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Balsall Common Primary School

SIDP2012-2013

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SIDP 2012 -2013

ContentsSchool AimsAction Plans:

Academy Teaching and Learning Attainment and Progress English Mathematics Curriculum

Curriculum Development Plans: English Mathematics Science ICT Design and Technology History Geography Art and Design Music Physical Education Modern Foreign Languages Personal, Social, Health and Economic Education Religious Education

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School Aims

Balsall Common Primary School is ambitious, determined and fully inclusive. The school aims to provide a caring, stimulating and happy atmosphere in which each child may enjoy his/her work and find satisfaction in it, develop positive attitudes, acquire a sense of achievement and develop self confidence and self-discipline. We believe that Balsall Common Primary School exists to provide every possible opportunity for our children. These opportunities come from an ethos and curriculum that provide maximum learning opportunities for each individual child, no matter what their particular needs may be.

We aim:

To enlarge each child’s experience, knowledge, imagination and understanding, thus enabling them to realise their potential for learning and capacity for enjoyment.

To help pupils develop lively and enquiring minds, the ability to question, argue develop ideas rationally and to apply themselves to tasks and physical skills.

To help pupils become increasingly independent and self motivated, developing learning capacities which will help them to become confident, capable, creative life-long learners.

To help pupils develop strategies for self-evaluation and to encourage in them a desire to strive for excellence in all areas of school life.

To encourage children to co-operate with each other, to be sensitive to the needs of others and to develop tolerance and understanding of other races, religions and ways of life.

To encourage children to be sensitive to the needs of the local environment and to develop links with the community in order that the school becomes an active part of the community.

To encourage parents to take an active part in their children’s education and the daily life of the school.

In effect it is our aim to develop the skills, concepts, attitudes and moral values necessary for each child to take their place in the world as an active member of society and a responsible contributor to it, capable of achieving as much independence as possible.

Action Plans – Targets and Success Criteria

Academy

Targets:

3

To ensure the continued smooth transition to academy status Governors to support the school with regard to strategic spend To be alert to possible sponsorship/funding streams

Success Criteria:

That the school is solvent, successful and sustainable at the end of its first year as an academy

Teaching and Learning

Targets:

To ensure high quality teaching nad learning throughout the whole school Commonality of approach in maths Improved attitudes towards learning Marking includes pupils more in their own learning Improve attendance and punctuality Develop quality of lunch-time supervision

Success Criteria:

Raise percentage of lessons which are good or better Improve outcomes for pupils

Attainment and Progress

Targets:

To ensure that attainment remains high To raise levels of achievement – particularly for children in the average and just

below average categories

Success Criteria:

Summative data shows improved outcomes for pupils

English

Targets:

To raise attainment in writing across the school To ensure the whole school approach to phonics is embedded thoroughly To continue to promote a reading culture within the school and beyond!

Success Criteria:

Standards in writing will improve across the school evidenced by standards in APP The school’s approach to phonics will be consistently and engagingly delivered

evidenced by higher attainment Reading will be of higher profile and a love of reading will be exhibited by more

children – of all attainment levels

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Mathematics

Targets:

To maintain attainment at the higher maths levels To raise attainment in mathematics of the children across the school who are

working just below the floor To ensure the whole school approach to calculation is embedded To develop further teacher subject and pedagogical knowledge through CPD – Ray

Maher To introduce the ‘Numeracy Passport’ and move towards knowledge of all

multiplication tables by age 9 To introduce specific maths intervention programmes in KS1

Success Criteria:

Standards in mathematics for those working below the floor level will improve across the school evidenced by standards in APP and tests

The school’s approach to calculation will be consistent across the school Teachers’ subject and pedagogical knowledge will have improved The ‘Numeracy Passport’ will be used across KS2 and children in KS1 will have

better knowledge of multiplication tables The gap between those children identified as needing support and the attainment of

the rest of the cohort will have narrowed

Curriculum

Targets:

To remain award of new government initiatives in regard to statutory requirements and non-statutory advice

To take advantage of the opportunities which academy status presents in terms of re-invigorating and re-designing aspects of the curriculum

To encourage teachers and teaching assistants to become more reflective practitioners and to develop their own practise

To develop the ‘insight’ website so as to provide more information for parents about their children’s life at school and progress

Success Criteria:

Gov, SLT and subject leaders will be fully aware of all advice pertaining to the curriculum which is issued from the DfE and steps will be taken to evaluate and implement any necessary or advisable changes

The curriculum will have been evaluated and adapted to provide the best possible learning experiences for all children

Staff will feel more involved in the process of CPD and will be keen to develop their own practise

The ‘insight’ website will provide information which is readily available and useful for parents

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BALSALL COMMON PRIMARY SCHOOL ACTION PLAN 2

2012/2013

Teaching and Learning

Targets:

To ensure high quality teaching and learning throughout the whole school Commonality of approach in Maths Improved attitudes towards learning Marking includes pupils more in their own learning Improve attendance and punctuality Develop quality of lunch-time supervision

Success Criteria:

Raise percentage of lessons which are good or better Improve outcomes for pupils

Action points for the implementation of

the initiative

Who is responsible

for making it happen?

Strategies,

Training and Staff Development

Days of supply cover Timescale

How are you going to monitor and evaluate

the work? Who evaluates it?

Communication of Expectations in regard to Teaching

SLT Inset day in Sept to explain to staff :

The vital importance of excellent

Inset day Sept 2012

Standards observed in lesson monitoring

SLT

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and Learning

pedagogical practice – QFT including AfL practices such as transferrable learning objectives, involvement of learners in development of success criteria and short term, effective curriculum targets

Thorough subject knowledge – teachers having thoroughly prepared for delivery of lessons.

CPD through planned inset and staff meetings and year group or individual coaching to enhance pedagogical and subject knowledge.

Staff given ‘Teaching and Learning Handbook' summarising expectations

Development of Teaching expertise

(cross referenced with action plan Attainment and Progress and action plans English and Maths)

SLT

/ Subject Leaders

Staff CPD in areas identified for development – maths, English, science – in house staff meetings and support from external providers eg: Ray Maher

Sept and ongoing Lesson observations and impact on data

SLT

Staff CPD in foundation subjects – through year group meetings with subject leaders and CAB and outside providers when available

Half days cover for subject

leaders to meet with

year groups during PPA

time

Before each unit and ongoing

throughout the year

Lesson observations and impact on data (incerts)

FPD

Book Trawls

SLT

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Monitoring and Evaluation Programme

SLT

Ongoing monitoring of data by SMT/LT Half termly Progress and attainment SLT

Coaching programme for Monitoring of Lessons – SMT/SLT to work with subject leaders on a rolling programme

Continuing in Sept and ongoing

Judgements will be consistent and all teachers will gain in understanding of what constitutes a ‘good’ or ‘outstanding’ lesson

SLTMonitoring of standards in all subjects – through monitoring programme operated by subject leaders. This resulting in reports on standards and next steps identified and put in place. (Such as individual coaching or external or internal CPD)

Half days per subject twice

per term

From Sept and ongoing

Standards of learning and teaching will be both identified and improved upon through ‘next steps’ and further monitoring and evaluation.

CAB to continue monitoring programme and to support staff where necessary to improve standards

weeklyImprovements reflected in ongoing monitoring

Regular updates by SMT to SLT of progress of individual pupils and groups of pupils

SMT release time

Attitude to Learning

(Cross referenced with action plan 1 ‘Attainment and

SMT/ class teachers

Renewed emphasis on the purpose of school – the way that body language conveys attitude, the need for learners to show a positive and pro-active approach to their learning – consolidated at every

Sept and ongoing

Observations in lessons and around school

Discussion with school council

SLT

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Achievement’)

opportunity

SLTRenewed emphasis on BLP and the power of the learner to affect achievement and attainment – for better or worse – staff CPD – consolidated at every opportunity

ongoing

Through lesson observations and data

Discussion with school council

SLT

SLT

Review of award systems to coalesce ‘Head’s Points’ and BLP into ‘Attitude to Learning Points’

The behavioural system to be linked to the website using ‘Insight’ allowing parents to view both awards and lost golden time etc.

From Sept

Feedback from staff and pupils

Feedback from parents

SLT

CAB‘Learning team’ – group of pupils established to engage in learning walks and feedback to staff and pupils

Half termly Result of feedbackSLT

Marking SLT INSET Day, SeptemberSeptember

2012

Book trawls

FPDSLT

AttendanceSJD Introduction of certificates for attendance

Individual, class punctuality

From Sept and awarded half

termly (or monthly)

By attendance data SLT

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2012/2013

Attainment and Progress

Targets:

To ensure that attainment remains high To raise levels of achievement – particularly for children in the average and just below average categories.

Success Criteria:

Summative data shows improved outcomes for pupils

Action points for the implementation of the

initiative

Who is responsible for

making it happen?

Strategies,





Communication of Expectations in regard to standards of attainment

SLT Staff meeting(s) to reiterate standards expected for majority of pupils in each year group (DfE expectations) – ie: end of:

Inset day Sept 2012

Data at end of each term.

Standards observed in lesson monitoring

SLT

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Attainment to be above the known national average in every year group

Development of Teaching expertise

(cross referenced with action plan 2 – Learning and Teaching)

SLT

/Subject Leaders

Staff CPD in areas identified for development – maths, writing, science – in house staff meetings and support from external providers eg: Ray Maher

Sept and ongoing Lesson observations and impact on data

SLT

Staff CPD in foundation subjects – through year group meetings with subject leaders and CAB and outside providers when available

Half days cover for subject

leaders to meet with

year groups during PPA

time

Before each unit and ongoing

throughout the year

Lesson observations and impact on data (incerts)

SLT

Further opportunities for Gifted and Talented pupils

SLT Well differentiated lesson planning with Challenge Objectives and opportunities for more in depth study and self determined study.

ongoing

Monitoring of STPs, lesson observations and focused pupil discussions

SLT

Sports Squads for the development of gifted and talented pupils in : rugby, soccer, netball, athletics etc

Ongoing – sports

changing during course

Feedback for pupils / monitoring of coaching sessions / results of

SLT

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of year competitions

Joint Collaborative provision – half termly throughout the year

Half termly Feedback from pupilsRSSP/ SLT

In school provision for G&T experiences – Art and D&T links with HoE – years 5 and 6

Science – visits to University of Warwick Chemistry labs to undertake investigations

G&T music provision and opportunities

After school and lunchtime clubs for specific interest groups.

Ongoing throughout the

year

Focused pupil discussions/ questionnaires / feedback from parents

SLT

Attainment and Achievement of SEN pupils

SJD/SEN team Identification of specific groups and individuals through data and feedback from teachers and parents

ongoingOngoing data will indicate pupils progress

SLT

Further training of staff in specific methods/ intervention strategies

As identified ongoing Lesson observations and data

SLT

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Continuation of proven intervention strategies as necessary – pre-tutoring / numicon / RWI / Myst / etc

ongoingData – progress / lesson observations

SLT

Attitude to Learning

SMT/ class teachers

Renewed emphasis on the purpose of school – the way that body language conveys attitude, the need for learners to show a positive and pro-active approach to their learning – at every opportunity

Sept and ongoing

Observations in lessons and around school

FPD

Book trawls

SLT

SLT

Introduction of ATLs – ‘Attitude to Learning Points’- an amalgamation of good choice and head’s points which will be used proactively to promote high expectations for both learning and behaviour – the emphasis being on ‘being ready to learn’

Sept and ongoing

Focused pupil discussions / feedback from teachers / evidence of further improvement in pupil attitudes to learning.

SLT

SLT Renewed emphasis on BLP and the power of the learner to affect achievement and attainment – for better or worse – staff CPD – whole school and phase assemblies

ongoing Through lesson observations and data

SLT

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CAB

‘Learning team’ – group of pupils established to engage in learning walks and feedback to staff and pupils

Half termly Result of feedbackSLT

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2012/2013

English Action Plan

Targets:

To raise attainment in writing across the school To ensure the whole school approach to phonics is embedded thoroughly To continue to promote a reading culture within the school and beyond!

Success Criteria:

Standards in writing will improve across the school evidenced by standards in APP The school’s approach to phonics will be consistently and engagingly delivered evidenced by higher attainment Reading will be of higher profile and a love of reading will be exhibited by more children – of all attainment levels


initiative


making it happen?

Strategies,





Raising Attainment in Writing

LT/ English Team

Inset day in Sept to clarify expectations in terms of writing standards:

Inset day in Sept Monitor STPs and by observation

SLT

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‘teaching plans clear about the key learning for pupils, teaching flexible and responding to pupils’ needs as the lesson develops, and tasks meaningful, giving pupils real audiences and contexts where possible’ Ofsted – Moving English Forward

Handwriting – teachers’ and pupils’

Spelling – spellings set weekly, use of support for spelling document

Sentence warm ups to begin lessons

Use of intervention periods for those children remaining in the class room

Amounts and types of written work expected etc

This to be summarised in Teaching and Learning Handbook

English lessons to be clearly premised upon high quality AfL- which will be increasingly class specific as necessary

Monitoring of planning and through lesson observations

SLT

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Ongoing moderation of APP judgements – phase/ cross phase and external moderation

Half termlyBy results of external moderations

SLT

Expansion of the use of cross curricular opportunities for writing linked to practical outcomes beyond the classroom whenever possible – and greater flexibility in the timetabling and design of the English lesson.

During Aut term

Careful monitoring of planning for coverage –

Work scrutinies to monitor standards

SLT

Embedding of Whole School Phonics

English Team - KC/ KS1Phase

Leader

Re-visit Ruth Miskin phonics – strategies for delivery in staff meetings/ phase meetings

Staff meeting June 12 and staff

meeting Sept 12

Monitoring of phonics delivery on regular basis through lesson /group observations

English Team/ SLT

Purchase further phonics resources using matched funding catalogue

By March 2013 Feedback from staff English Team

Guidance to staff in organisation of phonics grouping following audit in Summer 2012

By Sept 12

Groupings re-evaluated later in the academic year

SLT/English team

SJD/SEN team Provision in place for those children highlighted by phonics

From July 12 and ongoing as needed

Data on progress SLT

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screen as needing support

Reading Culture

English team

Audit of children’s reading for pleasure – using materials adapted from NLT

Results provided for discussion Aut term.

July 2012

Results of audit reported to LT

Further action planned according to findings

SLT

LT/Eng team Provision of more whole class texts for years 2 – 6

Guidance on how to use whole class texts provided for staff

Ready for Sept 12

STPs / focused pupil discussions/ lesson obs

SLT/English team

Anne Fine – visiting author for book week Nov 15th – All children in yrs 2- 6 will have studied an Anne Fine novel and have prepared work for display

Book week Nov 12th – 16th

Monitoring of work/ feedback from children - fpds

SLT/English Team

Anne Fine will speak to parents about reading on evening of Nov 15th

Nov 15th Feedback from parents

Visiting author/story teller will read to children in nursery/reception and year 1

Book week Nov 12th – 16th

Feedback from staff

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Re introduction of expectation that there is quiet reading time at some point in the day – possibly during registrations am and pm

From Sept By observations

Revision of timetabling of English lessons to ensure time for reading

By SeptFeedback from staff/ impact on standards

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BALSALL COMMON PRIMARY SCHOOL ACTION PLAN

2012/2013

Mathematics Action Plan

Targets:

To maintain attainment at the higher maths levels To raise attainment in mathematics of the children across the school who are working just below the floor To ensure the whole school approach to calculation is embedded To develop further teacher subject and pedagogical knowledge through CPD – Ray Maher To introduce the ‘Numeracy Passport’ and move towards knowledge of all multiplication tables by age 9 To introduce specific maths intervention programmes in KS1

Success Criteria:

Standards in mathematics for those working below the floor level will improve across the school evidenced by standards in APP and tests The school’s approach to calculation will be consistent across the school Teachers’ subject and pedagogical knowledge will have improved The ‘numeracy passport’ will be used across KS2 and children in KS1 will have better knowledge of multiplication tables The gap between those children identified as needing support and the attainment of the rest of the cohort will have narrowed


initiative


making it happen?

Strategies,





20

Raising Attainment in Mathematics

SLT/ Maths Team

Set out expectations for mathematics development in school – expectation in terms of attainment, points progress and in terms of knowledge of multiplication tables, calculation routes etc

Inset Day – Sept

Feedback from staff re clarity of expectations

SLT

CPD linked to whole school approach to calculation

Aut and then termly

Impact on teaching – lesson observations

SLT

APP – continued moderations of APP – phase, cross phase and external

Termly

Results of moderation and validation by external moderation

SLT

Revision of approach to use of schemes of work in maths – ensuring that focus is on the needs of the children to develop strategies and secure concepts rather than on rigid movement through scheme of work ‘blocks’

Summer staff meeting 2012 and re-emphasised in Sept inset

Data and work scrutiny SMT/SLT

Whole school approach to calculation

SLT/Maths Team

Revision of whole school calculation route by LT and maths team – SM and NI. This then communicated to staff in staff meeting Summer term

2x1 for SM/NI

Calculation routes decided and

communicated to staff by Summer

12 for implementation

Monitoring by lesson observations and work scrutinies to ensure whole school policy is

SLT

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2012 Sept 12 followed

Whole school calculation policy shared with parents – through meeting for parents and provision of online and paper details of policy – together with software for them to use at home with their children for 20 -30 mins per week

Meeting for parents Aut term

(Thursday 20th

September)

Feedback for parents – evaluation forms and impact on performance (data)

SMT/SLT

Re-visiting of setting policySLT/Maths

Team

Setting policy for KS2 to follow guidance in policy document of top set and 2 parallel middle/lower sets except in year 6.

Staff informed in Summer 12 in

preparation for Aut term

SMT to report back to LT on setting arrangements in their phase

SLT

Revision of school week in terms of maths planning for middle/lower sets (and lower set year 6 for Aut term)

SLT/Maths Team

Lower/middle sets to follow specific programme of days:-

3 days calculation policy 1 day shape and space 1 day problem solving/

investigations Following a four part lesson: -

Mental oral starter Modelling of main tasks Differentiation of

groups –Groups 1 and 2 using and applying concepts and groups 3

Staff meeting Summer Term – re- emphasised

Sept inset

Monitoring of planning, lesson observations and focused pupil discussions

SMT/LT

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and 4 tasks practising and developing main modelled task

Plenary – AfL

Development of Subject and Pedagogical knowledge

SLT/Ray Maher

Support from Ray Maher in terms of analysis of strengths and potential areas for development – followed by CPD in extended staff meetings

3 meetings with gap tasks to perform in between those meetings

X 3 pm sessions with

Ray Mayhr followed by a staff meeting

2 sessions early aut followed by a feedback session and staff meeting

Feedback from staff/ monitoring of lessons

SLT

Numeracy Passport and expectation that multiplication tables are secure by age 9

Maths Team/ Ray Maher

Introduction of the Numeracy Passport – including assessment of which passport is suitable and need to provide the passport below the one they need so as to give confidence to begin with.

Staff meeting to introduce the

passports to staff – Aut term

Data and FPD re numeracy passport

SLT

Parents workshop to introduce Numeracy passport

Jan 10th 2013, 5.30pm

2nd half to Aut term – date tbc

Feedback from parents – evaluation forms

SMT/SLT

Expectation that multiplication tables are secure by age 9

Year 1 - x 2, x 10

Throughout year and assessments at each half term

Data derived from numeracy passports / and or multiplication tables tests

SLT

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Year 2 - x5 x 3, x 4,

Year 3 - x 6 x 7,

Year 4 - x8, x9

Intervention Programmes for KS1

LT/SEN team / Maths Team

Introduction of interventions for groups of children in KS1 who are identified as needing support:

Every child counts Max’s Marvellous

Maths Wave 3 tool kit (KS1

and KS2 as needed)Children to be withdrawn for interventions but not from maths lessons (or those of other core subjects)

Time to train TAs in

delivery of programmes

Training for TAs/teachers in

specific programmes

Feedback from class teachers / data / focused pupil discussions

SMT/SLT

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2012/2013

Curriculum Action Plan

Targets:

To remain aware of new government initiatives in regard to statutory requirements and non-statutory advice To take advantage of the opportunities which academy status presents in terms of re-invigorating and re-designing aspects of the curriculum To encourage teachers and teaching assistants to become more reflective practitioners and to develop their own practise To develop the ‘insight’ website so as to provide more information for parents about their children’s life at school and progress.

Success Criteria:

Gov, SLT and subject leaders will be fully aware of all advice pertaining to the curriculum which is issued from the DfE and steps will be taken to evaluate and implement any necessary or advisable changes

The curriculum will have been evaluated and adapted to provide the best possible learning experiences for all children Staff will feel more involved in the process of CPD and will be keen to develop their own practise The ‘insight’ website will provide information which is readily available and useful for parents


initiative


making it happen?

Strategies,





25

Awareness of statutory and non-statutory initiatives

CAB Updates given to staff when they arise – from DfE,

Ongoing throughout 2012/2013 Reports to governors

LT/Gov

Establish working party of staff to work on curriculum innovation

CAB Working party of staff volunteers to meet every two weeks to discuss issues relating to the curriculum development

Beginning Summer 2012 and ongoing

Notes will be kept of content of meetings and staff attendance will be an indication of degree of success

LT

Staff to discuss the following:

School aims National Initiatives such

as proposed new curriculum

How we can achieve those aims through curriculum

What we believe is good/outstanding in our curriculum

What we would like to change

How to set about change

As above Reviewed aims/ curriculum changes to be presented to LT/SMT/ staff/ Pupils/ governors for discussion

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Staff in working party to trial aspects of initiatives decided upon

Feedback to working party (as in ‘gap tasks’)

LT

New LTP/MTPs produced as necessary to ensure continuity and progression in all areas of the curriculum

CAB/Subject Leaders

As curriculum is adapted changes to LTP and MTPs will be made and these will be introduced to staff

Time given for subject leaders to work on MTPs as needed

Throughout Aut term

LTP/MTPs will be ready for use by teachers as needed

LT

Develop reflective practitioners through establishing teacher learning conferences

LT

Staff to work in teacher learning conferences (phases) which meet at least monthly to reflect on their own practise and develop further expertise in learning and teaching

Staff meeting or phase meetings

monthly

Feedback from staff about the success of these conferences and the impact of reflective practise on learning and teaching

LT

27

BALSALL COMMON PRIMARY SCHOOL ACTION PLAN

2012/2013

Academy Action Plan

Targets:

To ensure the continued smooth transition to academy status Governors to support the school with regard to strategic spend To be alert to possible sponsorship/funding streams

Success Criteria:

That the school is solvent, successful and sustainable and the end of its first year as an academy


initiative


making it happen?

Strategies,





28

BALSALL COMMON PRIMARY SCHOOL CURRICULUM PRIORITIES OVERVIEW

SUBJECT: English Subject Team: C Baker, K Clamp, E Sidwell, F Daniels

OVERVIEW OF PREVIOUS YEAR

STRENGTHS AREAS FOR DEVELOPMENT

English Team with regular minuted meetings and planned foci

Thematic curriculum with embedded linked opportunities for writing.

Synthetic phonics – Ruth Miskin methods and resources embedded in FS and developing in KS1

Sentence “starters” beginning the majority of all English lessons.

Successful interventions employed in UKS2 to improve boys’ writing

APP writing well established throughout school

Planned reading event – Anne Fine visit

Standards in writing Continued development of use of whole

class texts in years 3 and 4. Continued development of best practise

in phonics in KS1 and LKS2 Further development of use of library

through pupil librarians to issue books, recommend books and read to children.

Preparation for introduction of the ‘Technical Aspects of English’ tests in year 6 2013

PRIORITIES FOR NEXT ACADEMIC YEAR

30

Target(s):

To raise standards in writing across the school through stimulating English lessons clearly premised on good quality assessment for learning.

To further develop a reading culture, evidenced by greater participation in reading for pleasure – particularly for those who are below age related expectations

PRIORITIES ACTIONS RESOURCES

AUTUMN 2012

Re-establish existing good practise – further embedding with staff and making new staff aware of expectations.

Continue to embed Ruth Miskin synthetic phonics in KS1 and LKS2.

Development of use of whole texts to provide better resources for reading and also models for writing – years 3 and 4

Use of APP to better inform next steps and to raise standards in reading and writing

CPD in ‘Technical Aspects of English’

Book Week 2012 – Nov 12-16. Anne Fine to visit school on 16th with sessions for children and an evening for parents

Establish pupil librarians

Inset day Sept to establish expectations in regard to handwriting, spelling, sentence warm ups, intervention sessions, amounts and type of written work and that all should be grounded in high quality AfL

Kate Clamp to continue to monitor phonics provision to ensure that it is rigorous and engaging. Staff meetings throughout terms to remind staff of best practise.

Further whole class texts purchased – years 2 – 6. Work with years 3 and 4 to ensure that whole class texts are used successfully to both engage children in higher level reading and to provide opportunities / inspiration for writing

Standardisation meeting Aut term to ensure all staff including new staff agree levels.

Continue to monitor use of reading journals to provide ready evidence for APP.

Staff meetings to give further support in the teaching of technical aspects of English – particularly grammar

Ensure that all children – years 2-6 have experience of Anne’s books. (All to study one whole class text and other reading alongside to be encouraged). Displays in school prior to week

Pupil librarians to be trained in use of library computer and to help inspire children in their reading.

Inset time

Time for monitoring

Cost of whole class texts

PTA to fund visit

31

SPRING 2013

Ensure all staff are following established expectations for handwriting, spelling etc as clarified in Sept.

Ensure best practise in phonics sessions – and in whole class teaching

Development of use of whole texts to provide better resources for reading and also models for writing


Continue to monitor through planning and lesson observations and address any issues immediately

Continue to monitor phonics provision through planning, observations and focused pupil discussions

Monitor use of whole texts and continue to provide copies of texts if needed.

Moderation meetings and monitoring of use of APP – in record keeping and planning

Further CPD in staff meetings

Survey pupils about library and survey librarians about their role.

Time for monitoring

Further text provision if necessary

SUMMER 2013

Phonics – to ensure best practise

Raising standards in writing – through initiatives this year

Development of use of whole texts to provide better resources for reading and also models for writing


Analysis of data indicating phonic levels and success of initiatives this year. Plan developments for next year.

Data scrutiny – analysis of degree of writing improvement and next steps

Review success of use of reading journals and prepare for development of “reading for writing” journals in next academic year.

Analysis of APP in terms of meaningful use by staff

Audit of pupil/staff views. Report to LT/gov

32

BALSALL COMMON PRIMARY SCHOOL CURRICULUM PRIORITIES OVERVIEW 2012/13

SUBJECT: Maths Subject Team: Sarah Miller, Neil Ireland, Joanne Brewer



Focussed pupil discussions carried out and feedback to SLT

CPD in staff meetings: Implementing SIAS team’s advice: inc. WAVE strategies where appropriate

Economic wellbeing focus – link to PSHE, started using My Money

Numicon initiative

Rework objectives / expectations per year

Routes through Individual targets to be child-driven CPD of staff Maths displays throughout the

school (KS2 survey focus) Link maths into other areas of

curriculum (incorporate into curriculum review by all subject leaders)


PRIORITIES ACTIONS RESOURCES33

Target(s):

Raise attainment by reviewing expectations and objectives in each year group (tables secure by which year, points progress needed

Rework the routes through for 4 basic operations by levels (also calculators and mental routes)

Targets to be child-friendly, monitored by the pupils and based on the “Passport” idea

AUTUMN 2012

Set out expectations for a pupils progress through the school (eg When 4 operations are taught and when tables should be known, Ma2 focus)

CPD – linked to calculation approach

Continuing monitoring of data, lessons and plans

Meet NQTs re plans, resources, APP etc Check APP is being completed in Incerts

Routes through of basic operations, mental maths strategies and use of calculators reworked (by levels not year group)

Start to set up new targets for all pupils – Passports

Inset in September (GTB or SM?)

Ray Mayher to help assess strengths / weaknesses of school currently. Followed by staff meeting time

Analyse data – are target groups achieving? Is intervention necessary? Is CPD impacting lessons?

Spend time with NQTs and new staff (if any)

Regular moderation meetings

LT and maths team to review, share with staff and parents

SLT and maths team (with Ray Maher?) meet and discuss actions, prepare resources, train staff in staff meeting towards end of Autumn term (or early in Spring term)

Staff meeting time

Release time

Release time, staff meeting time (parents information evening?)

Release time, staff meeting time

34

SPRING 2013

Review and implement objectives / schemes of work in line with new curriculum – not using the blocks of the old framework. Based on ability of children not what year they are in...

CPD – linked to calculation approach (eg teaching of times tables)

Check APP is being completed in Incerts Set up new targets for all pupils –

Passports

Cross-curricula links Maths displays

Continuing monitoring of data, lessons and plans

Analysis of RAISEonline Feedback on half-yearly data in

governor’s report

Maths team and SLT to produce guidelines for all staff – possibly a list of objectives for each level (link to passport targets)

Ray Maher / Maths team to provide CPD Monitoring and lesson observations by SLT

Regular moderation meetings Introduce passports to all pupils...

Foundation to Y6 Work with other subject leaders to link in

maths Improve interactivity / use of displays

(particularly in KS2) monitoring and lesson observations by

SLT

analyse previous year’s data and feedback to SLT

Release time

Staff meeting time

Staff meeting time

Staff meeting time

Release time

SUMMER 2013

CPD – linked to calculation approach

Check APP is being completed in Incerts Cross-curricula links Maths displays Continuing monitoring of data, lessons

and plans

Ray Maher / Maths team to provide CPD Monitoring and lesson observations by SLT

Regular moderation meetings Work with other subject leaders to link in

maths Work with individual staff to improve

usefulness of maths displays monitoring and lesson observations by

SLT

Staff meeting time

35


SUBJECT: Science Subject Leader(s): Emma King



Silver Level PQSM completed and achieved

Sc1 increasingly developed through paired/small group practical investigations

APP introduced – standardisation and first phase moderation has been completed.

Fieldwork and opportunities for science outside of school occur

Self and Peer assessment sheets implemented for each unit of study

Opportunities for more fieldwork in local area

Continue to raise the profile of science to reflect core subject area status

Develop use of APP – consider using INCERTS

Audit the Science curriculum and write new units of study to build in greater opportunities for Sc1 and APP assessment.

Develop links with Maths (measuring) and further opportunities for ICT


36

Target(s):

To raise standards of attainment in science across the school

To ensure that whole school initiatives undertaken through PSQM last academic year are acted upon

To write a new curriculum for science, making greater Sc1 opportunities and building in observation opportunities to support the use of APP. Implement any necessary CPD to support these changes.

Use of Science APP to inform next steps for Sc1 enquiry and improve standards

To develop measuring links within science and make links with the maths curriculum for MA1 and MA3.


AUTUMN 2012

New Curriculum – to collaborate with CB and KB to produce new science units for autumn and spring term. Hopefully time allocated in advance of autumn term, to produce autumn term plans for implementation from September 2012.

PSQM Whole School Initiatives undertaken –

continue to improve the status of science in school, through display in corridor areas, classrooms and the grounds to reflect the value that we give science.

ensure that the Science Investigative planner implemented in January 2012 is being used accurately and purposefully across school.

monitor use of child speak peer and self assessment sheets in place for each unit from Year 1 upwards.

monitor practical science and the size of groupings for these experiments.

Raising Standards –

ensure that half term assessment are being carried out, through use of Rising Stars Assessment and APP .

use of APP to better inform next steps and to raise standards in science

National Science Initiatives -ensure that the school is up to date with movements in science teaching and assessment nationally.

CB, KB and EK to meet to discuss ways to move our science curriculum forward. EK to then formalise the plans onto MTP agreed format.

EK to lead staff meeting where visual learning walk to be taken again with staff. Revisit aims of PSQM and what we have put in place last year.

Workbook scrutiny and planning scrutiny to be carried out each term by EK. Monitoring of incerts usage for Sc2-4 and APP being completed for Sc1.

EK to monitor usage of adapted Northumberland Grid for learning sheets through workbook trawls each term.

Planning scrutiny looking for evidence of Sc1. Class observations and focused pupil discussion to confirm children’s views on groupings and activities

EK to review solgrid data as part of subject leader monitoring, to ensure that year groups are compiling data. EK to look for evidence in plans that APP and levels is driving future planning in science.

Phase moderation of science, with implementation of first cross phase moderation for science.

EK to read ASE website at least one a month to keep up to date with developments in science education

Meeting time with CB and KB

Science staff meeting

Subject monitoring time

Groupings size – resources audit to ensure enough equipment available to support paired work .

Phase meeting dedicated to science moderation

Time to be found by EK as personal CPD

37

SPRING 2013

New Curriculum – to collaborate with CB and KB to produce new science units for summer term.

- highlight opportunities for measuring - highlight opportunities for ICT


Monitor science displays and vocabulary boards – develop use of children’s questions and thoughts as part of these displays.








CB, KB and EK to meet to discuss ways to move our science curriculum forward. EK to then formalise the plans onto MTP agreed format.

Workbook scrutiny and planning scrutiny to be carried out each term by EK. Focus on the impact of the new plans last term.

Monitoring of incerts usage for Sc2-4 and APP being completed for Sc1.



Analysis of mid term data to indicate state of play

Staff meeting to review styles of science recording as a means of raising standards – review staff meeting from May 2011.

Phase moderation of science.


Meeting time with CB and KB

EK to meet with CE and KP to discuss ICT links




Staff meeting for science

Phase meeting dedicated to science moderation


38

SUMMER 2013

New Curriculum – develop opportunities for ICT


Monitor science displays and vocabulary boards – develop use of children’s questions and thoughts as part of these displays.








EK to meet with CE and KP to look at opportunities to develop use of ICT for recording, measuring and observation in science.

Workbook scrutiny and planning scrutiny to be carried out each term by EK. Focus on the impact of the new plans last term.

Monitoring of incerts usage for Sc2-4 and APP being completed for Sc1.



Analysis of T5 data to indicate progress made over the year.

Phase moderation of science.


EK to meet with CE and KP to discuss ICT links




Staff meeting for science


39


SUBJECT: ICT Subject Leader(s): K Prescott J Ferris



Progressions of learning from year group to year group

ICT scheme of work that incorporates new technologies

Cross curricular use of ICT is improving Development of medium term planning On line portfolios showing children’s

work

Use of technology by learners e.g. video, animation, podcasting

Home access Gaining of E-safety award Use of school website by learners



40

Target(s):

To promote safe use of technology by all users.

Provide better access through ICT to home learning

All planning to be reviewed to ensure progression through the units of work

AUTUMN 2012

Review assessment of ICT

Review planning for Year 1.

Improve ICT provision for Launch Pad

Look for different methods of assessing ICT. May need to come from other areas as ICT is now more cross curricular.

Look at which programs of study have worked over the past year and which have not. Look at alternatives and develop into a progressive scheme of work rather than one off units.

Build in end of unit tasks.

Get new ipads up and functioning properly.

Review provision of other ICT equipment in the Launch Pad.

Internet safety assemblies for all age groups.

Use of ICT planning to deliver core units of internet safety – email, websites, validity of information etc..

Laptops @ £400

41

SPRING 2013

Monitor teaching of ICT in Nursery and Reception

Introduce podcasting to website

Review use of Solgrid as Learning platform

Internet Safety

Progress E-safety award

Review planning for reception. Does it meet the requirements? Are learners becoming confident in using technologies safely and independently?

Set up sections in each year group’s home pages where podcasts can be put – these can then be used by staff to record children reading their work and can then be played at home. This will support literacy in the classroom and build links between the classroom and home.

Solgrid is not the easiest system to use, nor does it fit with the BCPS website. Investigate what other schools are using.

Promote use of learning platform for sending home homework and tasks.

February – Safer Internet day (Feb 2013).

Kidsmart workshop

Depending on success of E-safety award in Autumn Term, look to progress further through the system by looking at next steps.

Using children’s photographs taken on arts week in Dunfield, build in plan for training in how to use photoshop to enhance and alter their work.

Subject Leader release time

Training time for KP to learn how to use efficiently – then time for small group training ( 1 person per year group initially)

Assembly for children and possible parent workshops (1 day and 1 evening?)

42

SUMMER 2010

Review LTP

Software training for staff

Develop planning and progression for ICT G&T

Review the Long Term Plans to ensure that they still tie in with any re-worked curriculum plans. Units can be moved around to suit.

Identify two or three software programs that are being underused and demonstrate to staff how they can be used in lessons to support the wider curriculum as well as promote ICT skills.

Look for ways in which G&T can be challenged – links between schools, away day etc

Pupil review to audit feedback on provision of ICT and development of ICT skills.

Subject Leader release time

Staff meeting

43


SUBJECT: Design and Technology Subject Leader(s):Judith Holmes



Year 1, year 4, year 5, all demonstrate a good understanding of the process, so outcomes are good with a clear user and purpose identified.

Resources are available for the making of quality products.

Ensuring there is a clear user and purpose for the designs and that they are fully evaluated.

Keeping the subject vibrant by widening the range of contexts so that it doesn’t become stale and loose its edge.

EYFS Community links.


Target(s): To revise the position of Design and Technology within the new school curriculum.


AUTUMN 2012

To review the curriculum in light of government directives and to update and breathe new life into some of the existing plans ensuring that the key priorities of a user and purpose are maintained. To be part of curriculum design group in school.

Monitor books and plans to ensure full units of work have been completed.

Review Design and Technology in the light of the new EYFS curriculum where D & T now comes under creative development and named specifically as design and technology.

Survey of which units work well which are tired and where they have difficulties and need more support.

Look for even stronger links between subject areas.

Attend Primary Advisory Group.

Work and lesson scrutinies.

Re- write medium term plans for EYFS.

Consumables depending on outcomes.

44

SPRING 2013

To review current assessment procedures and support staff in making more informed judgements.

To make links with community, science and engineering associations. (carried over from last year).

Audit incerts statements and build self and teacher assessments into units of work.



TIME!

Replenish consumables.

SUMMER 2013

To re-write or edit existing plans once the new school curriculum has been designed.

Monitor books and plans to ensure full units of work have been completed.

Develop units of work according to findings.



Time

Consumables

45


SUBJECT: HISTORY Subject Leader(s): Elizabeth Brookes



History is taught throughout the school in a thematic way. It lends itself well to cross-curricular activities.

It is a focus for most year groups in 2 out of the 3 terms. Where history is not a curriculum focus, links can be made through other subjects and topics (Year 3 – Dinosaurs and Pre-historic life; Year 6 – Government and the history of the British parliamentary system)

Trips and outside agency visits are multiple and enhance the children’s learning.

Our children greatly enjoy the subject and this is reflected through FPDs and questionnaires carried out this academic year.

All year groups well resourced with a range of materials to enhance learning.

Jubilee week learning about the history of the British monarchy was a great success with a range of history taught and a chance to share this learning with parents at the open afternoon.

Liaise with CB to establish/adapt a new history curriculum based on new government ideas and our status as an academy which may give us a little more freedom with topics.

Look at more opportunities for trips and visits, particularly for Year 1, who would like a museum trip for their Toys topic that does not overlap or interfere with Year 2’s trip to St John’s Museum in Warwick. Year 4 Egypt trip/visit.

Create a new scheme of work for Year 2 to incorporate more work on the Victorians to link with their current schools topic. This may involve dropping The Great Fire of London mini topic and so I will need to liaise with CB.

Opportunity to study STPs and ensure all key skills objectives are being logged on plans and met.

Opportunity to observe history being taught throughout the school to ensure a range of teaching methods is being applied.

PRIORITIES FOR NEXT ACADEMIC YEAR (2012-2013)

46

Target(s):

-To develop historical interpretation as well as historical enquiry and look at sources from different viewpoints

-To update and develop LTP/MTPs to make better links with a new thematic curriculum.

- Create the Victorian scheme of work for Year 2.

- To further develop the assessment of history throughout all key stages.


AUTUMN 2012

To monitor the teaching and learning of history in KS1 and KS2.

Continue to look at MTPs for new thematic links.

Lesson observations.

Collect evidence of work from Years 4 and 5– including photographs and written work.

Liaise with CB over LTP for History and make appropriate changes to MTP to assist in delivery of history throughout the school.

Develop a scheme of work for Year 6 Government topic that incorporates more history, particularly chronology and interpretation.

Observe history being taught throughout KS1 and KS2 to determine strategies and methods being applied and ensure comprehensive coverage of subject and objectives are taking place.

Time

Photocopies of pupil work.

Time

Time

47

SPRING 2013

To monitor the teaching and learning of history in KS1 and KS2.

To continue to monitor MTP/STPs to ensure coverage of key skills and cultural diversity, as well as cross-curricular links.

To continue to develop resource bank tailored to more historical interpretation so that children can look at both sides of arguments (e.g. Year 6 Wind rush Propaganda)

Complete focused pupil discussions and collect in books for work scrutiny. Collect 9 books (T,M,B) from Years 2 and 6.

Review plans in shared area at the start of each topic. May then review annotations of own plans after topic has been taught.

Review resources already in school and find new resources to further enhance this area.

Attend history courses that could inform and advise on useful resources and ideas.

Time

Time

Time

Courses

48

SUMMER 2013

Continue to monitor MTP/STPs.

To monitor the teaching and learning of history across the key stages.

To monitor and assess staff views of new initiatives this year.

Lesson observations

Plan history curriculum for next academic year – as it is the school’s centenary

Complete focused pupil discussions and collect in books for work scrutiny. Collect 9 books (T,M,B) from Years 3 and 1.

Complete focused pupil discussions and collect in examples of work of all mediums (written, photographic, video, etc.)

All KS1 and KS2 staff to complete a questionnaire about their personal strengths and areas for development in history and also assess their feelings towards the subject as a whole and their children’s learning.

Give staff opportunities to offer advice about how they would like to see their curriculum developed further, based on new initiatives already introduced this year and any fresh ideas they have which could enhance the subject throughout the school.

Observe history being taught throughout KS1 and KS2 to determine strategies and methods being applied and ensure comprehensive coverage of subject and objectives are taking place.

Work with CAB to plan curriculum changes for Sept 13 to include whole school study of aspects of the history of the school

Time

Time

Time

Release time

49


SUBJECT: Geography Subject Leader(s): Helen Benarous



Thematic curriculum encouraging stimulating geography teaching.

Opportunity to create dedicated ‘Geography Weeks’ in response to external events eg. Olympic Week to inspire both staff and children.

Links with history co-ordinator.

Mapping skills.

Field trips for all year groups.

Development of medium term plans.

Assessment.


50

Target(s):

Place geography at the heart of the school wide curriculum overview.

Put mapping, back on the curriculum map!

Support more accurate assessment of geography throughout school.


Autumn 2012

Highlight the role of geography at the heart of curriculum development.

Introduction of new MTP’s for this term

Resourcing of library

Work as part of the curriculum development team to build a new, exciting and relevant curriculum for BCPS in light of academy status and new curriculum advice from Government.

Liaise with the Geographical Association for advice on the above.

Work directly with year groups who will be following new MTP’s to ensure coverage and objectives.

Provide with assessment advice for topic, including exemplars of standards where necessary.

Advice on the expectations and practicalities of any new/revised fieldtrips for this term.

Search and purchase new books.

Time

Time

Spring 2013

Mapping - Re-vitalise mapping activities.

Re-acquaint teaching staff with national and BCPS specific expectations for mapping

Provide assessment advice for mapping including standards exemplar.

Introduce messy mapping ideas for Foundation Stage

Identify opportunities for cross curricular mapping activities in KS1 and KS2

Scrutiny of STP’s and children’s work, lesson observations, discussion with relevant teachers and FPD’s to ensure coverage.

Staff meeting time

51

Summer 2013

Implementation of revised curriculum plans.

Continue monitoring of implementation of new MTP’s introduced this year.

Monitor and assess staff views of new initiatives this year.

Revision of MTP’s for revised curriculum.

Support the introduction of plans.

Identify and fill any resourcing needs.

Scrutiny of STP’s and children’s work, lesson observations, discussion with relevant teachers and FPD’s to ensure coverage.

All staff to complete questionnaire on personal strengths and areas for development in Geography, attitudes to subject and children’s learning.

Staff to advise on developing curriculum further, including those with new MTP’s introduced this year and any ideas to enhance the subject.

Time

Money

Time

Phase meeting time.

52


SUBJECT: Art and Design Subject Leader(s): Megan Ross



A very successful arts week took place in February

The profile of art has been raised this year and lots of children have been involved with projects in school (redecoration of swimming pool, healthy tree for health centre, painting scenery for scalextric track.)

Links with the local community: The health centre competition/healthy tree, horticultural show

Visit from Anthony James (Creaturama) to Yr 5 to make individual dioramas.

Dunfield Residential in year 4. Introduction of Art club Displaying high quality art work in the

corridors and the hall.

To continue to raise standards of work produced.

To continue to raise the profile of art To ensure that assessments are

recorded regularly and Incerts are completed.

To monitor stock levels each term and order as necessary.

To continue to manage the budget appropriately, ensuring old stock is used first.

To ensure that each year group has sufficient and appropriate art materials for their units of work.

To gain feedback from each year group about their units of work. Speak with CB to discuss any changes that might need to take place.


PRIORITIES ACTIONS RESOURCES53

Target(s):

To raise the profile of art by having another arts week

To look into the re-application for Arts Mark Gold.

To monitor sketchbooks and assessments

To become more aware of when art units are taking place particularly in KS2 and to gather evidence of finished work.

AUTUMN 2012

1. Raise the profile of Art - Plan Arts Week

2. Monitor sketchbooks for KS1 and planning

3. Begin to look into the processes involved with re-applying for arts mark.

4. Speak with class teachers about when art units are taking place.

Prepare resources for all staff – Work with JA to organise music and art activities. Organise a visit from an artist.

Collect in sketchbooks - feedback to class teachers

Look on the arts mark website; go through information given during the Arts Mark conference I attended.

Arrange a time with class teachers to come and photograph finished pieces of work. (continue throughout the year)

Time – liaising with visiting artists, JA and senior management

Release time

Internet

SPRING 2013

1. Oversee Arts week

2. To meet with year groups to gain feedback about their units

3. Monitor assessment

4. To ensure stock is replenished

Speak with class teachers before arts week commences. Order resources needed.

Arrange a time to meet with each year group to gain feedback (positive or negative)

Monitor Incerts

Check resources for upcoming art units and use old stock to replace used stock.

Extra budget needed for arts week.

Time

Release Time

SUMMER 2013

1. Gain pupil’s opinions about art at Balsall Common

2. Monitor Key stage 2 sketchbooks and planning

3. Audit resources and complete orders ready for Aut 2013

Conduct pupil questionnaires

Collect in sketchbooks - feedback to class teachers.

Email to staff and consult with year groups about resources needed, audit stock, complete orders

Release Time

54


SUBJECT: MUSIC Subject Leader(s): Jenny Aviss Laura Davies

OVERVIEW OF PREVIOUS YEAR 2012 - 2013


Wider opportunities programme for learning a stringed instrument in year 3

A small orchestra

Take up of children who want to learn a musical instrument

Teachers’ confidence in delivering the music curriculum

Development of orchestra and string ensemble


Target(s):

To develop string ensemble within the school

To develop orchestra within school

To ensure a smooth hand over to Laura Davies who will take over Music


AUTUMN 2012

Establish timetables for peripatetics

Timetable clubs – choir, rock band, string ensemble

Prepare for Young Voices

Arrange Christmas performances to the wider Community

Christmas Concerts Apply for Music Dunfield

Liaise with peripatetics – email lesson times to teachers. Inform children of times.

Promote clubs in assembly

Provide choir with CD and songsheets

Phone Oak Trees, Michael Blanning, Knights Court and Rose Court to arrange visits.Contact Blooms and organiser for Save the Children

Liaise with Phase Leaders in KS2

Consult school diary for an appropriate date and apply

Application form from SSMS

Release time

55

SPRING 2013

Prepare for Music Dunfield

Arrange concert date for Yr 3 strings to showcase progress made

Allocate places, collect in final payments, medical forms, behaviour contracts, swimming permission and number of adults attending the concert. Attend meeting at SSMS. Meet later on in the term with the other schools involved.

Consult Leadership team and diary

Dunfield pack

SSMA

SUMMER 2012

Arrange date for summer concert for those learning an instrument

Audition Years 3,4 and 5 for instrumental tuition next academic year

Complete buy back form for SSMA

Hand over of subject to new Subject Leader

Consult Leadership team and diary

SSMS

Obtain budget figure from Maggie

56


SUBJECT: P.E Subject Leader(s): James Ferris/Katie Maycock



The new ‘P.E Primary’ planning is now fully implemented across the whole school.

Highly successful, inclusive and improved after school provision – year 1 to 6.

Qualified sports coaches for games lessons – year 3 to 6.

Amount of children representing the school in a variety of sports.

Pupil views on P.E and games (focussed pupil discussions)

G and T squad coaching.

Monitoring of P.E planning evaluations.

Challenge and differentiation of P.E lessons.

The use of INCERTS for assessment.

Staff professional development

Re-establish the Activate Programme


57

Target(s):

- To raise the standard of P.E by ensuring class P.E lessons are well differentiated and challenge high ability pupils.

- To review lessons regularly identifying the progress pupils have made and to inform next steps in learning.

- To develop the assessment of P.E throughout all key stages.


AUTUMN 2012

Re-establish the use of the P.E primary planning, resources, assessment and expectations.

Organise the ‘Playground Leaders’ for the new year 6 cohort.

Re-implementation of the ‘Activate’ programme.

Pupil participation in P.E and games lessons.

Monitoring of P.E planning evaluations.

Monitoring for progression of skills – in P.E lessons.

CB to include guidance on the use of the P.E Primary planning, INCERTS and the need to evaluate units of work during INSET in September.

Meet with NI and dinner supervisors to organise the new system of playground leaders.

Meet with CB to discuss how we can implement the ‘Activate’ programme across the school and how this would enhance the curriculum.

Re-establish with pupils and staff the importance of full participation in P.E and games lessons. Re-draft letter to parents for pupils not taking part in lessons. E.g. lack of kit!

Examine teacher unit evaluations in class P.E for each year group. Ensure there is a full coverage of knowledge and skills

Complete a lesson observation in KS1 examining the skill development and challenge for high ability pupils.

INSET time

Meeting time

Meeting time

JF time

Monitoring time

Monitoring time

58

SPRING 2013

Staff professional development

Evidence of pupil achievement and progress in P.E

Monitoring of the use of P.E INCERTS across the school.

Examine the role that P.E will play in the BCPS curriculum.

P.E resources

To further develop the P.E curriculum

Identify with staff what areas are needed for staff professional development. Book appropriate training for staff.

JF to examine methods of assessment and ways to show progress in P.E to inform assessment. Discuss with P.E link advisor for ideas. Are there any areas that INCERTS don’t cover?

Identify from INCERTS the progress that pupils are making in P.E. Are there areas of weakness that need addressing? What are the levels comparing to NA?

Discuss with the curriculum team the role that P.E will play in the new curriculum as it is developed.

Give staff an opportunity to request resources to improve the quality of class P.E lessons.

Meet with CB to identify government requirements as part of the new curriculum and our academy status.

Staff meeting time.

JF time

Monitoring time

Meeting with CB

P.E Budget

JF time

59

SUMMER 2013

High quality preparation and representation at the Borough Sports athletics meet.

Standards in P.E – across the whole school.

Monitoring for progression of skills – in P.E lessons.

Level of competition at Sports day 2013.

Pupil and staff views of challenge in P.E and games at BCPS

Ensure that are representatives in EVERY event at the borough sports and they are extremely will prepared during squad coaching by KG.

Critically evaluate INCERTS to identify areas of weakness in skills and learning in P.E, using this knowledge to inform the prorities for P.E teaching and learning for 2013-2014.

Complete a lesson observation in KS2 examining the skill development and challenge for high ability pupils.

Together with KM re-organise Sports day to include more competitive events for G and T pupils to reach their potential.

Complete a whole school survey and or FPD’S. Analyse the results giving ideas for priorities for the 2013-2014 academic year.

JF time

Staff meeting time

Monitoring time

JF time

Monitoring time

60


SUBJECT: MFL Subject Leader(s): Claire Revell



-Pupils from Year 2 - 6 continue to have a weekly 40 minute French lesson.

-There is a complete scheme of work in place for Years 2-6 which shows continuity and progression.

- A large number of ex-pupils complete their French G.C.S.E. at the end of Year 9.

-More opportunities are needed for assessment, especially for LKS2.

- Incorporate ICT more into lesson plans.


Target(s):

-Increase assessment opportunities in Years 3 -6.

-Incorporate ICT more into lesson plans.

-Encourage more spoken French through role play etc.


AUTUMN 2012

To introduce assessment opportunities for units taught in the Autumn term in Years 3-6.

At the end of each unit, provide pupils with an assessment sheet, mainly focusing on listening and reading. If suitable, start to assess writing but provide pupils with a model, word bank to help them construct sentences.

Use LTP to identify opportunities for assessment.

61

SPRING 2013

To continue to provide assessment opportunities for new units.

To incorporate ICT more into lesson plans.

See above.

Ideally, I would like to see an interactive whiteboard installed into the theatre. This is so that ICT can easily be incorporated into lessons. At the moment, most French lessons are taught alongside ICT lessons so the ICT suite isn’t available. This makes it quite difficult to use ICT. Laptops are used at the moment but are quite time-consuming (especially with the younger children).

See above.

An interactive whiteboard in the theatre.

SUMMER 2013

To continue to provide assessment opportunities for new units.

Encourage more spoken French through role play etc.

See above.

Following FPDs, pupils find speaking French harder than reading, writing or listening to the language. With this in mind, I will plan in more opportunities for speaking French, mainly through role play.

See above.

Use LTP to identify more opportunities for speaking.

62


SUBJECT: PSHE Subject Leader(s): Linda Chesshire, Katie Baker



Children are given strong boundaries through our behaviour policy including the zoneboard.

There is a strong liason between pupils, staff and lunchtime supervisors.

Children have the emotional literacy to express their feelings and opinions confidently and to listen to others with empathy.

The School Council continues to thrive and provides a voice for the children in the school.

Participation in the national Health Related Behaviour Questionnaire will provide useful information for planning and assessment next year.

Continued work on the Enhanced Healthy School model ensures continuity and high expectations and continual reflection on good practice.

Timetabling of PSHE sessions for KS2 as children are not receiving adequate education.

Reviewing Christopher Winter resources for SRE and drugs education and linking these to our present curriculum.

Reviewing and rewriting RSE policy. Ensuring continuity with subject leader

change.



63

Target(s):

1) Timetabling

2) RSE Policy

3) Development of drugs education throughout KS1 and KS2, linked to Science curriculum

AUTUMN 2012

School Council

Continuing RSE working party

Lunchtime Supervisors meetings

Review MTPs with year groups

Harvest visit

Kerb Craft

Set up interview process for new School Council members.

Arrange follow up meetings for the working party and report to Governors on progress.

Ensure a meeting is timetabled for every half term.

Meet with all year groups to ensure continuity and development of objectives.

Arrange for School Council to deliver harvest parcels to Oak Trees.

Set up a four week programme for Year 2 road safety.

KB and SLT

Working party and Governors meeting

Liase with J. Brereton

Individual year groups meetings

School Council

Liase with C. Shadbolt

SPRING 2013

Kerb Craft (Year 1)

RSE policy

Parent workshop

Establish four week programme for Year 1 road safety

Staff meetings and working party meetings to discuss resources and development of new policy and curriculum

Liase with C. Shadbolt

KB and working party

64

SUMMER 2013

Report to Governors

Planning

School Council to report to summer meeting of Governors on activities throughout the year.

Monitoring and pupil focus discussions to assess implementation of new planning and timings.

School Council representatives

3/4 members of each class

65


SUBJECT: RE Subject Leader(s): Alison Reynolds, John Ashton



The school maintains good links with local places of worship and Father Peter and Andrew have presented many assemblies throughout the school year.

New resources have been purchased ready to support the implementation of the new units of work.

To implement new units of work / RE curriculum throughout Y1 – Y6.

To increase educational visits linked to RE as outlined on the LTP and in the new units of work.

To finalise MTPs with objectives as appropriate and necessary.


Target(s):

1) To implement new RE curriculum throughout school (Y1 – 6)

2) To extend links with places of worship – arranging visits as specified in the new units of work.


AUTUMN 2012

To review the LTP for RE and implement new schemes of work throughout the school.

To allocate resources to support the new plans to year groups.

To arrange a visit to the Islamic Exhibition for Year 4.

Agree with Chris Baker the new units of work to be implemented in line with the new curriculum plans for each year group.

To distribute plans and resources to Y1 – 6.

Speak to Safeena at the Islamic

Release time to meet with CB.

RE resources from curriculum box /’ folders.

Islamic Exhibition

66

SPRING 2013

To complete a work scrutiny and conduct focused pupil discussions to review RE work from the Autumn term.

Arrange visit to St Peters for Year 1.

Arrange with staff to collect a sample of RE books and produce simple questions to pose to a small sample of children from each year group to gauge new units of work.

Speak to Father Andrew to arrange visit for year 1 children.

Speak to Gurdwara temple. Soho Road, Birmingham to arrange the visit.

Release time to complete work scrutiny/ FPDs.

SUMMER 2013

Arrange a visit to the Synagogue for Year 2.

Arrange a visit from a Buddhist teacher for Year 5

Complete staff questionnaire / gain feedback on the new units of work and associated resources.

Make contact with the Synagogue - 3 Monastery Drive, Olton, Solihull, B91 1DW.

Speak to members of the Buddhist temple, Sparkhill, Birmingham.

Meet with year groups or ask staff during a staff meeting for feedback on new units of work – prepare questions / prompts to use. Gain feedback on resources and use this to then identify any gaps / new resources required.

Possible staff meeting time to gain feedback on the new units of work / curriculum.

RE budget allocation (£500)

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