School Improvement Plan (2016/2018)

Overarching Aim For an outstanding Federation, which all staff and pupils are happy and proud to belong

Key: RAG Rating

Green= Outcomes Secure

Completed or on track to be completed as planned

Amber= Outcomes Secure

No risk to completion but amended in some way to ensure outcomes achieved

Red= Outcomes at Risk

Risk to outcomes being achieved and therefore contingency plans implemented

Context

This School Improvement Plan (SIP) is a working document used to set priorities and monitor progress throughout the year. It is written in the context of our newly federated schools; Wroughton Primary Federation, which consists of Wroughton Infant School and Wroughton Junior School. We are an ambitious school and we have high expectations for all our children and staff. We wish to be outstanding in all aspects of our work.

This document sets out the strategic priorities agreed by the Governing Body, Executive Head teacher, Heads of Schools and Senior Leaders. It is informed by the schools rigorous self-evaluation system, the most recent Ofsted report and by the Schools Vision.

Vision

When pupils join our community of learners, they are at a critical stage in their development as young people. Each child brings with them a unique and complex web of skills and needs. As passionate educators, we seek to enhance these skills and respond to these needs so that they feel confident in aspiring to a positive future. We strongly believe that whilst in our care, every child deserves the opportunity to realise their fullest potential. By promoting an environment which seeks to remove barriers to learning and nurture individuals, we encourage the very best from our pupils. The Wroughton Primary Federation is committed to helping children recognise and develop their many talents and, at all times, be Proud to Belong.

At the Wroughton Primary Federation we are ambitious and aspirational for all groups of pupils; we strive to create a culture of high expectations for all stakeholders within the federation. Leaders and governors are working to create a culture that enables pupils and staff to excel. They are committed unwaveringly to setting high expectations for the conduct of pupils and staff.

Our aim is to provide a safe, caring and inspirational environment conducive to learning.

Where all adults work in close collaboration to ensure that children are happy, safe and can achieve.

Where learning is recognised as a valued and lifelong experience.

Where every child is recognised and valued as an individual.

Where the learning and developmental experience is stimulating and varied, memorable and meaningful.

Where children develop a sense of self-worth through their confidence, creativity, social skills and interests.

Where children are encouraged to develop their intellect and academic potential.

Where children are encouraged to reflect on their accountabilities as learners and have ownership of the process.

Where an awareness of citizenship and their role within the local and wider communities is fostered in each child.

Where parents, staff, pupils and governors are justifiably proud of the children and the school.

Our Strategic Plan embodies our total commitment to ensuring every child at The Wroughton Primary Federation makes good progress. It is linked to the 2020 Vision Document as a preliminary audit of needs for the 21st Century Learner and in response to Shift Happens a snapshot of the acceleration effect of globalisation and new technologies.

STRAND 1

Leadership and Management:

To provide strategic direction for improving standards and driving improvements across our newly federated school

Context:

The federation of both schools (Wroughton Infant & Wroughton Junior) has presented challenges for leaders at all levels. The roles and responsibilities of all leaders who may or may not be new to their roles and/or phases, will be re-structured, developed and aligned to achieve equity in knowledge and skills specific to that role.

Linked Governors: Paul Gibbs and Sandra Parsons

Objective

Actions

Key Dates

Person Responsible

Outcome

RAG Status

1.1

Build leadership capacity at all levels, including governance, so that all leaders can deliver, monitor and evaluate high quality provision that allows all pupils to excel.

Senior and Subject leaders, will

Participate in appropriate leadership training, peer mentoring and collaboration to develop their role, and to maximise the impact on pupil achievement across all phases (EYFS and Key Stages 1& 2).

New job descriptions in place for Year Group Leaders. Training to take place for meeting the JDs.

Autumn Term

& on-going thereafter

Middle and senior leaders

& Governors

Leaders and governors are ambitious and have high expectations of pupils and staff.

Leaders and governors have a clear understanding of the strengths of the school and the areas for improvement

Performance Management is used to encourage, challenge and support teachers improvement and facilitate high quality professional development

The curriculum is broad and balanced, appropriate to the schools context and inspires pupils to learn.

1.2

Improve the quality of teaching so that learning outcomes and pupils attitude to learning are consistently good to outstanding.

Senior and Subject leaders, will

Regularly monitor and evaluate teaching across the school especially for their specific subjects/Year groups.

Track the progress of groups of pupils to ensure that none falls behind and underachieve

Ongoing CPD for observations and effective feedback: joint observations with senior leaders and external CPD.

Termly

Senior leaders

HT/EHT

There is evidence to show that at least 90% (100% by term 6 for Junior School) of teaching and learning across the federation is good or better. Evidence gathered through a triangulation of evidence: observation/ learning walks, data and book monitoring. Where teaching and learning does not meet this standard, a rigorous programme of support is implemented to ensure rapid and sustained progress.

The schools actions have secured substantial improvements in pupils progress, especially for disadvantaged pupils and specific underachieving groups.

1.3

Monitoring systems are quality assured so that they are sufficiently robust to challenge performance and raise standards

Improve the quality of data its analysis and use, to inform strategic planning.

Integrate systems from both schools to improve effectiveness in terms of time and resources.

Use meetings and monitoring systems to improve effectiveness of staff at all levels such as administrative, subject leadership, year group.

Performance Management CPD in place for all leaders to ensure that PM is rigorous targeted and supports the SIP.

Termly

All leaders

The use of data is effective in driving improvements:

Systems are monitored and evaluated for their effectiveness, reviewed and adapted where necessary

All staff are confident in using data efficiently and effectively throughout the school to inform their planning and assessment.

Governors have a clear understanding of the data collected, its analysis and how it is used to drive improvements.

Performance management is an effective tool for school improvement.

1.4. Governors will:

Challenge senior leaders on how staff and resources are deployed to secure excellence.

Consider the views of pupils, parents and staff when monitoring and evaluating the impact of their actions on school improvement.

Implement an Induction programme for new governors and ensure they are clear about their roles.

Governors seek the views of all stakeholders to inform your evaluation of the schools performance.

Facilitate suitable training for governors so that they make valuable contributions and interventions to secure and sustain improvements.

Termly

EHT

Governors use effective questioning to challenge the performance of the school.

Governors contributions and interventions ensure they provide outstanding strategic guidance and support.

Governors engagement with stakeholders secures and sustains improvements.

STRAND 2

Leadership & Management: Curriculum Development

Leading, developing and implementing the Mathematics Curriculum

Leading, developing and implementing the English Curriculum

Context:

In recent years, our data has highlighted low attainment in maths, especially in:

I. Reasoning and the language surrounding Reasoning, and

II. childrens conceptual understanding of number and the application of number

Internal monitoring has identified:

I. A lack of secure knowledge in number skills including place value, number bonds and written methods for calculations.

II. Inconsistency in teaching methods

III. Inconsistency in teacher expectations and challenge

IV. Progress made by prior higher attainers (girls) is not as high as that made by boys

V. Low progress made by children identified as having SEN and children entitled to PP

Implementation of the new Curriculum (2014) including assessment, has presented challenges in the areas of Arithmetic (number & calculations).

Linked Governors: Rebecca Jankinson and Andrew Moreton

Objective

Actions

Key Dates

Person Responsible

Outcome

RAG Status

2.1 Teaching, learning and Assessment: All aspects of the New Curriculum are fully implemented.

Monitor books for written examples of the schools policy regarding the teaching of number and calculation.

Monitor books for impact of evaluative and diagnostic marking on pupils progress over time.

Identify, through observations, whether number skills are taught explicitly and revisited as is appropriate for that group/Year

Implement a two - book system, one for Maths Skills (Number and place value; the non-negotiables) and the other for topics (fractions, decimals and percentages).

Raising teacher expectations

To ensure quality of teaching in all year groups is raised to at least good.

- Strong practitioners to share their practise peer observations.

- Training to be put in place

Developing Reasoning and the language of reasoning and basic number

- To raise the profile of problem solving through whole federation problem solving days.

* Liz Hopkins to lead a reasoning staff meeting at Juniors for federation.

* LH to lead staff meetings to support the teaching of reasoning skills and how to embed within daily maths teaching.

Ensuring Infant children are consistently conceptually secure:

To maintain the use of the new maths curriculum in every year group.

- To look out for any training from Liz Hopkins throughout the year and cascade to all members of staff.

To enhance the use of ICT in Maths lessons.

- New ICT resources to be purchased.

- Staff training on using ICT to support Maths teaching.

Share expertise of use of ICT in the junior school through peer observations.

December 2016

March 2017

July 2017

Sept 2018

Term 3

1/3/2017 3-4:30pm

Term 1

Term 5

Senior Leaders and GB

Termly monitoring reports (work sampling & lesson observations) demonstrate:

A balance of conceptual understanding with written proficiency

Use of dialogue to promote conceptual understanding, highlighting the importance of good questioning and flexible planning.

The transition process between Key Stages addresses any gaps

Schemes of work reflect the schools context and identifies the bigger picture by encouraging pupils to link skills and concepts from different areas of maths

An increased emphasis on the teaching of number skills in KS1&2 and balancing conceptual understanding with high levels of proficiency in arithmetic

Quality of teaching consistently good or above across the federation.

Problem solving to be embedded in every day teaching of Maths.

Scrutiny of maths planning shows evidence of reasoning opportunities embedded into daily maths lessons.

Pupils develop reasoning skills so they are able to follow a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.

Good coverage of the new Maths curriculum.

Childrens learning will be supported through use of ICT.

All children to receive appropriate intervention

For TAs to work effectively to support childrens learning.

Rapid Maths to be used to support childrens learning across the federation.

The Junior school will have a consistent, quantifiable termly assessment system. This will enable year group leader to closely monitor the progress of maths within their year group and also enable Maths

2.2 To identify those children that are prior higher attainers and to ensure a range of greater depth content is embedded into all lessons

Raising teacher expectations

To ensure quality of teaching in all year groups is raised to at least good.

- Strong practitioners to share their practise peer observations.

- Training to be put in place

Use data effectively to track and monitor the progress of all groups

Monitor and track the impact of interventions that are in place to ensure that they are effective and are raising attainment

Monitoring to identify greater depth opportunities

Greater depth booster clubs running for year 2 (from Term 3-5)

CPD opportunities on greater depth in the curriculum

2.3Challenge for all learners is evident in all subjects to ensure rapid progress towards greater depth

2.4Raise attainment of identified underperforming groups PP,SEN and Able pupils (particularly girls in maths)

All teachers

Senior Leaders and GB

2.5 Raise attainment across all phases, particularly in the areas of number and reasoning

Implement second cycle of monitoring (work sampling & observations)

Analyse data to inform teaching and curriculum planning

Implement assessment methods that are consistent with local and national expectations

Raising SEN attainment and progress

To ensure that all year groups have the necessary set up and intervention groups in place, once gaps have been identified, to accommodate the needs of the pupils

To ensure that TAs work effectively to support pupils learning at all times.

Year 5 and 6 both have small focussed maths classes (daily) of lowest attaining pupils taught by SW & LK. Monitor impact

Ensure effective SEN maths provision across the Federation

Monitor effectiveness or interventions and maths express.

- Review the role, purpose and impact of TAs across the infant school.

- Detailed review of TAs involvement in planning at the infants school.

- Infants school TAs to be released to observe other TAs on how to actively support children during carpet work and interventions.

To train TAs on the use of Rapid Maths and role this out in intervention groups across the federation.

Mathematics Assessment in the Juniors

To implement the use of Abacus across the Junior School to assess all pupils termly.

Developing Fluency in The Fundamentals of Methods

Have an up to date calculation policy showing a clear progression of both mental and written methods across the federation.

Provide calculation workshops to all parents at the juniors and infants modelling the written calculation methods taught and showing maths apparatus that is used to support conceptual understanding within each year group. Filming these sessions for the school website.

March 2017

Nov 2016 Abacus Rep

All teachers

Context:

The introduction of the New Curriculum poses some challenges for some of our pupils.

Grammar, phonics and reading are generally in line with, or higher than, National expectations.

Writing is our weakest area of literacy at Keys Stages 1&2. At KS2 this has historically been an area of strength, the results for 2016 are lower, and we feel that this is due to new assessment at the end of KS2, and a lack of guidance and confidence- therefore part of the actions are to ensure this guidance and confidence is strengthened throughout the year.

Other areas for improvement are:

Pupils entitled to Pupil Premium funding in all subjects across the federation

Boys in Reading, Writing and GPS (reaching ARE)

Pupils identified as having SEN are making good and above progress

Phonics are slightly below Local and National

EYFS Data shows that 78% of pupils achieved a GLD.

Linked Governors: Andrew Marsden and John Brodie

Objective

Actions

Key Dates

Person Responsible

Outcome

RAG Status

2.1Teaching, Learning and Assessment: All aspects of the New Curriculum are fully implemented and supported with high quality resources.

Ensure that all year groups have new and appropriate resources to enhance the Schemes ie Read, Write Inc. Nelson Handwriting. Implement new curriculum plans and assessment materials

Evaluate the impact of new resources on pupils progress.

Evaluate new systems for Reading and Handwriting

Identify necessary staff training

December 2016, March 2017

July 2017

EHT/HT/ Year Group Leaders/ English Leader

So that by July 2016

All pupils are meeting and/or exceeding national expectations in all aspects of literacy with no underperforming groups.

Pupils demonstrate high levels of literacy by:

Reading and writing with confidence, fluency and understanding

Having an interest in books, reading with enjoyment and evaluating and justifying their preferences.

Having knowledge and understanding of a range of genres in fiction and poetry, and an understanding and familiarity with some of the ways that narratives are structured.

Understanding and using a range of non-fiction texts.

Applying a full range of reading cues (phonic, graphic, syntactic, and contextual) to monitor and self-correct their own reading.

Planning, drafting, revising and self-editing their own writing

Demonstrating an interest in words and word meanings and in developing their vocabulary

Understanding the sound and spelling system and using this to read and spell accurately.

Writing fluently and legibly.

Presenting their work to a high standard.

2.2Challenge for all learners is evident in all subjects to ensure rapid progress towards greater depth

Monitoring to identify greater depth opportunities

Greater depth booster clubs running for year 2 (from Term 3-5)

CPD opportunities on greater depth in the curriculum

2.3 Raise attainment of identified underperforming groups PP,SEN and Able pupils (particularly girls in maths)

Raising teacher expectations

To ensure quality of teaching in all year groups is raised to at least good.

- Strong practitioners to share their practise peer observations.

- Training to be put in place

Use data effectively to track and monitor the progress of all groups

Monitor and track the impact of interventions that are in place to ensure that they are effective and are raising attainment

All teachers

Senior Leaders and GB

2.4Monitoring systems are used to measure the impact of training and deployment of resources on pupils progress.

Monitor books for evidence of pupils progress over time

Observe and evaluate teaching to identify gaps in subject knowledge and address teacher lapses.

Monitor the impact of training on teaching especially the explicit teaching of writing through modelling.

Facilitate training where necessary/peer collaboration

Implement robust moderating practices for quality assurance.

Track data to identify underachievers

Implement interventions

Raised expectations at KS1 (x4 pieces of work per week)

Dec 2016

March 2017

EHT/HT/ Year Group Leaders/ English Leader

STRAND 3

Teaching, Learning & Assessment

Embed high quality teaching and learning in all phases and subjects to challenge and sustain high quality achievement for all pupils.

Context:

As a recently federated school we need to ensure the new curriculum is fully implemented and embedded in all phases and across all subjects; that pupils make progress in their acquisition of knowledge and skills; that progress is explicit in planning, assessment and reporting; underpinned by robust monitoring systems that are regular and efficient.

The removal of National curriculum levels means that we, as a school, are now responsible for designing and implementing an assessment system that show clear co-relation between performance indicators in Years 1, 3, 4, and 5 and those at the end of Key Stages 1 & 2.

Linked Governors: Gary Porter and Katy Tatem

Objective

Actions

Key Dates

Person Responsible

Outcome

RAG Status

3.1 Embedding the New Curriculum

Subject leaders to:

Participate in appropriate leadership training so they are confident in implementing the New Curriculum for their subject.

Facilitate and support teachers in implementing and embedding the New Curriculum.

Monitor the implementation of the New Curriculum and identify next steps.

December 2016, March

2017

July 2017

SLT/Subject leaders

So that by July 2017

Monitoring systems for planning, assessment and reporting are rigorous and evaluated termly:

Leaders evaluation of teaching and its impact on learning is robust and secures improvements.

Teachers make effective use of data to establish pupils starting points (baseline) and modify teaching so that all pupils achieve their potential by the end of the year or key stage.

Differences are successfully diminished.

Teaching is highly effective across the school:

Staff can reflect on and debate the way they teach.

Staff are deeply involved in their own professional development.

Staff are and confidant and motivated to take risks and innovate in ways that are appropriate for their pupils.

3.2 An effective assessment system is in place.

All leaders and staff to:

Investigate a number of assessment options

Agree on an assessment system that identifies explicit progress in knowledge and skills for Key Stages 1&2.

Staff are familiar with the performance indicators for their Year group in core and foundation subjects

SLT/Subject leaders

3.3 Improve the quality of data management systems, analysis and strategic planning

All staff to:

Participate in appropriate training opportunities to ensure that data generated is used sensibly and is effective in driving improvements.

Ensure that data is sufficiently robust to inform planning for all pupils at all stages and is suitably flexible to meet the needs of groups and individuals.

All staff

3.4 Extension and development of learning behaviours in EYFS and KS1

Junior school learning behaviours toolkit (Learning Warriors) to be adjusted to meet the needs and support the learning in KS1 and EYFS

Appropriate CPD for staff and pupils

Parent workshops

Resources created

All staff

Positive learning behaviour is embedded throughout the infant school.

Pupils are prepared for the transition between KS1 to KS2, and are confident learners with positive learning behaviour

Common vocabulary linked to learning behaviour is used confidently throughout the federation.

3.5 CPD priority and investment is given to consistently good and outstanding teaching as the first point of intervention for disadvantaged pupils.

SIP, PM and monitoring used to inform CPD, ensuring that it is high quality, targeted and has impact.

Monitoring shows that teaching and learning is at least consistently good across the Federation

Differences are diminished

Support staff (particularly teaching assistants) are highly trained and understood there role in helping pupils to achieve

m

EYFS Provision: these three main areas a focus for improvement

Context: The focus, this year will be on embedding excellent practice and developing those that are highlighted below.

Linked Governors: Paul Gibbs and Sandra Parsons

Objective

Actions

Key Dates

Person Responsible

Outcome

RAG

Status

3.5 Have a separate EYFS SEF to set context, reflect on journey, identify improvements and measure impact

Implement a robust monitoring system that evaluates provision and measures the impact on pupils progress.

Spring half term

EYFS leader/EHT/HT

The SEF is in place by spring half term (March 2017), measuring the impact of the following on pupil outcomes:

Curriculum

Assessment system

Data analysis

Transition

Staff training/development/Performance Management

3.6 Improve provision in EYFS so that the play based learning better reflects the characteristics of effective learning as identified in the framework, both indoors and outdoors

Develop sensory activities

Use corridor area and outdoors to extend space since indoor space is limited.

Maximise the use of corridor space by conducting risk assessments and exploring opportunities for further activities

Phase 1: Autumn Term -rolling programme

EYFS Leader/staff

Progress is visible by the spring half term:

A balance of adult initiated/led and self-initiated active learning across all areas of learning

Children are focused on learning in outdoor as well as indoor activities

Sufficient opportunities for independent learning

Adults facilitate learning in a meaningful manner, questioning children, modelling language and intervening when appropriate to maximise learning opportunities

3.7 Respond to the needs of pupils with SEN and PP by improving provision for learners.

Provide more resources (hands on and visual support) which helps to make learning more to accessible.

Spring half term

EYFS Leader/Staff

Planning:

Makes provision for SEN/PP children at different stages in their understanding/learning

Resources are used to support learning

Learning Objectives are clear with related activities reflected in both indoor and outdoor areas

3.8 To deepen practitioner knowledge of childrens learning experiences in Reception and Year 1

Year 1 baseline/benchmark on entry

Year 1 teacher to visit EYFS classes

EYFS-Year 1 parents survey and child/pupil voice

Develop outdoor learning in Year 1

Year 1 to develop a proud wall or chosen piece of work for transition display.

Improved transition to be a priority of SIP until practise has improved to meet the expectations of this policy.

Year 1 team to access full range of school play/role play resources

EYFS teachers to teach Year 1 in term 1 to see if work is well matched (class swap)

Year 1 teachers to be involved in moderation

September 2016-Term 6 2017

SLT/Head/EYFS/Year 1 teams

Accurate assessments of children at start of year 1 so that learning is well pitched for all learners

Year one teachers become familiar with children and children get to know their new adults and feel more comfortable about moving to their new class

To find out parents/childrens views on transition, what works well, what needs further development

Children using outdoor environment to support their learning on a regular basis.

Review what has worked, what resources used and needed, impingements and next steps.

Planning and evaluations.

Children feel valued and appreciated, boosting self-confidence and having familiar display space in their new classroom.

Transition becomes seamless and no learning time is lost in children struggling to settle into new environment/ work is well matched to all learners needs so that rapid progress can be achieved.

All year one children given access to full range of school resources for role play, small world play, outdoor play, sand and water play

Ensure all teaching is well matched building on childrens prior learning

Ensure Year 1 teachers know childrens level of development and are secure in what there prior learning is

STRAND 4

Personal Development, Behaviour and Welfare

Context: In line with the new curriculum for SMSC, the school prepares pupils positively for life in modern Britain and promotes the fundamental British values of democracy, the rule of law, individual liberty and mutual respect for and tolerance of those with different faiths and beliefs and for those without faith. The schools strengths are in:

Safeguarding

Promoting all forms of equality and in fostering greater understanding of and respect of diversity

Keeping pupils safe and providing additional support for those who are vulnerable

Curriculum

Linked Governors: Nicola Fitchett and Dean Connaghan

Objective

Actions

Key Dates

Person Responsible

Outcome

RAG

Status

4.1To ensure SMSC is delivered as a whole-school approach with cross-curricular links to different subjects.

Year Group Leaders to identify all current opportunities for SMSC in their Yearly Overview.

Subject leaders to then identify further opportunities for implementing SMSC in their subjects, and to produce a whole school overview.

English Coordinator to consider cultural texts used across year groups and order more if required, and to produce a whole school overview.

Art coordinator to audit artists and styles studies to ensure the plans reflect a wide range of cultures.

Current affairs to be embedded into planning and opportunities given to explore local and current affairs. First News will be ordered to be used in class across all years.

An image to represent each strand of SMSC to be created so that teachers can use this in planning, on Smart Boards and in books to highlight where SMSC is be used in in what context.

Designated Staff meeting time will be given to plan a SMSC Day across the Federation, where teachers will spend the day exploring aspects of SMSC and introduce/embed the language/images to be used. School governors to be invited.

Teachers to use display as a tool for promoting SMSC within the classroom and school.

Early morning tasks/Changing times for PE to include opportunities for SMSC e.g. Moral dilemmas/watching Newsround.

Prove it Homework will be used for further opportunities to develop strands.

(Planned as a year group)

Marking will respond to SMSC ideas/thoughts questions and further challenges will be given. This will be reflected in the school marking policy.

Dec 2017

Completed by Jan 2018

Dec 2017

Nov 22nd/Dec 4th

2017-on going

Year leaders/Subject Leaders

English Coordinator

Art Coordinator

The school actively promotes:

The values of democracy in lessons and in wider school life

The importance of identifying and combating discrimination

In history/PSHE/RE pupils are taught about:

The democratic process and the difference between the executive and judiciary systems

The difference between the law of the land and religious law

Pupils actively challenge opinions or behaviours that are contrary to fundamental British values through discussions and debates, showing respect for others ideas and points of view.

Throughout the school, staff and pupils actively talk about aspects of SMSC and understand and use the language: Spiritual, Moral, Social, Cultural

Staff promote SMSC through every curriculum area and with purposeful, deep thinking opportunities

Pupils are able to respond thoughtfully and appropriately

Evidence of SMSC can be seen in classroom, books and around the school

Pupils discuss and debate issues in a considered way, showing respect for others ideas and points of view.

4.2 To implement an annual SMSC calendar which will include cultural festivals and themed weeks, such as anti-bullying week.

PHSE co-ordinator to monitor use of resources, gather feedback from children and staff and to monitor the impact of the introduction of Jigsaw

Aim to cover first aid basics with all children through a theme week during Health & Sports Week

Anti- bullying week activities planned

RE co-ordinator to discuss how new RE curriculum can link with PHSE curriculum and SMSC. To monitor the quality and impact of the new SACRE plans and resources.

Each term, whole school assemblies will include SMSC aspects, either through opening slides with images/questions or linked to current affairs issues/cultural celebrations of a particular time. These could also be linked to year group questions and include Pupil Voice.

Visiting speakers will be invited to lead assemblies E.g. Nicola Wood (Refugee Charity Worker), Diwali Dance/Art, Jewish Rabbi etc.

Re introduce themed cultural lunches. Once a term-this needs to be linked to festivals etc

Jan 2017

July 2017 & 2018

On going

Jan 2018

Year leaders/PSHE Leaders/ RE Leaders

PSHE/ PE Coordinators

PSHE/RE Coordinators

Heads of School

Kitchen Staff

Pupils understand that the freedom to choose and hold other faiths and beliefs is protected in law.

We promote tolerance between different cultural traditions by enabling students to acquire an appreciation of their own and other cultures

Pupils understand and celebrate differences and ask questions thoughtfully and appropriately

Pupils make positive contributions to the life of the school and their community

Pupils can explain accurately and confidently how to keep themselves healthy. They make informed choices about healthy eating, fitness and their emotional and mental well-being. They have an age-appropriate understanding of healthy relationships and are confident in staying safe from abuse and exploitation.

4.3 To develop SMSC content in conjunction with pupils, parents and the wider school community to make it fully inclusive.

PHSE co-ordinator to gather feedback from children through pupil voice, meet with parents and governors to discuss new SRE policy and SMSC in the school.

Newsletters, the school website and assemblies to be used as a way to inform and celebrate SMSC with parents and stakeholders

Website to include SMSC explanations. Teachers to celebrate SMSC opportunities on their website pages. Blog to be used to capture pupil/parent voice.

New policies to reflect SMSC aspects. Behaviour policy to be updated to include Pay forward approach- a chance to talk about feelings of all children involved in an issue and an opportunity to choose a way to pay for mistakes made.

SMSC Policy to be written and agreed.

Display for outside quiet area to be used for SMSC questions/images/thoughts to include Play leaders in the development of SMSC.

Well Being Council to gather pupil Voice on Social/Spiritual aspects of SMSC and report back.

March 2017

Oct 2017

Dec 2017

2018

Term 3 & 4 2018

Year leaders/PSHE Leaders

All

Exec Head

Heads of School

Learning Mentor

We consult with all stakeholders when planning the content and resources for the delivery of SMSC.

Pupils spiritual, moral, social and cultural development equips them to be thoughtful, caring and active citizens in school and in wider society.

Pupils impeccable conduct reflects the schools effective strategies to promote high standards of behaviour. Pupils are self-disciplined. Incidences of low-level disruption are extremely rare.

STRAND 5

PE and Sports Provision

Context: The school is allocated annual funding to provide high quality and sustainable PE provision to all children; with the aim of developing physical literacy skills and lifelong sport participation

See Sport Premium Report

Linked Governors:

10

Wroughton Primary Federation School Improvement Plan 2016-18