauthorised .
  • Policy change Feb 13 – HT, discretion to apply to LA to issue fines.
Grammar, Punctuation & Spelling
DfE dashboard–2014 3rd quintile
2015 results – initial analysis suggests that spelling is the underlying issue
Governance
Lack of clarity as to ‘ownership’ of communciations within the Governing Body
EXTERNAL ISSUES / SOME POTENTIAL SOLUTIONS
Specific
  • New OFSTED Inspection framework. Different emphasis on governance.
  • New statutory requirements for what schools publish on the website
  • Assessment without levels still new
  • Current government policy seems to be moving towards self-governing/academisation/federations i.e. we can do what we think is best for the school. We can perhaps be more creative with class sizes e.g. having larger numbers in reception, larger class 2, bigger year groups either side of a small year group etc
  • Decrease in child tax credits will make it more impossible for staff on low wages e.g. teaching assistants to make working worthwhile. Will we need to increase any wages to new minimum wage.Recruitment etc
  • Forecast from HCC of changes of 6% reduction in budgets by 2017. Impact will be felt most by schools with budgets of less than £500k
  • Move away from LA will mean we have to either have more expertise or pay for advisors/consultants
  • School intake currently geographically diverse (continue ensuring that parents from other villages feel part of school community)
  • Competition from state and independent sector
  • Expansion/merger/academisation of nearby schools
  • Nursery although it is not clear that this is going to be possible, the trend seems to be moving towards parental choice and as the lady from Herts said parents always prefer nursery in schools. We perhaps need to be ready to move quickly when (and if) the time is right
  • Ashridge Business School merger with Hult Business School may change its relations with local neighbours
  • Ashlyns new sports hall
General
  • Changes to local housing market/planning laws
  • Inability to predict what will happen next at central government level
  • Areas outside of our control (do we need fire/flood plans for example?)
  • Difficulty recruiting staff
/
  • Review governance structures to ensure we can deal with new/changing pressures, (including training, induction etc)
  • Pupil retention. Can we (should we) keep on trying to stem the regular loss of children before Year 6?
  • Expansion
  • How would we respond to external pressure to expand beyond 105 pupils (question raised by 2014-15 sustainability focus – how do we remain fleet of foot/)
  • Centre of Excellence
  • - Creative teaching (Sir Ken Robinson)
  • - Enrichment activities
  • -Competitive sports(Engage more with the sports committee/village sports clubs, drawing them in fully as stakeholders).
  • - Extra curricula offer
  • - Parent's Forum/School Ambassadors
  • Communications (Where do Comms fit in terms of Governing Body?)
  • - Social media/blog
  • - School news letter/apps
    - Exemplary, added value website (see Woodlands Junior School for added value example)
  • Published prospectus
  • Make more of our OFSTED to help us to retain children.
  • Establishing closer links with Ashlyns now that the Berkhamsted schools have reorganized

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