Glen Hills Primary School Subject Plans 2019-20 - Received by LGB
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Glen Hills Primary School
Subject Plans
2019-20
Received by LGB
1Links with Core Priorities highlighted in green
Contents Page number
English 3
Maths 5
Pupil Premium 7
LAC 10
SEN 12
Child Mental Health 14
Gifted and Talented 16
EYFS 18
Computing 21
Science 24
PE 26
RE 27
History 29
Geography 31
Music 33
PSHE 35
Library 37
French 39
Art 41
DT 43
Local Community and British Values 44
Environmental 46
2Subject/Area: English Key Personnel:- Mr Storey and Miss Walker
Quality of teaching and learning; outcomes for children
Activities and improvements during Whole school Reading Olympics scheme continued to engage children in reading at home.
the year 2018/19 A change to the way phonics has been taught in 4+ and Year 1 Rising Stars spelling tests have been utilised throughout the school, along with weekly spelling tests
taken from common exception words in the National Curriculum.
PiRA test used across all classes has provided support for teacher assessment in Reading and also a point of comparison between Symphony schools, through
shared standardised data.
Mr Sutcliffe handwriting in years 2-6 and Ruth Miskin focus in 4+ and Yr 1 continued the focus on handwriting
Writing inset across both key stages linked to GDS continued to raise the profile of writing.
Review inset on GAPS (KW) to discuss grammar and spelling results and future recording of these. It was decided that we would continue with RWI modules and
lessons that are used for weekly tests.
Links made between spelling and handwriting.
CPD spelling inset (KW) to refresh ideas for spelling games which were spoken about with a view to fitting into 5 minute slots during the day.
Standardised spelling tests to measure development and progress across the school. To continue use of Rising Stars tests (Yrs 2 – 6).
Sentence formation and development week discussed to take place at the beginning of each term.
Overall evaluation of impact on Changes to phonics teaching has resulted in strong results from the Year 1 phonics screening (87% pass compared to National Average of 82%).
subject Results remain high in Key Stage 1 SATs (77% Reading and 73% writing).
GLD in the EYFS of 72%
PiRA results linking closely to teacher assessment.
Judgement:
Outstanding Good Requires Improvement
On the basis of this information, what are your key priorities for development? (up to 3)
1. Writing – To improve sentence level grammatical understanding across Key Stages 1 and 2.
3. Reading – To restructure Reading Olympics scheme and incorporate Routes to Resilience. To drive up participation in Year 6 reading at home.
Improvement plan for the year
What do we want to How will we go about it? When will it What will success look like/ Cost (if Who will monitor its SLT Business Plan
improve? happen and be anticipated impact? applicable) impact and to whom reference
( area for development completed? will this be reported?
Writing Four externally led staff inset meetings on Staff Improved staff subject Rainbow BS 4c
To improve Rainbow Grammar introducing new meetings/inset knowledge. Grammar £1300
understanding of resources to be used throughout school. Classroom Evidence of Rainbow Grammar inset led by
sentence structure Staff to introduce these idea into class and practice being used in all year groups 1- Jason Wade.
and use this to consolidate throughout the year. 2019/20 6.
improve writing Improved sentence structure
across the school. observed in scrutiny/books and
SATs along with improved
standards of writing.
To work with the More and Very able
coordinator to raise standards in writing with
3 To improve GDS a focus on greater depth through writing Focus on writing standards and N/A
standard in writing. competitions and drama linked activities. GDS writing to raise progress BS/KW/LO/RW 4c
score
Further practical handwriting activities
furthering letter formation.
To improve letter Joining of basic letter blends.
formation Work with 4+ and Year 1 so yr 1 continue Meeting with 4+ Improved letter
(handwriting) in good work of 4+ with Ruth Miskin sayings and and Yr 1(internal formation/handwriting
4+/KS1. actions. training if observed in scrutiny/books and
needed). SATS.
Spelling/phonics KW to liaise with Newcroft and set up master Autumn 1 Sheets used as intervention Rising Stars CD BS and KW 4c
To introduce copies of ‘Marmalade’ sheets. These will across school. Improvement in per year group
‘Marmalade’ sheets then be distributed through school for Half termly scores on standardised spelling
as an intervention intervention groups. test and general spelling ability
tool to address gaps within work.
in KW to have data submitted on a half termly
knowledge/difficultie basis from years 2 – 5 on Rising Stars format. Data used to identify areas of
s with spelling. weakness and lead to
Rising Stars intervention/different
spreadsheets approaches within class.
submitted internally
to monitor progress.
Reading Reworked Reading Olympics scheme to Staff meeting Improved levels of reading Funding for BS 4c
Reorganisation of the continue to keep reading as a focus cross Inset participation in Reading prizes.
Reading Olympics the school. Classroom Olympics in all year groups.
scheme to ensure all Separate reading scheme for Year 6 practice
children remain engaged launched and run throughout the year. 2019/20
in reading at home and it Assembly results
links to Routes to shared.
Resilience.
Year 6 to have Meeting to discuss teaching of reading More children reading for
independent competition across the school and ideas of how to pleasure.
with a prize. improve this.
Reorganisation of Guided Children reading a wide range
Reading/class reading to Inset of genre to help with
include more nonfiction. vocabulary and knowledge of BS/RW
To improve the pace that Staff meetings text types. 4C
children are moved Speed reading
through book bands
To improve subject Inset Audit of Guided Reading
knowledge of teaching Improved knowledge of
reading domains reading domains
To improve accuracy of
assessment of reading
Subject specific tasks for Work scrutiny, resources audit, observations, insets, staff meetings, standardised tests and analysis.
the year
4Subject/Area: Mathematics Key Personnel:- Janette de Voil
Quality of teaching and learning; outcomes for children
Activities and improvements during Inset was carried out in Sept, Jan and March. The first session focussed on improving fluency so that children had a secure foundation for solving problems. The
the year 2018/19 January session looked at how to use the bar model to support problem solving and the March session looked at a range of ways of raising attainment in Maths
following cpd undertaken by JdV and BS.
Termly tables checks were introduced in Years 2-4 to track pupil progress in learning these. Results from the tests show a big improvement by nearly all children
over the year. Children in Yr 3 who have not made much progress to be highlighted for Year 4 teachers.
A range of online games have been used by Years 3 and 4 to improve fluency and recall of multiplication facts in preparation for the Multiplication check in 2020.
Times Table rock stars has also been purchased to support this.
The SLT Maths group completed the fractions document for years 1-6 and this will be given out at the start of the new academic year.
Overall evaluation of impact on Work Scrutinies in November and March showed that the children are still being taught the entire curriculum and SLT sheets were being completed through the
subject year. There was an increased use of bar modelling seen in the second half of the year following Jan inset.
Raising attainment generally still appears to be an issue as children do not appear to be secure with facts and methods that were thought to have been secured
in earlier years. This has an impact on their ability to learn new elements of the Maths curriculum.
Judgement:
Outstanding Good Requires Improvement
On the basis of this information, what are your key priorities for development? (up to 3)
1. More emphasis on fluency in known facts to ensure all pupils have a sound base prior to entry into next year group
2. Preparation for the introduction of the Year 4 tables test
3. To continue to provide inset to ensure all teachers subject knowledge is as good as possible
Improvement plan for the year
What do we want to How will we go about it? When will it What will success look Cost (if Who will monitor SLT Business
improve? happen and like/ anticipated applicable) its impact and to Plan reference
( area for be completed? impact? whom will this be
development reported to?
5Children demonstrate greater None 4a
knowledge and recall of
Following March inset,
number bonds etc.
teachers to be reminded to
ensure that number bonds
Daily extra sessions of Children will show a greater
etc are reinforced at other
5 mins for all children grasp of what is being taught
times than in Maths lessons.
during lessons and be able to JdV to monitor through
To ensure that lessons use
Lesson planning will apply this more securely. timetables and lesson
‘small steps’ so that more
take account of what Gradual impact on PUMA obs. Impact to be
children fully grasp what they
needs to be taught at scores reported to SMT
To raise attainment in Maths by are taught.
each stage. None
all groups of pupils To improve retention of
JdV and SMT through
knowledge by using regular
Regular use of 5 o day lesson obs and test data
repetition or ‘spaced
or short quizzes.
learning’ of methods. 5 a day
None As above
or short low level testing to
encourage recall.
To continue to develop
problem solving skills by
Children will demonstrate
teaching explicit strategies.
greater confidence when
solving non-routine problems
Preparation for the Strawberry Jam sheets to be Specific sheets have Progress should be seen by None Results to be reported to 4a
used as a quick termly been identified and children’s higher scores in Jan JdV and any children not
introduction of the assessment of which children should be used at the and April. making progress to be
Year 4 tables test are fluent in their times tables end of Sept, Jan and identified and support
knowledge in Years 2, 3 and 4 April. given.
Online games such as Times
Tables rock stars to be used to
practise the skills of entering Results of Multiplication
answers quickly Children will become more Check given to SMT
proficient at entering answers £50 for TT Rock
quickly on a computer or Stars
tablet.
Provision for more and MVA in years 3,4,5 to take Autumn term Children will have the £60 for papers LO/JdV
part in the National Maths opportunity to take part in a (£20 per year
very able pupils Challenge. national event and receive group)
MVA in years 5 and 6 to awards
deliver part of a whole school
or phase assembly on Maths Autumn term Pupils will have the opportunity None
to work with others and to lead ASenior/LO/JdV
their own learning.
Subject specific tasks Discuss with staff priorities for Maths budget next year
for the year Continue to monitor standards through book scrutiny and lesson observations
6Subject/Area: Pupil Premium Key Personnel:-George Robertson
Quality of teaching and learning; outcomes for children
Activities and improvements 89% of Y6 PP children being assessed at EXS in Reading.
during the year 2018/19 83% of Y6 PP children being assessed at EXS in Maths.
Individual barriers to progress identified for all PP children.
Interventions targeted at addressing these barriers.
New system introduced to individualise PP programme, target interventions and assess impact across the school.
Whole staff training delivered on Barriers to Progress for children.
Whole staff training on ‘Improving the progress of PP children in the classroom’.
Focus on PP progress and provision in the classroom in all lesson observations by SMT.
Focus on PP pupils in Autumn Term work scrutiny.
Overall evaluation of impact In writing PP groups in every year group have narrowed the gap.
on subject In maths PP have narrowed the gap in 4 out of 6 year groups.
Judgement:
Outstanding Good Requires Improvement
On the basis of this information, what are your key priorities for development? (up to 3)
1.To narrow the gap by 5% in combined reading, writing and maths for PP compared to non PP students in all year groups.
2. To continue to personalise the pupil premium intervention provision.
3. To continue to effectively monitor the pupil premium provision.
Improvement plan for the year
What do we want to How will we go about it? When will it happen What will success look Cost (if Who will monitor its SLT Business Plan
improve? and be completed? like/ anticipated impact? applicable) impact and to whom reference
( area for development will this be reported
to?
To narrow the gap by 5% in Targeted small group tuition in Sept 2019 – July 2020 Gap narrowed by 5% in Tutors – see PP SMT – via lesson 4c
combined reading, writing reading and maths for pupils combined reading, writing funding observations
and maths for PP identified as making lower progress and maths for PP breakdown
compared to non PP from PIRA and PUMA scores. compared to non PP GR – pupil interviews
students. students. and work scrutiny (see
Additional focus on individual 3 below)
specific barriers to progress (see 2
below)
7Intervention by class teachers
following evaluation of data Dec
2018/March 2019. To target specific
areas of weakness in reading,
writing and maths
Structured conversations training August 2019 Staff will be trained on Provided by GR 4c/2b
how to use structured LA.
conversations with
parents to ensure
meetings are focussed
Trialling using structured and engagement is
conversations for parents’ evening October 2019 improved. Attendance of
with selected pupils PP students is above 96%.
Using structured conversations for February 2019
all PP parents’ evening meetings
Pupil interviews 1st week of Autumn 2 Class teachers will hold 18 x ½ days GR 4c
1st week of Spring 2 interviews with students. cover
Students will identify their
strengths and areas for
focus including route to
resilience targets.
Staff meeting for staff on how to Autumn 2019 Teachers will be given N/A GR 4c
address barriers in the classroom guidance on how to
and will have agreed actions for target their PP children in
pupils. the classroom. They will
also be given the
opportunity to plan
weekly provision.
To continue to personalise Identify specific barriers to progress Summer term 2020 For each child: a clear list N/A GR 4c
the pupil premium for individual PP children. Teachers of barriers.
intervention provision. to complete questionnaire for their
current pupils (2019/20) and hand
on to new teacher/PP coordinator.
Identify key underachieving pupils. Autumn 2019 Evaluation of results – Dec ½ day cover GR/RW 4c
2018/ March 2019. Are the each term GR
gaps narrowing more
quickly?
Identify pupils for 1:1 reading with Autumn 2019 Children who are 2 x 3 sessions GR/RW 4c
A.Norman Years 1-3 identified as requiring per week
M.Small Years 4-6 reading support will HLTA cover
receive support and
narrow gap in reading.
8Identify children for R.Fisher – Autumn 2019 Pupils in need of support 2 x mornings GR/RF 4c
therapeutic groups and 1:1 Spring 2020 are able to access service per week
counselling through self-referral or
teacher referral. Barriers to
learning are removed.
Update provision sheets termly Teachers will be given N/A GR/RW 4c
staff meeting time to
identify and update
provision and barriers to
learning sheets. Barriers
are identified, addressed
and reduced.
Social skills/team building groups. Autumn 2019 Pupils from Y1-6 will be HLTA cover GR 4c
Spring 2020 targeted in team building 30mins 2x
and social skills groups – weekly
they will show greater
confidence and
independence – barriers
to learning are reduced.
Identify pupils for Big moves(Y1), Autumn 2019 Children will be picked by N/A GR/DB 4c
energize (Y3) and Inclusive games class teachers to take part
(Y2) in a developmental
movement intervention
programme to improve
their physical
development and
develop listening,
concentration, learning
success and appropriate
behaviour.
To effectively monitor the Pupil interviews January 2020 Evaluate findings. Take 1 day cover GR/RW 4c
pupil premium provision to immediate action to GR (1/2 day
identify further Work scrutiny October 2019 improve any areas for each)
improvements. identified. Share finding
PP Focus during all lesson Throughout with staff at staff meeting. SMT Individual staff/SMT
observations academic year
(as part of rolling programme of
evaluation for PP)
Subject specific tasks for Work scrutiny; pupil interviews. Planning of timetable for PP teachers. Barriers questionnaire.
the year
9Subject/Area: LAC Key Personnel:- Fatima Variava
Quality of teaching and learning; outcomes for children
Activities and improvements during Consistency of teaching, planning, assessment and marking across LAC tutors and class teachers.
the year 2018/19 Regular verbal and written feedback given to relevant class teachers and consultation to set children’s targets.
ICT was used for creative and academic learning within many sessions, across all curriculum areas.
All children have had group time based on social, emotional, health and wellbeing activities. These may have been games, creative activities or verbal
interactions.
Art activities have been incorporated within the tutoring sessions to allow the children to experience different art forms. Also, children have been able to share
their feelings and experiences of times at Christmas, Easter and summer.
Children were taken to DMU for a drumming performance to family, friends and the public. They built their confidence and developed an understanding of how
to deliver a show.
KS2 LAC children were taken out for a trip to New Walk Museum and Heavenly Dessert where they learnt how to interact in shops and public spaces. They learnt
how to make orders for food and how to use their money efficiently.
Overall evaluation of impact on All LAC children have received academic and social, emotional and well-being teaching individualised for their needs. This has enabled all children to full
subject access and focus on their classroom learning. It has helped them develop and extend their social interactions with peers and adults in school. All children have
achieved their end of year target, some making two times the progress.
All KS2 LAC children have been involved in Taiko drumming which has improved their personal and social skills. It has opened opportunities for them to be
involved in the public music industry.
Judgement:
Outstanding Good Requires Improvement
On the basis of this information, what are your key priorities for development? (up to 3)
1. An individualised social and communication target set for each child (in line with their PEP document target).
2. LAC children to have their own R2R target to develop, in and outside of school.
3. LAC children to be involved in a social activity with student council (in line with new VS social development plan).
Improvement plan for the year
What do we want to How will we go about it? When will it happen What will success look like/ Cost (if Who will monitor its SLT Business Plan
improve? and be anticipated impact? applicable) impact and to whom reference
( area for development completed? will this be reported
to?
An individualised social and Pupil interviews Termly (Dependant on specific target FV, SW, carers and class 3b, 3d, 4c, 4b
communication target set for PEP meetings PEP meetings – discussions with child) teachers
each child (in line with their PEP Consultations with social workers and Class target with teacher
document target). carers. Joined a club
VS approval Pupil feedback
Produced project etc
LAC children to have their own Pupil meetings and discussions Termly More perseverance and FV, class teachers, 3a, 3c, 3d
R2R target to develop, in and Class teacher meetings Class times resilience. parents and carers.
outside of school. Carer and social worker discussions Personal development of
muscles – assessed by class
teacher
10Assessed by FV – before and
after PEP meetings
LAC children to be involved in PEP meetings Weekly Detail of plan and success with FV, LB 3a, 3c, 3d, 4b, 4c,
a social activity with student Discussions with LB Termly student council
council. Student council meetings Involvement and support in
Information for development from VS activities such as selling, PSA
event etc
Subject specific tasks for the
year - New VS expectations to be implemented in PEP meeting process and paperwork.
11Subject/Area: Special Educational Needs and Disability. Key Personnel:- Rachel Cole
Quality of teaching and learning; outcomes for children
Activities and improvements Education psychology advice has been gained to support high number of pupils waiting to access this service.
during the year 2018/19 We have continued to develop person centred approaches to annual reviews.
Certain staff have been doing Speech and Language intervention with children.
Certain staff have been trained in Funtime through the Autism Outreach Service
Meetings between staff and parents of particular children have continued to be successful.
Overall evaluation of impact Education Psychology has been used to gain advice for certain children and to get diagnosis for children so that they can access
on subject appropriate support for outside agencies.
Annual reviews have a more child-friendly approach to them so that it is about the child rather than the wants of the adults.
Children have had a positive impact from the extra speech and language work done.
Children have had a positive impact from the Fun time groups set up.
Staff and parents continue to have a positive open dialogue which then benefits the children.
Judgement:
Outstanding Good Requires Improvement
On the basis of this information, what are your key priorities for development? (up to 3)
1. Continue to develop Dyslexia pathway to be used by teachers as an initial start to the assessment process.
2. Set up times for 1:1 supports to observe and then support them in running their own Funtime groups.
3. Support classroom support who are having to be 1:1 support with regular meetings about how best to support the child.
Improvement plan for the year
What do we want to How will we go about it? When will it happen What will success look like/ Cost (if Who will monitor its SLT Business Plan
improve? and be anticipated impact? applicable) impact and to whom reference
( area for development completed? will this be reported
to?
Continue to develop Using the Universal Symphony Offer September and Teachers who think that a Objective 3d, 4c
Dyslexia pathway to be to show staff resources and support ongoing through child may have dyslexia will
used by teachers as an for children they may think have the year. be able to access a bank
initial start to the dyslexia. of resources and ideas to
assessment process. try before the SENCo needs Teachers report to
to assess them. There will SENCo/RW
then be more evidence to
support a dyslexia
assessment from day to day
school and home.
Support staff who have Identify members of staff who will September and Children who have been Teachers and 1:1 Objective focus
received the Funtime be delivering Funtime. Meet with ongoing through identified as needing supports report to 3d, 4c, 5b, 5d
training to be able to the year. support with social skills and SENCo/RW
12model and cascade it to them to organise observing and have a 1:1 or EHC plan will
other 1:1 support in school. setting up a group. then get Funtime social skills
support.
Support classroom support Meet with staff July 2019 and make September and Children who need 1:1 Teachers and 1:1 Objective 4c, 5b
who are having to be 1:1 sure they know about the child, ongoing through support will have their supports report to
support with regular their needs and how best to the year. needs best met through SENCo/RW
meetings about how best support them. What works and collaborative working with
to support the child. what doesn’t. the class teacher, 1:1,
parents and SENCo.
Inset training to staff on Staff inset to cascade information January teacher Teachers will recognise the Teachers report to Objective 3d, 4c
Autism in Girls from course attended. Day 2020 traits of Autism in girls and SENCo/RW
be able to access
resources and further ideas
to support the child in
school.
Liaise with DSL Head and Meeting with DSP staff to discuss SLT meeting Further informed DSPs. RC Objective 3d, 4c
Deputy staff on Operation how we can further support Monday night after Support for pupils.
Encompass Training children flagged up to us through school in
Operation Encompass. September.
Subject specific tasks for Education psychology advice required to support high number of pupils waiting to access this service.
the year Autism Outreach Service required to support children in school.
Visual impaired service required to support children in school.
13Subject/Area: Child Mental Health Key Personnel:- Rebecca Fisher
Outcomes for children
Review / Activities and Children in Need bid was, sadly, not successful.
improvements during the year We did, however, manage to increase the amount of self-referrals for counselling by implementing a ‘drop in service’ once a week by rearrangement of
2018/19 timetable following advice from Supervisor.
We have not been able to implement the usage of Story Stem on an accredited basis, as Day three was cancelled by AFCFC until May 2019. This was attended
and submission of final pieces of coursework are due to be sent by the end of this academic year, so that assessments made are verifiable for the start of the new
academic year.
It has been hard to increase the amount of family support due to the lack of time available.
We have undertaken the Routes to Resilience programme and this has been being implemented by staff, following sample lessons delivered by RF and videoed
for observation by staff.
A Staff meeting was delivered by RF which looked at emotional regulation strategies in the classroom, particularly linked to PP and a whole school strategy was
implemented to allow more in-depth conversations surrounding mental health and moving children from behavioural responses to language responses.
R2R Programme has been launched to parents in KS2 and is planned in other key stages for the end of this year / beginning of next.
Enhanced transition visits carried out for the first time for children experiencing challenging mental health, to Secondary school, to SWHS and CCLC.
Lego Therapy carried out weekly for another year.
Overall evaluation of impact. Children attending Counselling continue to make on average 6 points progress. Anecdotal evidence from the children is strong.
Children are wearing R2R stickers around school and are able to talk informatively about the programme.
Children attending counselling know what their options are with regards to self-referral for sessions when they have ended.
Evaluation of launch days is strong.
Judgement:
Outstanding Good Requires Improvement
On the basis of this information, what are your key priorities for development? (up to 3)
1. Increase the amount of children able to access therapy by implementing effective therapeutic groups in 2019-20, including Theraplay for KS1.
2 Implement accredited usage of Story Stem profiling following accreditation. (September 2019 onwards.)
Improvement plan for the year
What do we want to How will we go about it? When will it happen What will success look like/ Cost (if Who will monitor its SLT Business Plan
improve? and be anticipated impact? applicable) impact and to whom reference
( area for development completed? will this be reported
to?
Theraplay January 190 pounds R Fisher 3
Introduce therapeutic
Attend Theraplay training in 2020. which has R Wesley
groups, including Theraplay
September 2019. Therapeutic groups Children will be assessed been donated
for group play therapy in
Monitor needs based on staff in Autumn Term will using SDQ / CORE on entry by PSA.
KS1 (a currently
insight and identifiable needs be increased Lego and exit. (To be decided)
underdeveloped key stage
through counselling. Therapy in 4+ and
with MH intervention.)
KS1 with
14dissemination to
staff.
Other groups might
include, anxiety,
anger, behaviour,
bereavement and
focussed R2R
needs.
Improve the assessment Selected clients will be assessed Accreditation will Children will be assessed on No cost this R Fisher 3
profiling of children with using Story Stem profiling to identify be achieved by entry and findings shared year. R Wesley
mental health needs. their specific needs. the end of where confidentiality
September 2019. allows.
Continue to launch Route Route To Resilience launch to Autumn Term 2019 Children and parents using Cost of event R Wesley 3
To Resilience across the parents for years two and three. the language of Route To F Variarva
school so all parents are Resilience. B Storey
informed and staff are Inset on implementation of Route Children and staff have the S Wrighton
using the language daily To Resilience in its second year. language to help them R Fisher
and building on the discuss difficult situations.
‘character muscles’ with Raised awareness of
children through lessons transferable life skills and
and specific tasks. growth mindset.
Subject specific tasks for CMH is not a subject in itself but the Routes to Resilience links to this.
the year
15Subject/Area: Gifted & Talented/ MVA Key Personnel:- Louise Onions Amy Senior
Quality of teaching and learning; outcomes for children
Activities and improvements during
the year 2018/19 (KW)
KW to email staff to ask teachers to update information by adding the names of all children who are deemed as G&T/MVA
Update the register of G &
on to the G & T register which has been set up by TS on O Track.
T children across the
Progress can then be monitored of those children next year/ Analyse data of these pupils.
school.
Recommended authors and Schemes for GDS challenges across the school- Ask PSA for funding towards books?
Research and begin to
1. Stephen Carlson - very good for open ended questions and statements for children to develop reasoning skills.
implement maths
2. Peter Clarke – Books for year groups Mastery with Greater Depth. Books are quite expensive but we could ask the PSA for funding as this would enhance the children’s
challenges/ activities/
skills particularly Year 4 / 5/ 6.
groups that will lead to
3. I have looked at /listed helpful websites and National bodies:
improving mastery in maths
NRich
at Greater Depth in KS2 (
particular focus on Year 6) White Rose
I have registered with Rising Stars maths- which is free to all teachers and has excellent assessment tools as well as practical activities to deepen learning. Highlight to staff
that they can also register and use resources.
I have also become a member of the NCETM- again, free to all teachers and has materials, resources and assessment tools. They also have organised maths Hubs, which
offer funded places for Primary Teaching for Mastery Programme. A second round of applications will be sent through soon. I am keeping my eyes open for it. Have spoken to
JdV who is on-board with assembling a team of teaching staff to take part – should we be successful in applying to participate in the next academic year.
I have been looking into challenges for Y6 GDS pupils and am aware that there is an enrichment program for G & T which introduces Binary coding – I think this would be a
fantastic club idea to embed for y6 pupils. I believe there is also a unit for this within Purple Mash.
I began to look at making greater links within Trust schools for G & T, as well as keeping a dialogue with ex colleagues- carry forward to implement next year.
Researched helpful teaching journals for maths which we could also access to pass on to staff current ideologies and pedagogy.
Set up and carry out It was discussed at the start of this academic year in symphony literacy trust meeting that we would hold an interschool spelling bee towards the end of each academic year.
spelling and writing Planned a ‘Battle of the Books’ style club whereby G & T pupils from higher KS2 are asked to participate in reading and carrying out drama/design and writing activities based on
challenges for G & T pupils. books we read- like an informal book club. To be implemented when children are highlighted next year.
Drama and writing clubs to be implemented over the course of each term and further embedded across the next academic year.
Judgement:
Outstanding Good Requires Improvement
On the basis of this information, what are your key priorities for development? (up to 3)
1. Improve the level of challenge and progress of MVA children within lessons.
2. Provide enrichment activities to motivate and inspire MVA pupils across the school.
3. Provide opportunities for MVA pupils to lead and inspire other pupils.
Improvement plan for the year
16What do we want to How will we go about it? When will it happen What will success look like/ Cost (if Who will monitor its SLT Business Plan
improve? and be anticipated impact? applicable) impact and to whom reference
( area for development completed? will this be reported
to?
Improving the level of Deliver staff training on: Start Autumn Term More lessons and planning Course – LO/RW 4a 4c
challenge and progress of MVA 2019 feature higher order thinking developing
children within lessons. 1. Developing higher order skills. challenge MVA. SMT during lesson
thinking observations
More lessons and planning use
questioning to challenge the
2. Effective questioning most able.
More lessons and planning
3. Effective differentiation feature more effective
differentiation to challenge the
most able
Provide enrichment activities to Maths – MVA in years 3,4,5 to take part Start Autumn Term Survey of children before and Maths - £60 for LO/ASe/RB/ 4a 4c
inspire and motivate MVA in the National Maths Challenge. 2019, across the year. after activities. challenge RW/JDV/BS/AS/
pupils. Literacy – MVA to enter writing Pupils will participate in exciting papers (20 per
competition in all year groups R- yr6 activities to challenge their year group) LO/KW/RW
ability at Greater Depth.
Science – trip to Cambridge University Providing the opportunity to
Science festival for MVA scientists think differently and further
(juniors) LO/AS develop higher order skills.
Improved motivation and
desire to succeed. Pupils are LO/AS/RW
Music – MVA to visit South Wigston to inspired by the challenge.
take part in liaison project and April 2020
performance. LO/CR/RW
Time – 2 x ½ day
Art- Year 1 art project (Spring term for
RB to work with
children) LO/RB/RW
Provide opportunities for the MVA in each year group to deliver part Yr 5/6 – Maths Pupils take ownership of their Time – assembly Survey of children before 4a 4c
MVA to facilitate and lead the of a whole school/phase assembly assembly (autumn own learning in the subject. preparation and after activities.
learning of others which they have planned and lead. term) They have the opportunity to
Yr 3 – Reading lead and share with others. AS/LO/RW
assembly (spring term) Increased confidence and
Year 4 – Science motivation of MVA learners.
assembly (summer
term)
Make links with secondary LO to contact Leysland/South Wigston From Autumn Term Pupils have the opportunity to Time – to LO/AS 4a/4c
schools to undertake a joint to investigate opportunities for liaison. 2019 work with subject specialists visit/host visits
project for MVA pupils from KS3/4 and are inspired
To arrange activities as appropriate. and excited to learn in their
area of strength.
Subject specific tasks for Staff development, Enrichment, Assemblies
the year
17Subject/Area: EYFS Key Personnel:- Miss S Brown & Mrs R
Nutbrown
Quality of teaching and learning; outcomes for children
Activities and improvements during Ofsted (October 2018) rated the EYFS provision as ‘good’.
the year 2018/2019 Story sacks for each class to take home for a week have been set up to promote a love of reading.
Online class log-ins set up to share e-books at home.
Route to Resilience launched to parents through Foundation Stage Sport’s Day.
Games morning’s organised with parents and grandparents.
Further activities developed for emergent readers including ‘words first’ and ‘talk boxes’.
Transition Activities organised - FS pupils attended some of the Phase 1 assemblies in addition to the whole school assembly. We adapted the timetable in the 2nd
half of the Summer Term to teach lessons in a similar format to Year 1. Year 1 and FS pupils worked collaboratively for Golden Time sessions weekly. School
Governor who supports Year 1 pupils to read has delivered some story sessions with FS pupils. Children encouraged to choose their own reading books in the 2nd
half of the summer term to familiarise themselves with Year 1 routines.
Overall evaluation of impact on Very positive feedback from the Ofsted inspectors in regards to provision for EYFS pupils.
subject Excellent written feedback from parents for the story sacks. This has increased engagement with reading at home.
An increase in involvement from parents and grandparents with supporting learning of the EYFS Curriculum.
Transition activities ensured that Year 1 colleagues are more familiar with the pupil’s attainment and progress. FS pupils feel more secure with the transition to Year
1 and are more familiar with their new setting.
Judgement:
Outstanding Good Requires Improvement
On the basis of this information, what are your key priorities for development? (up to 3)
1. To further develop the link with our main feeder pre-school, supporting development of the EYFS Curriculum and the transition process.
2. To further develop the outdoor area to enhance learning of pupils and awareness of ‘Route to Resilience’.
3. To further develop writing skills for FS pupils.
Improvement plan for the year
18What do we want to How will we go about it? When will it What will success look Cost (if Who will monitor SLT Business
improve? happen and like/ anticipated applicable) its impact and to Plan reference
(area for be completed? impact? whom will this be
development reported to?
1. To further develop Share good practise by Box of 2b 2c 3b 3d
the link with our main delivering lessons to the pre- Numicon -
feeder pre-school school pupils. (FS Leader & £35
(Glen Hills Pre-School), FS Shadow Leader)
More pre-school
supporting Photocopyi
pupils being secure
development of the Pre-school staff to observe ng /
within the phase 1
EYFS Curriculum and lessons taught by Glen Hills laminating
and 2 phonics prior to
the transition process. Staff. of resources
starting Glen Hills.
£20
Ongoing Monitored by FS
Supporting pre-school staff
throughout the More pre-school Leader & FS
with planning and resources
year. pupils being confident Shadow Leader,
to enhance learning.
with recognising reported to SMT.
numbers through
Loaning of some equipment
manipulation of
– e.g. Numicon
Numicon.
Pre-school pupils visiting for
year group assembly
rehearsals, Christmas Shows
and additional organised
days.
2. To further develop Organise ‘Play Leaders’ Ongoing Enhanced PSED skills £800 Monitored by FS 2b 2c 3b 4c
the outdoor area to from KS2 to support learning throughout the for independently Leader & FS 5b
enhance learning and development of ‘Route year. play. Shadow Leader,
and awareness of to Resilience’ in the outdoor reported to SMT.
‘Route to Resilience’. area during lunch time play. Play Leaders – All 7 areas of the EYFS
Autumn and Curriculum accessible
Spring Term. for outdoor
Summer Term – independent learning.
independent
play.
193. To further develop Autumn Term – Focus on An increase in pupils Wordless 2b 2c 3b 4c
writing skills for FS gross motor skills for achieving expected Picture 5b
pupils. handwriting. Use ‘Squiggle and exceeding ELG books
Whilst You Wiggle’, ‘Dough for writing. Collins Big
Disco’, ‘Big Moves’ and Cat Phonics Monitored by FS
‘Penpals’. Autumn Term – Pupils feeling more Lilac Set Leader & FS
Send home ‘wordless Ongoing confident to use their £70. Shadow Leader,
stories’ to aid talk for throughout the own ideas for writing. Oxford reported to SMT
imagination. year. Reading and Literacy
More pupils working Tree Leader.
Spring Term – Focus on Fine securely in Phase 3 wordless
Motor Skills and ‘Talk for and above for stories- £100
Writing’. phonics. Playdoh
pots for
Summer Term – Focus on £80
‘Talk for Writing’ and Music –
extended pieces of Purchase
independent writing. new CD’s.
£50.
Additional phonics support Story book
groups put into place daily. CD’s. £50.
Additional
writing
resources.
£300
Subject specific tasks Monitor the impact of ‘Football and Fitness’ coaching with the FS Pupils.
for the year Assign subject areas for completing EARWIG records.
20Subject/Area: Computing Key Personnel:-GR, SB
Quality of teaching and learning; outcomes for children
Activities and improvements E-safety – profile was raised by hosting a Google Internet Legends assembly in October – which was high impact for all pupils. Safer internet
during the year 2018/19 week ran the week beginning February 5th. Key stage assemblies were held. Whole school homework was completed and activities across
the school were completed to raise awareness of e-safety. Year 6 took part in the Leicestershire e-safety questionnaire and the results were
shared with Y5 and Y6 parents to aid communication of children’s experiences online. E-safety scrutiny has also taken place this year.
Purple Mash – two sessions of training have been delivered this year which have aided teachers’ implementation of the software into their
curriculums. The Computing long term plan has been rewritten to show progression of skills across the year groups using Purple Mash.
The school has invested in five new touchscreen interactive display boards.
Hour of Code – The whole school took part in the International Hour of Code. Each class chose an age appropriate programming or coding
activity during the week beginning the 4th of December. This gave all children in the school an opportunity to experience and develop their
coding skills.
Overall evaluation of impact Across the school, there have been improvements in technology and curriculum for staff and pupils. There have been increased opportunities
on subject for children to develop their coding skills this year.
E-safety has maintained its profile in the school.
Judgement:
Outstanding Good Requires Improvement
On the basis of this information, what are your key priorities for development? (up to 3)
1. Develop cross-curricular ICT use.
2. To maintain high quality e-safety delivery.
3. Analysis of OTrack data to evaluate attainment and progress in Computing.
Improvement plan for the year
What do we want to How will we go about it? When will it happen What will success look like/ Cost (if Who will monitor its SLT Business Plan
improve? and be anticipated impact? applicable) impact and to whom reference
( area for development completed? will this be reported
to?
Focussing e-safety on the Parent information – informing Reduced amounts of £50 3d/4b
areas that have arisen from parents of the true statistics of November 2019 screen time reported in the
GR
the results of the Y6 esafety children’s screen time. Newsletter March 2020 year 6 e-safety
questionnaire: Screen and how to guides. questionnaire.
addiction Pupils will have taken part N/A 3d/4b
in an e-safety assembly,
completed whole Key
Safer internet day February 2020 GR
Stage homework and
activities in the classroom
as a result they will have
21greater awareness of e-
safety issues faced.
All new starter’s parents will N/A 3d/4b
Talking to parent’s at 4+ new have received information
June 2020 GR
starters meeting on e-safety – with a focus
on screen addiction.
To develop cross-curricular A staff ICT skills audit will be Half days RW/GR 2b/5b
ICT use completed – any skills or cover
weaknesses will be £100
highlighted and addressed.
Skills audit September 2019
Schools across the trust will
be able to share strong
practioners’s skills through
collaborative training.
Purple Mash training September 2019 Staff will receive further As part of GR 5b
training in Purple Mash to Purple Mash
ensure they are confident subscription
and capable of delivering
cross-curricular ICT links.
App audit September 2019 An app audit will be £100 GR 4b
completed to ensure the
school has suitable apps
installed to be used across
the curriculum – new apps
will also be purchased from
recommendations from
across the SLT
Digital leaders September 2019 Year 5 will identify children £10 FV/AS/GR/CR 4b
who show confidence in
computing. These children
will become digital leaders
– they will try out new
software and help to
cascade knowledge to
staff and pupils. They will
also assist at Code Club.
Improve coding provision Purple Mash training September 2019 Staff will receive further As part of GR 5b
training in Purple Mash to Purple Mash
ensure they are confident subscription
and capable of delivering
the coding elements of the
curriculum.
Code Club December 2019 Code club to be run across N/A GR 4b
Y3-Y4. The anticipated
impact will be earlier
22introduction to coding
languages and thus an
increased progression by
the time children leave the
school.
Prepare children for Year 4 Purple Mash training September 2019 Staff will receive further As part of GR 5b
times table checks. training in Purple Mash to Purple Mash
ensure they are confident subscription
and capable of preparing
children for the times table
check.
Trials within SLT October 2019 Schools across the SLT will N/A GR 2b/4b
trial iPads; PCs and
Chromebooks to find which
children find the easiest to
use.
Subject specific tasks for Skills audit
the year Computing work scrutiny
23Subject/Area: Science Key Personnel:-Amy Smith
Quality of teaching and learning; outcomes for children
Activities and Successful whole school science scrutinies carried out during Autumn, Spring and Summer term by A. Smith which focused on AT1 and write up elements.
improvements Meetings Spring and Summer 2019 between A Smith and Science Coordinators of other Symphony schools where resources, ideas for Science Weeks and moderation of work
during the year occurred across expected levels for year 2, 4 and 6.
Teaching of Science lessons monitored through performance management lessons from 4+ to Year 5.
2018/19 Earwig continues to be used to document and assess learning journeys in Foundation Stage and practical science across the school for each science scrutiny.
Glen Hills took part in Beat the Street which was a local programme set up to encourage children to get healthy and more active by walking around the local area. Assemblies
were delivered, and prizes given out. A children in year 3 won a Beat the Street prize, as did a parent who joined in. We record 52600 points in total, with 571 members (children,
staff and parents) taking part – and our average distance per person was 92 miles over the 6 week gaming period. A Smith organised assemblies to initiate our involvement with
members from Blaby Council and continued to monitor leader boards during Wednesday assemblies. Tweets were also shared with parents.
National Science Week celebrated from 11th March 2019 – 15th March 2018 within school with assemblies for both KS1 and KS2 children run by A. Smith and L.Onions (both teachers
with a science specialism within the school). AS used the Award Assembly the following to hand out Science book prizes for children involved in all the quizzes and world record
attempt throughout the week.
AS organised for MVA children from year 6 to attend a Science STEM competition at South Wigston. Children chosen were also those who plan on attending the secondary school.
The children had to design a catapult (thinking about sources) and competed against other primary schools. Glen Hills catapulted their marshmallow the furthest and won the
competition and a huge Easter Egg each!
There is a display of Science work up to celebrate work created during Science Week.
KS1 and KS2 Science Quizzes on facts and scientists run across break and lunch times for children to complete during National Science Week.
Visits to school in May 2019 by Sarah Saunders from Dogs’ Trust – she ran workshops and assemblies for a range of years. To finish the day, Sarah designed a workshop specifically for
children who had a fear of dogs and parents were invited to join the workshop with their child.
Science Screenings run during Science Week where a range of both age ranges watched science films/programmes in 5AS classrooms. (evidence on Twitter)
Support offered to HLTA staff when required for teaching of Science. HLTAs are not timetabled to teach Science on a regular basis, but are fully aware of the support from the
Science Leader should they need it.
Garden taken over and made safe. This involved lots of weekend work by friends and colleagues. The children are now using the garden to plant crops (rocket, spinach, tomatoes,
squash, chillies, potatoes, rhubarb, peas, strawberries, celery, asparagus to name but a few!) PSA request for money was approved. The Science Club children and myself will be
running a Garden Stall at the fete – selling planters/plants . All monies to go back into Garden Maintenance.
4 composting units built across back of grounds. Compost Captains now collect compostable fruit from staff room, 4+ and playgrounds on a daily basis. We are also composting
cardboard, newspaper and wool (parental donations).
Science Resources use continues to be monitored.
School Gardening Club run during lunchtimes.
Overall All the enrichment activities will lead to higher levels of interest and engagement within the subject.
evaluation of Children completing Science at home more regularly – homework, competitions, sending in experiments from termly newsletter) – higher parent engagement.
impact on A greater understanding of Science within everyday life for pupils.
Outstanding and good standards of teaching Science seen across the school.
subject
Judgement:
Outstanding Good Requires Improvement
On the basis of this information, what are your key priorities for development? (up to 3)
1. Continue to develop learning opportunities for using the school garden.
2. Organise a competition between Symphony Schools as part of a Symphony Science week.
3. Assess children’s communication in Science.
24Improvement plan for the year
What do we want to How will we go about it? When will it happen What will success look like/ Cost (if Who will monitor its SLT Business Plan
improve? and be anticipated impact? applicable) impact and to whom reference
( area for development completed? will this be reported
to?
Purchasing resources and All funding Objective Focus
More engagement in
maintaining garden so that it is safe Throughout year – from PSA initial
Science – impact better AS, Senior
Continue to develop for children to use. Composting daily funds and
progress Management.
learning opportunities for Compost Captains Gardening Club – ongoing
Better understanding of PSA – funding request
using the school garden. Gardening Club lunchtimes – grants.
subjects linked to use
Whole school competitions when suitable weather
plants/animals/habitats
suitable
Organise a competition Ensure Symphony Science After first initial Better sharing of good N/A AS, Senior Objective Focus
between Symphony Coordinator meetings continue Science Symphony practice between Management
Schools as part of a 19/20. Choose host school and School coordinator Symphony Schools
Symphony Science week. leader. Organise competition and meeting, date will Higher engagement in
run it. be organised. Science – which has direct
impact on attainment.
Understanding of children’s Check – what methods do Through termly Teachers planning N/A AS, Senior Objective Focus
communication in Science teachers teach and encourage? scrutiny – this will be children’s responses with Management
How is children’s work is formally assessed, via assessment in mind so that
recorded? Is there good variety? planning (again in assessment is more
Are quality oral responses termly scrutiny) and accurate.
encouraged? Vocabulary? Links to in lesson
Literacy and Maths? observations across
the year.
25Subject/Area: PE Key Personnel:- Dale Bolsover
Quality of teaching and learning; outcomes for children
Activities and improvements during Achieved School Games Platinum Mark for the first time. Only school in Leicestershire to do so.
the year 2018/19 Huge increase in participation in physical activity across Key Stage 2 through use of playground screens. Commented on by Ofsted (Oct 2018).
Continued Level 0 School Games competitions. These were personal competitions where children tried to improve upon their previous attempts.
Entered twelve Level 2 School Games sporting competitions with a mixture of pupils, focussing on involving a variety of pupils with mixed sporting abilities.
35 children have represented the school football team this year, playing two or more games each.
Represented Glen Hills in the Oadby and Wigston football cup final, won the Oadby and Wigston football league and won the Rice Bowl Cup, as well as
representing Oadby and Wigston in the Danone Cup.
Basketball trip to Leicester Riders as well as having Riders coaches run sessions in school.
Girls’ football team won the Oadby and Wigston league.
Overall evaluation of impact on More children participated in extra-curricular activities/sport than previous year.
subject Greater variety of children with a range of sporting abilities participated in extra-curricular sport.
Largest ever number of boys represented the school football team.
Over 50 girls trained with Leicester Ladies football coaches.
Particular sporting success achieved in boys’ and girls’ football.
Judgement:
Outstanding Good Requires Improvement
On the basis of this information, what are your key priorities for development? (up to 3)
1. To establish more break and dinner time sporting clubs and competitions through the direction of a sports apprentice.
2. Maintain at least School Marks Gold Award.
Improvement plan for the year
What do we want to How will we go about it? When will it happen What will success look like/ Cost (if Who will monitor its SLT Business Plan
improve? and be anticipated impact? applicable) impact and to whom reference
( area for development completed? will this be reported
to?
Training during 4c
To establish more break Engagement of children in
Autumn 1. Sports
and dinner time sporting Sports apprentice to be trained in organised sporting
Competitions and Apprentice
clubs and competitions how to run break and lunch time competitions and clubs DB/RW
clubs to run Funding
through the direction of a house sporting competitions. during break and lunch
throughout the
sports apprentice. time.
year.
Maintain at least School Ensure that at least School Games Ongoing. Achievement of School N/A 2b
Marks Gold Award. Gold Mark is fulfilled and Games Gold Mark or DB/RW
evidenced throughout the year. Platinum Mark.
Subject specific tasks for Teacher observations of Football and Fitness coaches for CPD opportunities.
the year
26Subject/Area: Religious Education Key Personnel:- Sheron Bahia
Quality of teaching and learning; outcomes for children
Activities and improvements Pupils observed celebrations from different faiths throughout the year during assemblies, registrations and welcome times.
during the year 2018/19 Each teacher was provided with a calendar of these festivals to display for their class.
An RE Festivals Homework was set for the whole school, some of which will form a new Religious Festivals Display.
Many year groups have made a visit to a place of worship and some have received a talk from a person of a particular faith.
Revd Jane was invited to attend the Harvest and Easter Assemblies. She returned to visit the 4+ and Year 1 and talked to them about
Christianity and the Church.
Due to technical difficulties the analysis and review of pupil progress was not completed.
Pupils from Year 5 designed and created Christmas cards and gifts with a ‘Stars and Angels’ theme. These were sold at the Christmas Fair and
the profit has been kept for the RE Budget.
Overall evaluation of impact All pupils have a better awareness of the diversity of religions in the UK. They have been able to compare and contrast the different festivals
on subject observed this year and consider one to research further.
The visits and talks continue to provide relevant first hand experiences for the pupils.
Pupils have become more familiar with a religious leader and understand that in many ways they are similar to ourselves, whilst learning more
about Christianity.
Money raised for the RE Budget will be used to buy new books.
Judgement:
Outstanding Good Requires Improvement
On the basis of this information, what are your key priorities for development? (up to 3)
1. To ensure full coverage of the curriculum and increase depth of knowledge.
2. To analyse and review pupil progress.
3. To find further opportunities for important religious figures to visit Glen Hills.
Improvement plan for the year
What do we want to How will we go about it? When will it happen What will success look like/ Cost (if Who will monitor its SLT Business Plan
improve? and be anticipated impact? applicable) impact and to whom reference
( area for development completed? will this be reported
to?
Coverage of the curriculum Review Medium Term Plans and Throughout the Pupils will have deeper n/a SBahia / RW 2b,
and depth of knowledge identify areas that are not being academic year knowledge and
across the year groups. covered and any that are and possibly next understanding of the faiths.
repeated and adjust planning year.
where necessary.
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