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Wareham St Mary Primary schoolSchool Development Plan

2017-2018

INSPIRE – EXCITE - IGNITE

The School Development Plan enables the school’s vision to be shared and understood by the whole school community. Our aim is to work and learn together as a community in order to improve and be the best that we can be. The School Development Plan should give everyone an understanding of where the school is going and what actions will be taken to ensure we get there. We set clear timescales for implementation and determine how to effectively use both human and material resources to support specific goals. It also helps us plan and prioritise our budget and guides how we plan and organise staff training. The School Development Plan is designed to give a sharp, clear focus to those aspects of our work which we believe are most in need of improvement.

Everyone has the chance to contribute ideas as to how our school can improve. Staff and Governors meet termly to review how successful our improvements have been and agree priorities for the coming year. We ask parents, staff and children to share their ideas through questionnaires and the school council. We want everyone to support us and help us improve and this can only happen if we are all involved.

Once we have agreed the priorities, the Leadership Team identifies targets for improvement by writing the School Development Plan. This is then shared with everyone.

There are four Key Priorities for the plan. We wish to achieve each target as fully as possible; therefore they will drive our training, resources, teaching and learning, monitoring, evaluation and review over the next year.

Professional development INSET days are an important part of this process. In addition to this, all staff are keen to keep up to date with new initiatives. Therefore, individual teachers and support staff have undertaken training throughout the year in order to further their own professional development and to strengthen the subject expertise on the staff.

Context of the school

Wareham St Mary CE Primary School is a smaller than average Primary school, that joined the Saturn Multi-Academy Trust on 1 st July 2015. With 186 on role, largely drawn from the local community, the school boasts a modern building having been redesigned and adapted from a First School. Head of School (September 2015) is also CEO for Saturn Education Trust. Whilst the last Ofsted was graded ‘Good’ (Feb 2013) there have significant changes to system leadership including the re-designation of becoming a Primary School. The current grading is not an accurate judgement of where the school is presently.

The vast majority of pupils are from a predominantly white British background. 28% percent of the school are in receipt of the Pupil Premium funding which is slightly above the percentage found nationally. The proportion of children in receipt of free school meals is above national averages. The percentage of pupils who have special educational needs and receiving SEN provision in the form of intervention is XX. This is higher than national average. The percentage of pupils with an EHCP plan is just below the national average. This will mean that the percentage of SEN will be above significantly above national. There is 1 child who is looked after.


As a church school, we aim, within the principles of the Christian faith, to encourage children to achieve their full potentially morally, spiritually, socially and academically. (Louise to add a statement)

CURRENT PUPIL CHARACTERISTICS – There are currently 186 pupils on roll with more boys than girls across the school (53% boys).

We admitted pupils from 3 different pre-school settings in Sept 2016.

52 pupils (28%) currently eligible for FSM

19 (10%) (not including reception) pupils currently on SEN register, however those receiving SEN provision in the form of intervention is ….

174 (93.5%) pupils are of white British heritage. We therefore ensure that our curriculum is broad and balanced to develop awareness of the world beyond our locality [curriculum info]

The school’s SDI remains stable at 15%. We believe this conceals pockets of deprivation within the local community.

SEN pupils represent a significant group therefore the school has put in place a wide range of intervention strategies that have a positive impact on progress [see SEN class files and evidence in electronic tracking]

We have full extended school facilities providing before and after school care (privately run on site) and a range of extra-curricular opportunities.

We provide a range of opportunities for parents to engage with and learn about their child in school – eg. Celebration of work, parent evenings, annual reports, class assemblies, workshops.

CHANGES SINCE THE LAST FULL OFSTED INSPECTION – February 2013Since the last full inspection the following changes have taken place –

A programme of total refurbishment has been completed We have become a full primary school with pupils entered for Y6 SATs for the first time (2014) There have been several changes to membership of the Governing Body The curriculum has been reviewed and developed to meet expectations of new 2014 curriculum We have strengthened our working relationship with three local schools and are part of a MAT with these schools


‘INSPIRE – EXCITE – IGNITE’Schools aims:• To build a school community based on Christian principles that respects the rights and responsibilities of every child;• To ensure a high quality environment for learning that is vibrant, motivating, healthy, happy, safe and secure;• To promote a curriculum that offers challenge, raises achievement, encourages imagination and creativity and provides opportunities for building self-esteem, fostering independence and self-discipline;• To help each member of the school community to work towards fulfilling their potential, intellectually, physically, emotionally and spiritually;To celebrate personal effort and achievement both of self and others.

Our values are to inspire all children and staff who work here, and in doing so getting all excited in everything they do – this will ignite curiosity to learn and improve their outcome to life and the future. We believe we can achieve this through high expectations for all and instilling a desire to learn. We do this by providing the best possible environment for learning to flourish, friendships to develop, and successes to be achieved, in a safe, secure, Christian environment.


Analysis of Data (2016 - 2017)

EYFS Expected + GLD2017 2016 2015 2017 2016 2015

Communication and Language 75% 79% 82%

71% 68% 54%

Physical Dev 87% 89% 71%Personal and

Social 87% 79% 75%

Literacy 71% 68% 68%Mathematics 71% 74% 68%

Understanding the World 79% 79% 79%

Expressive Art and Design 87% 89% 93%

Year 1 Phonic Check2017 2016 2015 201487% 83% 74% 69%

Key Stage 1

Below ARE (2014-2015 Below level 2) ARE (2014-2015 At level 2+) ARE+ (2014-2015 Level 3+)2017 2016 2015 2014 2017 2016 2015 2014 2017 2016 2015 2014

Reading 17% 32% 12% 9% 83% 68% 88% 91% 21% 18% 28% 35%Writing 30% 36% 20% 13% 70% 64% 80% 87% 10% 14% 16% 22%Maths 24% 11% 8% 9% 76% 89% 92% 91% 7% 18% 26% 27%

Caution when comparing old and new curriculum (ARE v Levels)


Key Stage 2 At ARE (2014-2015 at/above level 4+) Above ARE (2014-2015 At/above level 5)2017 2016 2015 2014 2017 2016 2015 2014

R,W & M 48% (61%) 26% (53%) 63% 59% % 0% 11% 7%Reading 72% (71%) 61% (66%) 78% 74% 27% 9% 26% 30%Writing 72% (76%) 30% (74%) 85% 89% % 0% 26% 37%Maths 76% (75%) 74% (70%) 67% 63% 7% 4% 22% 11%SPAG 65% (77%) 52% (72%) 56% 48% 21% 9% 33% 19%

(National Interim in brackets 2017)Caution when comparing old and new curriculum (ARE v Levels)

In 2016 and 2017 two children in each year did not take Sats test as below standard

Analysis of Attainment and Progress of ‘Vulnerable pupils’ (Pupil Premium)

Some highlights – please read data on impact of Pupil premium spending.

EYFS

Year1

Year 2

Year 6

Overview of Key Priorities of School Development Plan 2017 - 2018


Ofsted Key Judgement Whole School Action Proposed Outcomes Key Priorities

Effectiveness ofLeadership & Management

The continued pursuit of excellence to successfully create a culture of high expectations, aspirations and academic excellence.

The gap is closing between the attainment and progress of Vulnerable pupils and National other pupils.

Quality of teaching is highly effective across school with precise professional development that encourages, challenges and supports.

Local Governing body continues to effectively monitor standards regularly

Development of middle leadership to ensure improvement

New Values and Vision implemented

Development of Pupil Premium champion to ensure schools actions secure substantial improvement in progress and attainment of vulnerable pupils.

Develop Middle leaders to encourage, challenge and support teachers’ improvement.

Values and Vision – High Expectations for all

Quality of Teaching, Learning and Assessment

To be judged as ‘’good” as the teachers are determined that pupils achieve well, they have deep knowledge and understanding of the subjects they teach and have high expectations of all.

Teachers plan lessons very effectively and the content is progressive and demands more of pupils.

Teachers check pupils’ understanding systematically and effectively in lessons, offering clearly directed and timely support.

Quality of work in children’s books show the quality of provision

Vulnerable children are closely monitored

Reduce any gender gaps

Continued implementation of the Assessment system, providing pupils the maximum opportunity to progress and reach their end of year potential.

Good assessment practices embedded throughout all lessons and used by all teachers to provide pupils with clear guidance to acquire and improve skills, understanding and knowledge.

Assessment arrangements for Foundation subjects enable a clear understanding of where all pupils are.

Key group perform as well as other peers (boy/girl, vulnerable etc.)


Personal development, behaviour and welfare

To enable pupils to behave impeccably at all times,

especially at unstructured time.

Pupils value their education and become more resilient and independent.

Pupils can explain accurately and confidently how to keep themselves healthy and safe.

Parents, staff and pupils are positive about both behaviour and safety.

Pupils behave impeccably as school strategies promote high standards of behaviour.

Instances of bullying show a decline Attendance continues to improve

To continue to develop childrens pride in their work

Children to become more resilient and independent learners in the classroom

Classrooms to continue to have an orderly, structured environment to maximise children’s learning

Bullying reduced and attendance increased

Outcomes for pupils

To ensure ‘outcomes’ remain at least good by pupils making substantial and sustained progress.

The % of pupils attaining the phonic standard in Year 1 and the re-test in Year 2 continues to show a rise year on year

Ensure Reading and writing attainment at KS2 becomes in line with National expectations.

Cohort and group progress is never less than ‘3 points’ to ensure sustained progress for pupils in Year 1-6.

Ensure EGPS for pupils in KS2 is closer to National and therefore school gap is closing.

New end of year expectations in Year 2 and Year 6 are in line with National expectations.

Continue to Enhance phonic provision and monitoring of pupils to ensure increased standard.

Develop a thorough and systematic approach to teach writing across whole school

Progress of pupils demonstrates ‘substantial and sustained’ progress across all years.

EGPS is taught effectively to ensure higher outcomes for pupils.

To ensure English is taught consistently across the whole school, and Reading and Writing skills are embedded throughout.

To ensure Maths is taught consistently across school so pupils acquire skills appropriate to their age.


Effectiveness of the Early Years

To ensure children in Early Years are ‘school ready’.

School GLD is in line with National GLD

Expected level in Reading is at National

Vulnerable children are identified early and intervention is established and effective.

To provide a stimulating, engaging learning environment both inside and outside, to develop children’s experiences and their potential for rich, learning opportunities.

Focused adult directed teaching to develop children as ‘readers’.


Improvement Area: Vulnerable children are making at least the same progress as other children (particularly those children in receipt of additional funding, e.g Pupil Premium)

Overall Aim: Pupil premium, SEN, those with plans, are closing the gap between their peers. Interventions are effective, as they are monitored closely, and staff can clearly show the progress each intervention makes.

Tasks/Actions Responsible Timescale Intended Outcomes and Impact

Monitoring Resources (Cost/Time)

MilestonesDec 2017

MilestonesApril 2018

MilestonesJune 2018

Set up Sims Intervention Tracking

KM Autumn 2017

Regular monitoring of interventions to show impact

NB to monitor with leadership team

Potential additional SEN day for Kate to set up

Interventions on SIMsStaff starting to use to record outcomes

All TA’s carrying out intervention programmes are recording weekly outcomes

KM and NB to review effectiveness of using SIMs to track the vulnerable groups

Pupil Premium review

SHAll staff

Sept 2017-July 2018

To narrow the gap between PP children and non PP children in reading, writing and maths.

To improve attendance of PP children.

To enhance the opportunities of extra –curricular clubs for PP children.

To support the parents of PP children to improve their skills

SH 1 day per half term to review, monitor and write report to Governors.

Cost of experienced teachers to deliver the parent sessions.EG/SH??

Funding for clubs –Science/PE/Gardening/Art/

At least half of the PP children to be making good progress in all areas

Poor attendance of PP children noted and parents informed – activities/clubs in place to help support this.

Parent

Over 2/3s of the PP children will have made as much progress as their peers.

Attendance of PP children to have improved to over 90% for all.

¾s of PP children will have made as much progress as their peers

Attendance will have increased to nearer 95% for most PP children.

PP children will have had the opportunity


within maths and reading.

sessions introduced and led by experience s teachers.

to attend clubs and support their learning in other subject areas.

Parents will have more confidence in maths and reading and results will reflect this.

Regular monitoring through Pupil progress review

NB and KM Ongoing Half term Pupil progress meetings to allow leadership team to monitor vulnerable children

Leadreship team

Supply cover for teaching staff (1 hour each ½ term)

Half-term Review – Impacts and outcomes


Improvement Area: Literacy – reading and spelling focus

Overall Aim: To improve the % of children reaching ARE in reading and writing across the school, to develop a culture of reading for pleasure across the school, to raise the profile of reading across the school



MilestonesDec 2017


MilestonesJune 2018

Target chn in KS1 who are falling behind in reading. Use Lexia and group chn so that one TA can supervise 10 chn 3x week.

ND / KM Start in September, ongoing

Close the gap with decoding before chn reach KS2.More chn can access age appropriate texts.

ND / KM TA time 6x 20 minute sessions a week.

First group assessed for progress, continue or new chn start.

Ongoing termly assessment

Ongoing termly assessment

Phonics training for all staff so that phonics can still be taught in KS2 to those who need it and as whole class recaps.

ND to organise training.

TBC Chn in KS2 have better decoding skills (and spelling skills).Teachers model using phonics to support reading and spelling, KS2 TAs are able to run phonic booster groups.

ND / KM

All classes to follow the Babcock spelling scheme and teach spelling daily for 20 mins. If class are not ready, first term can be recap or phonics focus.

All staff To start in September

Chn have more opportunities to master spelling rules and statutory word lists. More consistency across the school in spelling expectations.

ND Monitoring time.

Observations and evidence scrutiny / pupil conferencing.


Scrap sending spellings home to learn for a test, focus instead on spelling words correctly in writing. Chn to use spelling books, ½ termly tests on spelling patterns taught / statutory word lists.

All staff To start in September

Change the focus so that chn see spelling as essential to writing, rather than as a weekly test. Chn will be more independent with learning and checking their spelling.

ND

Initiate Mystery Reader in KS1.

ND and KS1 staff

To start in September

Create better links with parents. Chn see adults in their lives as readers. Reading gets a weekly 'buzz' from guessing who the Mystery Reader will be!

ND

Use Reading Vipers from The Literacy Shed to focus questioning in guided reading sessions.Continue to use Babcock reading assessment sheets.

All staff after training by ND


Guided reading sessions are more focused. More opportunities to collect all the evidence needed to make accurate judgements in reading.

ND Monitoring time.

Introduce RIC reading skills and develop their use across

All staff after training by ND


Chn are explicitly taught different reading skills as a whole class. Chn are more aware of the different skills

ND Monitoring time.


the school. they need to read and understand effectively. As they are based on images all chn can learn skills even if they cannot yet decode.

Y5 and Y6 to move to whole class reading lessons rather than guided reading. Focus on teaching skills explicitly and use challenging texts (class novel or curriculum related)

ND / SH / AH September? A bit of experiment! Will it be more focused than guided reading carousel sessions? Will more chn reach ARE at KS2? Will it be more interesting/meaningful?Y6 better prepared for secondary school (ND to liaise with head of English to develop core texts to support the new GCSE curriculum)

ND



Improvement Area: Mathematics – Improved outcomes for all children in Maths – Review curriculum and assessments (2nd draft - July 2017)

Overall Aim: .......% of children to achieve age-related expectations and expected progress in mathematics; for .............% of children in vulnerable groups to achieve age-related expectations and expected progress in mathematics.Review curriculum and introduce Bar Method



MilestonesDec 2017


MilestonesJune 2018

Mental maths taught as part of the curriculum and not just as a mental/oral starter and move to half termly mental maths tests;to develop pupil fluency.

AH and SLTStaff meeting in Autumn 2017 to discuss approach.Put in place by Oct 2017 half term.

mental maths strategies are being planned for and taught as part of the curriculum.

fluency of basic maths facts.

ability to apply mental maths knowledge in different contexts

parent support for learning key maths facts (in place of other maths homework)

Resources in place to support the initiative.

Vulnerable groups making good progress.

Lesson observationsWork scrutinyPupil discussionsParent feedback

Staff meeting Subject Leader time.Parent letter/ workshops

Discussions with staff completed and approach agreed.'Initiative' in place.Parents notified.Staff trainedHomework in place.Parent workshop(s) completed.

Evidence that children are learning key maths facts and it is beginning to have an impact on day to day maths learning and teaching.

'Initiative' becoming consistently embedded. Evidence that opportunities regularly planned and delivered. Children's basic maths knowledge has improved and calculation seed reduced.

Introduce bar model method in Key Stage 1 and lower Key Stage 2, in order to also support (5) problem solving and

AH and SLTStaff meeting to introduce Autumn 2017Revisit termly with

Children understand the structure of maths problems.

Children better able to solve worded problems.

Vulnerable groups using bar model to either work

Lesson observationsWork scrutinyPupil discussions

1 x full staff meeting plus 20 minutes revisit during Aut 2, Spr 1, Spr 21 x TA

Teachers and TAs using the training given. Staff planning for and trying

Children still using bar modelling on a regular basis.Monitoring confirms

Becoming consistently embedded, used regularly as a first approach to


reasoning skills. staff – Oct half term then termly

on or check calculations. meeting out method.Chn using on regular basis.

regular use. problem solving.



MilestonesDec 2017


MilestonesJune 2018

All children to have access to equipment/ manipulatives for self selection.

AH and SLTAutumn 2017

children self-selecting equipment to support their maths work.

all classrooms have key maths equipment available at all times for children's self-selection.

All equipment is accessible to children.

All adults model the use of equipment regularly.

Learning walksPupil discussionsLesson observations

Staff meeting to discuss maths non-negotiables.Subject Leader time for monitoring activities.Equipment amnesty for last day of term.

Audit of resources completed and additional equipment ordered.All staff have equipment available for children's self-selection.

Most children regularly starting to select equipment to support their learning but with occasional support from adults.

All children across the school consistently able to self-select equipment appropriately to support their learning. All staff providing opportunities for children to do this.

Investigate alternative approaches to maths teaching eg. Singapore maths (Inspire, Maths No Problem).

AH and SLTSpring 2018 alternative approaches

to maths teaching eg. Singapore maths, investigated.

To establish alternative approaches to developing teacher subject knowledge and pedagogy.

Pilot to explore systems.

Report to staff and governors on investigation and findings.

SL non-contact time including to visit other schools as appropriate.Pilot materialsApril 2018 – time at SLT meeting to discuss findings.

Useful range of approaches investigated.

Pilot sufficiently completed.Informed decision on whole school use made by SLT.

Working party completed work on new approach for whole school introduction (if agreed).




MilestonesDec 2017


MilestonesJune 2018

Improving opportunities for problem solving and reasoning.

AH and SLTSpring 2018 children better able to

solve worded problems. children able to explain

their methods and solutions.

Children have a range of using and applying strategies to enable them to successfully tackle problems in unknown contexts.

Co-operatively developed planning for each half term.

Work scrutinyPupil discussions Evidence of reasoning in books;

Time on Spring INSET or staff meeting to discuss expectations and approach eg. Reasoning clouds, reasoning reflection book per child.

Staff introduced agreed approach to problem solving and reasoning.

Children better able to solve problems and explain their methods and solutions.Children understand failure as a part of learning. Children are developing resilience (xref passport)

Approaches embedded into practice consistently across the school.

Improve cross-curricular opportunites for maths, including the introduction of a maths focus day (Pi Day - 14 March 2018)

AH and whole staff

Spring 2018 Explicit cross-curricular links between maths and other subjects designed and used by all teachers.

opportunities for children to apply their maths skills planned for.

children and staff enthused and excited by investigating other aspects of maths through a theme day.

Planning and work scrutiny.Discussions with children.Photos and videosSharing assemblyChildren's work.

SL non-contact time.Staff meeting EG liaison for planning a range of maths activities and key questions for learning.

Planning/ work scrutiny and pupil discussions shows cross curricular opportunities starting to be planned for.

Planning/ work scrutiny and pupil discussions shows cross curricular opportunities are regularly available to all children.

Consistency of opportunity for children to explore cross-curricular links across the school.

Milestone review (December 2017) – Impacts and outcomes



Milestone review (April 2018) – Impacts and outcomes

Milestone review (June 2018) – Impacts and outcomes


Improvement Area: EYFS – ensuring all children receive the best start to their Primary Education

Overall Aim: Improve outcomes for all children at the end of EYFS, and to ensure all children, particularly vulnerable children, have a good start to their Primary years.Investigate potential Nursery provision to ensure all children entering WSM are School ready.Promote school to ensure full PAN (2018)

Tasks/Actions Responsible Timescale Intended Outcomes and Impact Monitoring Resources (Cost/Time)

MilestonesDec 2017


MilestonesJune 2018

Ensure accurate baseline data for all new pupils

HF Autumn 2017 Investigate possible solutions for baseline

SLT

Identify vulnerable children early and ensure intervention in place and monitored and is effective

HF and KM Summer 2017 SIMS intervention to be rolled outChildren identified with individual needsSpeech and Language interventions

KM

Marketing the school for next year cohort

HF and JR Autumn 2017 Open evening for new prospective parentsVisit pre-schools

Govs

Investigate options for the future of Nursery provision in Wareham with possibility of viability of own nursery management

HF, NB and MS

Spring/summer 2017

Visit Nursery provisionPredicted pupil number growth in catchmentIs there viability in potential own Nursery provision?Potential Buildings? Resources?

SLT

EYFS lead to look at: Language

through Colour

I can

HF Ongoing NB


Problem Solve

Additional SEN strategies



Web viewEnsure Reading and writing attainment at KS2 becomes in line ... Funding for clubs –Science/PE ... Scrap sending spellings home to learn for a test,

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