Monks Risborough CE Primary School School Development Plan 2016/2017

Objective 2:To raise attainment and increase progress (6 steps) for all children, in writing, including SPAG, across the school

Autumn milestone:
-All children to make two steps progress in writing- Children falling behind are identified and provisions are made.
-School newspaper is up and running
-Pupil survey is evaluated
-Writing journal trial is evaluated
-Writing display is fully functional
Review:
Spring milestone:
-All children to make four steps progress in writing- Children falling behind are monitored and evaluated.
-Writing journals in each class
-Writing progression grids show significant coverage in each year group –links made to specific steps on Target Tracker (teachers are up to date with tracking steps, areas of need and attainment)
Review:
Summer milestone:
-All children to make six steps progress in writing- Children previously falling behind are now making progress as a result of this years’ interventions/provisions
-Breadth of writing across the entire curriculum
-Pupil survey has shown a positive increase in enjoyment of writing
-Pupil newspaper has included writing from pupils of all abilities
Review:
Key Objectives / Actions Required / Timeframe / Training / Resources / Cost / Success Criteria
2.1 To identify the needs of different groups of children, including the most vulnerable, and make appropriate provisions to ensure good progress. / 2.1 a. Liaise with previous teacher to gain understanding as to particular needs of cohort.
2.1 b. Utilise Target Tracker to gain knowledge as to the attainment and next steps for each individual.
2.1 c. Become familiar with SEN folder, previous successful interventions, additional areas of need.
2.1 d. Teachers to undertake responsive planning, according to individual needs of each pupil.
2.1 e. Disseminate information and strategies among support staff, planning interventions collaboratively. / 1.1a. By September 2016
1.1b. By September 2016
1.1c. By September
1.1d. By September
1.1 e. By October / Responsive planning meetings once a week during an assembly slot. / £0 /
  • Planning shows particular reference to focus groups and the needs of individual children
  • Observations and Learning Walks show opportunities for different groups of children to access the work independently allowing individual success
  • Two steps of progress are seen per term for each individual

2.2 To consistently embed SPaG objectives throughout the curriculum / 2.2 a. Teachers share with support staff the Monks Writing Progression Grid and routinely highlight off when each area is explicitly taught.
2.2b. Target Tracker is updated every half term to show individual progress and to identify additional areas of need. / 2.2 a. By September and ongoing
2.2 b. Half termly / £0 /
  • Monday am stand- alone SPaG lessons are planned for in addition to SPaG starters in English lessons and independent SPaG activities in Guided Reading carousel tasks
  • Year group specific structure and language is evident throughout all subject writing

2.3 To promote a writing culture and joy of writing across the school / 2.3 a. Writing opinions are gained via a pupil survey
2.3 b. To increase ownership and fluency in writing for pleasure, trial writing journals in EYFS, Y2 and Y4 and to assess the impact before potentially rolling out across the year groups.
2.3 c. Monthly Writing Rocks assemblies where individuals writing can be celebrated.
2.3 d. Writers of the week (from the Writing Rocks assembly) board in main Hall to celebrate achievements in writing
2.3 e. Writing for a purpose is encouraged via opportunities to create own books, contribute to class books, publish work on website, write for school newspaper.
2.3 f. Teachers to plan in an extended writing opportunity weekly (Friday), support and guidance is still given throughout the session.
2.3 g. Extended/quality writing is planned for across the curriculum. / 2.3 a. 1st survey September 2016, 2nd survey February 2017 –Feedback to inform future initiatives.
2.3 b. From September, evaluate in December… Feedback to staff during February staff meeting-potentially rolling out across all year groups.
2.3 d. Permanent display in Hall by September
2.3 e. School newspaper set up by November 2016, initially to be an opportunity for higher attaining writers, but throughout the year children of all abilities will be invited to contribute. / Liaise with St John’s English Co-ordinator to share good practice regarding writing journals
-Teacher visits
-Staff meetings
-Ordering of books / -Cost of class sets of exercise books /
  • An increased love of writing to be evident from pupil survey
  • Children aspire to have their writing showcased in an assembly/on a display/on the website/in the school newspaper
  • Pupils show an increase in stamina and output- quality writing across the curriculum

The impact of this work over the academic year will be as follows:
  • A writing culture embedded across the school - celebrations
  • Approach to writing, assessment and targets is consistently embedded
  • Greater opportunities for writing to be utilised across the curriculum
  • Enjoyment of writing to be evident by all groups of pupils
  • Access to opportunities to write for a purpose both in and outside of school
  • Increased Writing and SPAG attainment and progress for all groups of learners
  • Writing to be published and celebrated