SCHOOL DEVELOPMENT PLAN 2020-2021 - School Evaluation and Wootton-by-Woodstock CE Primary School
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
Wootton-by-Woodstock CE Primary School School Evaluation and SCHOOL DEVELOPMENT PLAN 2020-2021 1|Page
Contents Page Mission Statement 3 Evaluation Outcomes 2019-2020 no end of year data owing to Coronavirus lock n/a down. Evaluation Focus - Overall Effectiveness 2019-2020 4 Key Priorities 2020-2021 8 Focus 1 The Quality of Education 2020-2021 Core Subjects 1.10 English Recovery 9 1.11 Maths Recovery 10 1.12 Science 11 2.0 Foundation Subjects 2.1 1.20 Art 12 2.2 1.21 Computing 13 2.3 Focus 2 Personal Development, Mental Health and Well Being 2020-2021 14 Focus 3 Leadership and Management 2020-2021 15 Colour coding key: Financial resources, Non-contact, Staff Meetings, Within Office/PPA time 2|Page
Wootton-By-Woodstock CE Primary School Mission Statement With deep regard for its strong Church Foundation and the National Society’s Statement of Entitlement Wootton-By-Woodstock School seeks to: • Ensure that all those associated with the School can feel at ease with the church; to have knowledge and understanding of the Christian faith and to feel comfortable in exploring and expressing their own religious beliefs. • Nurture the school’s strong ethos, which is based in key Christian values, but without exerting pressure to believe. The School’s Christian values are: friendship, service, courage, koinonia, creativity, faith, stewardship, peace, hope, generosity, wisdom, honesty, thankfulness, compassion, justice, forgiveness, humility and reverence. • Enable pupils to know about and understand Christianity as a living faith that influences the lives of people worldwide and as the religion that has most shaped British culture and heritage. • Contribute to the development of pupils’ own spiritual/philosophical convictions, exploring and enriching their own beliefs and values. • Develop in our pupils an understanding of, and respect for, other major world faiths, enabling them to learn about their impact on society, culture and the wider world. • Welcome all children from the neighbourhood irrespective of religion or belief, race, nationality, ethnicity, gender, sexual orientation, age, ability or disability, opinion or family background. Through its nurturing culture Wootton-by-Woodstock Church of England Primary School also aims to: • Inspire creativity, foster spiritual growth, engender respect and cultivate responsibility. • Provide a happy, safe and caring environment for learning where everyone is valued for their own individual talents and personality; • Deliver a high quality personalised education across a broad curriculum that celebrates individuality, secures emotional stability, and enables physical development, health awareness and intellectual fulfilment. • Present in particular, opportunities for children to develop an appreciation of the arts and the environment. • Be a learning community that provides development opportunities for pupils, parents, staff, governors and students. • Be an active establishment at the heart of village life. • Attain maximum performance in statutory tests. • Achieve high standards of behaviour 3|Page
Evaluation Focus: Overall Effectiveness – year ending 2020 REVIEW DATE July 2021 Leadership and Management Achievement – Hampered by reduced capacity and Coronavirus lock down Action Impact Evidence Behaviour and attitudes Although actions were implemented the impact was Learning walks, in class experience not as great as anticipated owing to: Admission of further highly challenging pupils A number of serious mental health issues Reduced capacity for managing issues as HT in class and less TA hours available Insufficient funding All children able to discuss and identify correct behaviours but some unable to act on their own recommendations! As some of the above issues were resolved remaining pupils displayed impeccable behaviour; those pupils without high needs benefited positively from school strategies. Personal Development School council and citizenship initiatives did not n/a happen as coordinating teacher absent and otherwise much reduced capacity Financial Management Strategy to save: VL to reduce working hours to 3 days Flexible working agreement per week and cover some PPA School to establish shared HT with another ODST school for 2020-2021 Drive admissions School open day had no impact on bringing in new Only 2 siblings admitted to Yr R families Toddler group liaison did not happen owing to reduced capacity and lock down. Governance Reduced numbers of governors over course of year but Governor records two new members recruited for 2020-21 CPD limited owing to lock down Premises Maintenance items completed Email trail with associate governor and parent, plans in place 4|Page
Playground surfacing and outdoor classroom delayed owing to lock down Areas for Improvement • Financial sustainability • Pick up personal development as part of recovery curriculum in 2020-2021 Quality of Teaching and Learning Achievement – Good - Hampered by reduced capacity and Coronavirus lock down Objective/Action Impact Evidence English Planning for the new curriculum meets needs of WAGOLLs used to promote good handwriting, Learning walk, work scrutiny, TT, reading record restructured classes insisting on joined writing impacts on reluctant joiners. folders, SL English learning walk. Speak to pupils VL and JP attended excellent CPD in reading but owing about grammar. Presentation of all written work to lockdown no impact in this year. Material will be carried forward to 2020-21. Vl attended Grammar course- direct impact on pupils as activities could be used to support spelling and grammar learning daily. Well-structured guided reading groups provide clear evidence of objectives being reached and progress being made. Wide range of genre being explored. Maths Book scrutiny Feb 2020 calculation methods correct Work scrutiny, subject lead monitoring (some challenging of inaccuracies in graphing needed) Questioning for mastery evident in books sampled. Differentiation for support evident in most. March data point shows all MA children at/exceeding progress at this point, 2 LA children in Y3 below expected progress Science Actions undertaken have stimulated interest in the Playtime observation, subject lead monitoring, work children who love looking for creatures in the pond. scrutiny, staff discussion, Sharepoint Tracking of the science topics across all year groups continued until the school’s closure. Until mid-March, planning, teaching and learning presented similar challenges to those outlined in December’s review – planning and coverage. Further monitoring and collective planning didn’t take place due to the coronavirus outbreak and the action couldn’t have been completed. 5|Page
Geography Long term planning was highly successful in ensuring Displays, deep dive, learning walk, Sharepoint that explicit geography topics are taught and covered skills in progression. Learning walks were clear evidence of geography provision and demonstrated differentiation and challenge. Assessments are being recorded on TT and, over time, this will demonstrate how well pupils progress. Little evidence of work is available on Sharepoint to date. Deep Dive showed good range of evidence of well taught geography over the three terms in school. Computing All pupils return work on Showbie and access teacher Subject lead monitoring, iPads feedback. Highly useful during Covid_19 crisis as handling work and cross contamination much reduced! Evidence limited as Atmos updated iPads and all previously stored work was deleted. Pupils highly skilled at using iPads; learn quickly and help the teaching staff. Art Limited success overall due to Covid19 not enabling Subject lead monitoring, scrutiny, Sharepoint teachers to use and continue to develop the habits The whole school took part in a drawing session with links to the topic of Plants. It was a successful project, enjoyed by pupils but exposed some lack of confidence in the use of drawing media. Overall, most pupils would benefit from more drawing practice and they should be given frequent opportunities to do so as part of their cross curricular learning. In Terms 3 and Term 4 KS1 children carried out several painting projects focusing on colour mixing, use of powder paint and watercolour. This practice had a high impact on their ability to handle the basic painting media and tools; it has established good foundations for further development of skills. There is some evidence of experimenting with painting in KS2 like watercolour in small scale painting (slices of fruit) or use of gold (Icons) in Terms 3 and Term 4. All year groups studied and created art in response to the works of a famous artist in Term 3 and Term 4. This continued in Term 5 as part of the home learning tasks. 6|Page
Projects on Icons were successful and resulted in a number of beautiful art works created by the children. Areas for Improvement • Focus on reading and vocabulary development as basic recovery curriculum • Create clear success criteria and LOs • Low ability maths development, and, recovery plan - number • Increase resilience and growth mindset in all children - recovery curriculum • More pupils to reach higher standard in writing and maths c/f • Ensure that all children are aware of next steps in learning c/f • Further work to advance drawing and painting skills 7|Page
SDP Key Priorities 2020-2021 Priority Aspect Focus Area 1 The Quality of Education • Reading Recovery: Focus on reading and vocabulary development • Maths Recovery: Number and low attainers • Emotional and mental health Recovery: Resilience, growth mindset • Further work to advance drawing and painting skills • Science curriculum provision meets needs of all pupils • Increase number of pupils attaining higher standard in writing and maths c/f • Provide clear success criteria, LOs and next steps 2 Personal Development, Mental Health and Well • Strengthen opportunities for SMSC and citizenship being • Mental health recovery: nurture resilience and citizenship 3 Leadership and Management • Financial sustainability 8|Page
Focus 1.10 : – The Quality of Education - Core Subjects – English – ACTION PLAN Success Criteria: Targets • School has built a strong curriculum for reading 100% pupils attain expected or above at end of year 2 • Pupil Outcomes 50% pupils attain expected/above at end of year 4 83% pupils attain expected /above at end of year 6 Objective Person Resources Measurable milestones to include who, resources and Evidence (link to Subject Responsible success criteria Leader planning) End of Term 2 End of Term 4 End of Term 6 Build a curriculum for VL+ Innovateducation Select and purchase Explore vocabulary Establish vocabulary Test outcomes, moderation reading – vocabulary 1 x staff meeting books for quality of and grammar tiers, complete evidence, work scrutiny, acquisition vocabulary content activities in formal curriculum lesson observations and and explicitly lessons documents learning walks, English Deep develop vocabulary Dive, documents in place in English lessons £200 Purchase GSaP books GSaP books GSaP books for use throughout the year Include whole class Include whole class Include whole class as well as group as well as group as well as group reading. Plan the reading. Plan the reading. Plan the specific skills weekly specific skills weekly specific skills weekly Build a curriculum for VL+ Innovateducation Select core texts for Early reading and Texts identified and purchased reading - fluency each year group. phonics review 1 x staff meeting Review English - - plans/topics Reading Between the Reading Between the Reading Between the Reading Outcomes Lines Lines Lines Build a curriculum for VL+ Explicit delivery - - Listening to children talk reading – reading for about why we read about reading pleasure 1x staff meeting Special reading Special reading Special reading activity activity activity Build – a curriculum VL+ Use class books to Writing outcomes, lesson for reading - reading develop writing observations for writing genres 9|Page
Focus 1.11 : – The Quality of Education - Core Subjects – Maths Success Criteria: Targets • All children will have made progress to at least expected level by year end 2021 100 % pupils attain expected or above at end of year 2 (recovering from missed teaching – Covid-19) 66 % pupils attain expected or above at end of year • Targeted children will have made progress to S+ (greater depth) by year end 2021 4 100 % pupils attain expected or above at end of year 6 Objective Person Resources Measurable milestones to include who, resources and Evidence (link to Subject Responsible success criteria Leader planning) End of Term 2 End of Term 4 End of Term 6 Regular assessment of SB – Number Assessment of core Year 2,4,6 prepared All children meet Assessments tied to core skills core skills in place disseminate to assessments tied numbers skills for Statutory success criteria above plan – linked to Target tracker all teaching staff to target tracker undertaken assessment round: progression ½ day to prepare assessments indicate core skills in place Formative plan in use SB – possible 1x Staff meeting Gap analysis Gap analysis updated Evaluate progress Gap analysis records & to address and review TA staff to lead after T1 complete and plan in – plan in place for through gap analysis progress tracked on Target gaps catch-up assessment – gap place for further further recovery – use of catch up Tracker programmes analysis recovery programmes. Review SB evaluate & materials used & implement catch-up update as needed programme as needed Strategies to support SB Feedback time Lesson observations / Review of target Target children reach Book/planning scrutiny record & challenge to All teaching after lesson book & planning children (T3) – mastery level in end Lesson observation records mastery level are in staff observations review. Feedback development of of year/Key Stage place. constructively – secure mastery assessments review T&L methods understanding Book/planning Review of teaching SB Audit of resources as appropriate Learning walk scrutiny – teaching & Resource list updated and and learning strategies – link to NJC Resources audited & Pupil questionnaire – learning strategies materials used effectively and materials for CPD materials updated T&L strategies, evident? T&L strategies chosen effective learning Possible spend awareness of support appropriately from a range strategies 10 | P a g e
Focus 1.13 - The Quality of Education- Core Subjects – Science ACTION PLAN Success Criteria: Numerical Targets: (How will you know when you have achieved your aim; what will it look like?) 100% at expected standard in Y6 • All pupils make expected progress across the Science curriculum. • Pupils learn outside of classroom through additional provisions created for them outdoors. • There is a clear overview of science topics covered over the two- year cycle. Objective Person Resources Measurable milestones to include actions, and success Evidence (What is your aim? Link to Responsible criteria Subject Leader planning) End of Term 2 End of Term 4 End of Term 6 Enhance the science curriculum SA Non-contact/PPA Continue developing Create a bank of Restart gardening CPD certificates/log through outdoor learning time outdoor areas – science resources for club. Curriculum appropriately supported opportunities. flower bed/ mobile outdoor learning. Involve pupils in by resources planters. growing vegetables. Appraisals Tidy up and prepare Resources stored in Photos of displays for winter. the new storage area Develop the wildlife Pupil portfolios/books for easy access. area including pond. Pupil interview Staff meeting minutes Science focus displays in outdoor classroom/flower bed area (posters of plants, birds, animals). Review the current curriculum to SA 2 x staff meeting Take feedback from Review and take Review and alter the Planning ensure that it successfully meets Teachers. further feedback. curriculum if needed. Observations the needs of pupils in the new SA and staff ½ day non-contact Compile a Science Monitoring feedback structure of the school. Planning monitoring Book scrutiny Curriculum Overview Staff meeting minutes /planning monitoring showing the coverage of topics. Book scrutiny /planning monitoring 11 | P a g e
Focus 1.20 Quality of Education – Foundation Subjects – Art ACTION PLAN Success Criteria: Numerical Targets: (How will you know when you have achieved your aim; what will it look like?) 100% at expected standard in Y6 • Pupils’ sketchbooks show a range of drawings. • Pupils demonstrate good skills in use of painting tools and techniques. • Pupils use painting and drawing media effectively to express themselves visually. Objective Person Resources Measurable milestones to include actions, and success criteria Evidence (What is your aim? Link to Responsible Subject Leader planning) End of Term 2 End of Term 4 End of Term 6 Continue to develop drawing and SA and staff ½ staff meeting Drawings in Whole class cross- Artist study. Looking Pupil sketchbooks observational skills. sketchbooks as a curricular drawing at drawing techniques Displays of artworks starting point for every sessions. and style. Creating own Monitoring feedback art project. work in response. Staff meeting minutes Planning Non-contact/PPA Sketchbook scrutiny Sketchbook scrutiny Sketchbook scrutiny time Planning monitoring Explore painting tools and SA and staff ½ staff meeting Include painting All pupils continue to All year groups Artwork on display techniques. sessions in planning. gain confidence in complete a big painting Pupil sketchbooks Painting can be a focus using different types of composition. EYFS profiles or a way to explore paint and painting tools Staff meeting minutes ideas. Non-contact/PPA time Planning Planning Planning monitoring monitoring/sketchbook monitoring/sketchbook scrutiny. scrutiny 12 | P a g e
Focus 1.21: – The Quality of Education - Foundation Subjects – Computing – ACTION PLAN Success Criteria: Targets: Children’s work in all classes is shared with the teacher, edited and stored centrally 100% pupils attain expected standard at Year 6 All teachers will feedback to children using Showbie and children will respond to this 100% pupils attain expected standard at year 2 Objective Person Resources Measurable milestones to include who, resources and Evidence (link to Subject Responsible success criteria Leader End of Term 2 End of Term 4 End of Term 6 planning) Computing JP, SB, SA, VLL iPads Children in all year Children in all year Children in all year All teachers and children using Children’s work Showbie groups use Showbie groups use Showbie groups use Showbie to Showbie to hand in and feedback is shared with the to submit work. to submit work. submit work. on work. teacher and KS2 respond to Children to submit Children in KS1 to Children submitting work from a stored centrally. feedback as dialogue work from a wide type response to large range of curriculum areas. Feedback on with the teacher range of curriculum teachers’ comments All children responding in an age- work is given and KS1 have comments areas appropriate way to marking. children have read to them and immediate respond with an access. emoji to show they have seen/read it. Monitor use Monitor use Monitor use Computing JP, SB, SA, VLL iPads Maths and English Additional folders Folders added to regularly for Children have folders created for all added as necessary evidence and monitoring personal folders for work evidence on their iPads 13 | P a g e
Focus 2.0 – Personal Development ACTION PLAN Success Criteria: • Pupils leave Year 6 as well rounded individuals who show compassion, respect and courtesy, express themselves with confidence and reflect on disappointment with resilience • Pupils are mentally stable or have the strategies to manage emotional turmoil with positive outcomes Objective Person Resources Measurable milestones to include who, resources and Evidence (link to Subject Responsible success criteria Leader planning) End of Term 2 End of Term 4 End of Term 6 SMSC VL 1 x staff meeting - Re-visit reflection - Minutes box, policy and Observation in class observation What does this look like in the classroom VLL Re-engage with SC Re-engage with SC Re-engage with SC Minutes and address issues and address issues and address issues raised in the SDP raised in the SDP raised in the SDP Resilience KC £950 ELSA ELSA ELSA Individual pupil records VL RSE monitoring RSE monitoring Learning walk records, pupil survey JP, SB, VLL, Plan and deliver - - SA recovery activities Citizenship VLL Re-engage with SC Re-engage with SC Re-engage with SC Funds raised for charity And run enterprise And run enterprise And run enterprise project project project 14 | P a g e
Focus 3.0 : – Leadership and Management ACTION PLAN Success Criteria: • School is financially sustainable • Pupil numbers increase Objective Person Resources Measurable milestones to include who, resources and Evidence (link to Subject Responsible success criteria Leader planning) End of Term 2 End of Term 4 End of Term 6 Financial GB, VL, MW Office time Explore options for Work with Tackley Conduct the plan School is creates savings management school lunches and School to construct a wrap around care plan to make staff which are less costly efficiencies than current measures Drive admissions: GB Office time Marketing - Work with ODST re. Actions will be carried out by Employ strategies for School open day new Woodstock the following autumn term increasing pupil development and evaluated against numbers applicants taking up places Toddler group liaison Toddler group liaison Toddler group liaison Governance GB Re-deploy governors Attend appropriate Attend appropriate Governors have the skills for Conduct gap analysis CPD CPD taking on various governor Governors attend roles safeguarding training Revise induction - - pack Succession planning Succession Succession planning Plan in place for future planning leadership EAC RB, NM-B, VL Make efficient Make efficient Make efficient School community remains responses to responses to responses to safe, all pupils access learning Covid_19 guidance Covid_19 guidance Covid_19 guidance Review school survey Respond to survey - 15 | P a g e
You can also read