Presentation of books including handwriting

Implementation of the Marking, Presentation and Feedback Policy.

Implementation of the Marking, Presentation and Feedback Policy.

Effective learning objectives

Ensure that lesson objectives (WALTs) are focused on what pupils will learn, not what they will do.

Differentiation

Tasks are differentiated appropriately across the curriculum.

Policy is in place and followed by all staff in at least English and Maths. Book Scrutiny judgements will recognise consistently Good practice across the school. Baseline: LA scrutinies June 2014. Measure = Feedback Marking is at least Good across the school (see appendix of definitions). Policy is in place and followed by all staff in all subjects. Book Scrutiny judgements will recognise consistently Good practice across the school.

Book Scrutiny to reflect that Learning Objectives are clear. Measure – Good Self Evaluation. Creation of booklet with examples of good practice. Baseline: June 2014 Book Scrutiny by LA. Book Scrutiny to reflect that work is differentiated and is at least consistently Good Baseline: June 2014 Book Scrutiny by LA. Not just by ‘outcome, length nor adult support.’

Baseline: Average Progress 2013-14 for KS1: Maths-6.9, Readiing-6.69, Writing-6.65. Average Progress for KS2 in : Maths-3.15, Reading-2.98, Wrting-2.8

Feedback Marking

Action

25% Level 5s, 100% Level 4+. Writing – Level 4+ 100%, Level 5s 30% Reading – Level 4+ 90%, Level 5s 45%

Aspect

Whole School Priorities Castor CE Primary School September 2014- July 2015 Staff Member: M Ratchford Linked to Full Governing Body Success Criteria including Pupil Outcomes Monitored by/Support Required/Time/Cost (measurable targets) Target: Self Evaluation of Teaching and Learning to be consistently GOOD. Increase progress made by all pupils in KS1 to KS2. Targets: KS1-2b+R=79%, W=67%, M=78%. KS2- Maths -

School Development Plan

Evaluation

Monitor: Senior Leadership Team (SLT) and Staff within meetings. Termly Book Scrutiny focusing on English and Maths. Reports to Governors on Teaching and learning in Head Teacher Report (HT). Support: Training on Feedback Marking. Time: Staff Meetings to undertake Book Scrutiny. Governor visits to discuss marking in other areas of the curriculum. Monitor: SLT and Staff within meetings. Termly Book Scrutiny focusing on English and Maths. Reports to Governors on Teaching and learning in HT Report. Time: Staff Meetings to undertake Book Scrutiny. Governor visits to discuss presentation in other areas of the curriculum. Sharing of objectives in staff meetings, gathering of examples following book scrutiny. Monitor: SLT and staff. Report to Governors in HT report. Governor visits to discuss Learning Objectives in other areas of the curriculum. Monitor: SLT, Coordinators and staff. Through termly Book Scrutinies. HT Report to reflect findings.

Specific Subject focus Reading standards in KS2: Guided Reading

Improve teaching and learning of reading across the school.

Pupils read widely, and often across all subjects to a high standard- OFSTED Outstanding. Reading attainment increased across the school. Baseline: In July 2014 average APS in Reading was 21.1, 3b (end Y4 expectation) for Year 1 to Year 6. Target: Average to be above end Y4 expectation of New Curriculum.

Phonics in KS1 (Letters and Sounds) to KS2 spelling

To improve teaching and learning of Phonics and Spelling. Differentiated ability groups across the school in delivering teaching.

Improve spelling age attainment of all pupils. Baseline: Average Spelling age for Key Stage 1 Pupils in July 2014 was: 7Yrs 7/12 (7 months above Chronological Average [CA]). For KS2 Pupils it was: 9 Yrs 9/12(2 months below CA). Whole School: 9 Yrs (1 month above CA). N.B. limit in some tests to how high above CA possible. Target: All averages to be 4 months above CA.

Mathematics

To ensure that progress in mathematics is in line with national.

Progress and attainment targets for Y2 and Y6 as above.

School Development Plan

Subject: English

Castor CE Primary School

Staff Member: Mark Ratchford and Laura Green

Reading standards in KS2: Guided Reading

Aspect

Grammar

Writing

Phonics in KS1 (Letters and Sounds) to KS2 spelling

READING

Subject

Action

Success Criteria including Pupil Outcomes (measurable targets)

Improve teaching and learning of reading across the school.

Pupils read widely, and often across all subjects to a high standard- OFSTED Outstanding.

To improve teaching and learning of Phonics and Spelling. Differentiated ability groups across the school in delivering teaching.

Improve spelling age attainment of all pupils. Baseline: Average Spelling age for Key Stage 1 Pupils in July 2014 was: 7Yrs 7/12 (7 months above Chronological Average [CA]). For KS2 Pupils it was: 9 Yrs 9/12(2 months below CA). Whole School: 9 Yrs (1 month above CA). N.B. limit in some tests to how high above CA possible. Target: All averages to be 4 months above CA.

Develop Alan Peat’s Sentence types across the school.

Writing standards to continue to be GOOD. SPAG testing to be above national expectations. Linked to Talk for Writing development to improved use of connectives.

Reading attainment increased across the school. Baseline: In July 2014 average APS in Reading was 21.1, 3b (end Y4 expectation) for Year 1 to Year 6. Target: Average to be above end Y4 expectation of New Curriculum.

September 2014- July 2015

Link Governor: John Howard Monitored by/Support Required/Time/Cost Monitored by Literacy Coordinators and reported in HT Report. Cataloguing Guided Reading resources throughout the school. Linking them to classes and year groups. Support: Additional TAs working to support Guided Reading in each class 3 times a week for 30 mins. Cost: Training from Jan Tate, Literacy Consultant, in Guided Reading. Cost: £600 Purchase of Guided Reading books: £1000 Monitored by Literacy Coordinators and reported to Governors in Head Teacher Report. Support: Additional TAs working to support Phonics groups in KS1. Cost: training from Jan Tate, Literacy Consultant, in phonics. £600. Production of Phonics books for KS1 and Schofield and Sims books for Spelling in KS2. £450 Training course for LG. Literacy Coordinators’ courses for LG.

Evaluation

School Development Plan

Maths Castor CE Primary School

Staff Member: Nathan Binmore Aspect

Learning

Action

Link Governor: Cazzie Dow

Success Criteria including Pupil Outcomes (measurable targets)

Monitored by/Support Required/Time/Cost

To implement the new calculation policy.

Children to be following the calculation policy. (Target: Book scrutiny to show implementation of policy. Survey of teachers to identify impact and need for further support at end of year).

NB time to complete the policy. Staff meeting time to guide staff. Lesson time to work with staff/ team teach etc.

To implement the new national curriculum

All staff to be teaching the new national curriculum. Where there is a jump forward from the previous national curriculum teachers to ensure gaps are suitably filled. (Target: to self-evaluate Teaching and Learning as being at least GOOD) Children to develop their understanding of maths rather than being able to follow an algorithm. Practical equipment, pictures, number lines to be used in lessons to help support children’s understanding. Use of Numicon in Reception and Year 1 essential. (Target: evidence in Book Scrutiny, Learning Walks, planning and observations) Assessment data to be reliable. Y6 to be tested using old SATs papers. KS2 teachers should be aware of children showing independence and application of skills out of context. Y1 to use Sandwell test as a benchmark for beginning and end of Year 1. Y2 to use KS1 SAT paper. All teachers using Target Tracker for assessment. (Target: Self-evaluate assessment and progress to be at least GOOD – evidence from book scrutiny and testing) School guidelines on feedback marking in maths including why and how we do it. (Target: Book Scrutiny to reflect Good level of work and Good progress.)

NB to undertake book scrutinies.

To teach relational maths rather than instrumental maths

To ensure rigorous and accurate assessment throughout the school

Assessment

Maths

Curriculum

Subject

September 2014- July 2015

Feedback marking

NB to work with KS1, DS and Reception with planning. Time out of class needed for team planning and delivery.

NB to investigate what test options are out there, what other schools are using. How will this link in with the target tracker information and assessment system?

Staff meeting time: whole staff discussion of what feedback marking in maths could/should look like - especially in order to make it useful and time efficient.

Evaluation

School Development Plan Subject: Child Protection Castor CE Primary School September 2014- July 2015 Staff Member: Selina Pacey/Mark Ratchford Link Governor: Lisa Hynes NB: Also see PHSE development plan. Subject Aspect Action Success Criteria including Pupil Outcomes Monitored by/Support (measurable targets) Required/Time/Cost

Internet Safety Training

Child Protection

Policies

To check policies and risk assessments are up to date.

To develop the Internet safety curriculum

Have up to date policy: Child Protection Intimate care Sex and relationship education (See PHSE Development plan). Risk assessments: Transporting Children, Educational visits policies – transport and local visits. Measure – Policy timetable for Governors All children in KS2 PHSE lessons to be accessing internet safety lessons. To hold an internet safety evening for parents Measure: Parental survey before and after to show impact. Good delivery of Make Waves Programme

SP and MR to check policies. Minutes of Governing Body Meetings.

SP to carry out lesson observations. LH and Mrs Jackson to help out in organising a parents meeting on internet safety. Seek advice from Gaynor Mansell (Education Safeguarding Lead)

To update the Child Protection (CP) training

To update the CP training (power-point and questionnaire) in line with current issues. Measure: all staff fully up to date with CP training.

SP and MR

Evaluation

School Development Plan Subject: SEND Castor CE Primary School

September 2014- July 2015

Staff Member: Tamara Salisbury [TS] Link Governor: Chris Murrell [CM] Aspect

Progress Provision Map

SEND

SEND Code

Subject

Action

Success Criteria including Pupil Outcomes (measurable targets)

Monitored by/Support Required/Time/Cost

To ensure that all staff understand the changes to the new Code of Practice and the implications for learning through ‘Quality First Teaching’. Use of target tracker to identify areas of need/concern for SEND pupils.

SENCo observes ‘Quality First teaching’ in action in the classroom. As a result of which pupils with SEND make measurable progress in line with targets for them and the school. ‘In School’ gaps are closed.

MR/ SENCo/ CM Staff training. Release time for TS to observe and work with staff and TAs.

Progress of SEND pupils is in line with others in their peer group and in the school. Gap closes.

MR/ SENCo/ CM Staff training on Target Tracker.

Monitor spelling and reading ages of those pupils who were below chronological age on first testing for school and for middle leadership course project.

Measurable outcomes for identified pupils on a half termly basis.

MR/ SENCo/ CM Reading Age Testing material to be purchased.

Redevelop Provision Map and use of IEPs for ‘Class Action’ pupils.

Provision Map is smarter. Targets on IEPs are time constrained and measurable. Results show good progress for all.

Data TBC.

MR/ SENCo/ CM Staff Training and support with writing and monitoring IEPs.

Evaluation

School Development Plan Subject: EYFS

Castor CE Primary School

Staff Member: Tamara Salisbury Aspect

Provision

EYFS

Environment

Subject

Action

Success Criteria including Pupil Outcomes (measurable targets)

To receive quotes and set a timeframe for work to be completed on the Foundation stage outdoor area.

For outdoor area work to be completed by July 2015. 3 quotes for identified areas to be received by the end of November. Company booked and date booked for works before the end of the Autumn term 2014. Work to go ahead sometime in 2015. For outdoor area and classroom to be set up so that all areas of the curriculum are reflected in the activities provided for children to access. Defined expectation of ‘continuous provision’. Plan for continuous provision communicated with children and TAs. Measures: For lesson observations and learning walks to recognise ‘continuous provision’ as being Good. Effective systems in place to ensure children have accessed the provision during the week.

To ensure that continuous provision is consistently providing a range of independent learning opportunities for children.

September 2014- July 2015 Link Governor: Claire Drake Monitored by/Support Required/Time/Cost TS/MR Cost approx. £12,000

Visits to other settings with SP Efficient system to enable classroom and outdoor preparation for provision.

Evaluation

Curriculum

Action

To ensure all children in KS2 have received e-safety teaching and training relevant to their age

Target: Children in Year 4 have completed Level 1 of Safe Training Programme. Children in Year 5 and 6 have completed Level 1 and Level 2 of Safe Training Programme. Children in Year 3 have completed Welcome To the Web activities that include Online Safety section and can explain the acronym SMART in relation to e-safety.

KA (supported by KS2 staff)

To develop use of ipads across the school beyond simple access to apps

Children are using apps to support their learning in a range of subjects e.g. Morfo - to create characters who deliver historical research.

KA

To ensure adequate coverage of computing curriculum across the whole school

Measure: Survey of usage across the school from baseline of using apps to curriculum enrichment. List of examples. Teachers confident about all aspects of curriculum for their current year group responsibilities. Measure: Effective curriculum coverage. End of year expecations met. Evaluation of pupil attainment.

Access to Year 4 – 6 in order to deliver programmes. Time to train KS2 staff re Safe Programme / Welcome to Web Online Safety Programme.

KA visit to schools using apps creatively to support teaching and learning Time to share good practice between staff Time to look at planning / observe classes to identify where apps supporting learning Cost – APP management changes to Apple’s useage agreements.

Evaluation

Children in Year 4 have completed level 1 of Safe Training Programme Sept – Nov 2014. Children in Year 3 have completed Welcome to the Web activities Sept – Nov 2014 Identified potential visits x 2 Nov 2014.

KA Teacher surveys re confidence Identification of barriers to delivering computing curriculum across whole school. Scheme of work investigated. Time to share good practice Time to look at planning / observe classes to identify where apps supporting learning Budget for technology -

Policy

ICT

E-safety

Aspect

(See links in CP SDP)

Subject

School Development Plan Subject: ICT Castor CE Primary School September 2014- July 2015 Staff Member: Karen Armstrong Link Governor: Success Criteria including Pupil Outcomes Monitored by/Support (measurable targets) Required/Time/Cost

To have an up-to-date policy that reflects current practice and curriculum

Updated policy shared with staff / govs and reflecting current practice and curriculum

KA Learning and Progress Governors.

Time identified to begin review of policy – Dec 2014

School Development Plan Subject: PE Castor CE Primary School September 2014- July 2015 Staff Member: Selina Pacey Link Governor: Peter Thompson

PE and Sport

Curriculum

NB: also see Sport Premium document. Subject Aspect Action Success Criteria including Pupil Outcomes (measurable targets)

Monitored by/Support Required/Time/Cost

To establish links with other clubs.

Establish at least 4 to 6 links with other clubs. Work towards achieving Gold Sports Mark.

SP and MR

To extend intra-school competitions.

Sports captains to be selected from Year 6. At least 6 intra-school different sporting competitions to take place during the year involving pupils from Year 1 - 6.

SP. Premier sport to organise lunchtime intra-house competitions.

70 x £25 for lunchtime House competitions = £1750

Clubs

To monitor the range of clubs taking place and the uptake and accessibility to all children.

To have a range of clubs organised by outside agencies on offer to all children across the school. To interview children on how they feel about sport and clubs and ways it can be improved. Measure: Compared to previous year more participation, calculate participation of specific groups.

SP and PT to monitor range of clubs taking part and their impact.

Evaluation

Peterborough Hockey Club – coach work with pupils in Sports Club Autumn Half Term 2014

School Development Plan Subject: PHSE Castor CE Primary School Staff Member: Selina Pacey Subject

Aspect

Action

To develop the role of the school council

Curriculum

PHSE

To develop Sex and relationships education curriculum

To develop the ‘Staying safe – Personal Safety Programme’ to implement into the curriculum.

September 2014- July 2015

Link Governor: Lisa Hynes

Success Criteria including Pupil Outcomes (measurable targets) Regular meeting take place of the school council reps (every 2 weeks). School council will have a greater impact across the school. Measure: School Council leading more events and carrying out more initiatives than 201314. Review the Sex and relationship policy. Discuss policy at governors. Research and implement an effective programme to deliver Sex Education. Share with parents. Implemented into the curriculum. Observe lessons. All children are able to know how to keep themselves safe from harm and know what to do if things are worrying them. Have posters around school about keeping safe. Measure: Governor interviews with pupils showing good understanding of safety issues. Good delivery of the Internet safety curriculum (see CP and ICT development plan)

Monitored by/Support Required/Time/Cost LG and SM to be in charge of school council. Cost of buying equipment for lunchtimes.

SP and LH to look at policy. Seek advice from Gaynor Mansell (Education Safeguarding Lead) And School Nursing Team. Governors to approve policy. Seek advice from Gaynor Mansell (Education Safeguarding Lead) SP to carry out lesson observations. SP and LH discussion with children.

Evaluation

Aspect

Curriculum

Action

Evaluation

To have adequate resources to support delivery of the new curriculum

Adequate resourcing of all Science topics in the new curriculum Children use resources and equipment to support learning Resources acquired, stored appropriately and made accessible to all who require them Inventory cross referenced to new curriculum – all areas covered.

KA / MR Budget to allow purchasing CPD use of equipment as and if required

Equipment to teach forces bought Oct 2104. Audit of equipment and storage arrangements completed 21/11/2014.

To implement a framework for recording science investigations relevant to Key Stages

Frameworks used consistently across the school as pupils’ science works show use of

KA

KS2 Science Planning Format agreed and shared 9/11/2014

To implement a planning framework for science which indicates opportunities to work scientifically.

Planning is used by all staff (user-friendly) Planning review indicates opportunities to work scientifically. Children are aware of working scientifically Book Scrutiny indicates planning format used and opportunities to work scientifically recorded. Assessment units are available on the network to be used at the end of each unit. Assessment units are used to support levelling of children across the school. Children’s attainment is assessed with some formality and recorded accurately Updated policy shared with staff / govs and reflecting current practice and curriculum

To build a bank of science assessment units linked to new curriculum

Policy

Science

Resources

Subject

School Development Plan Subject: Science Castor CE Primary School September 2014- July 2015 Staff Member: Karen Armstrong Link Governor: Maggie Noble Success Criteria including Pupil Outcomes Monitored by/Support (measurable targets) Required/Time/Cost

To have an up-to-date policy that reflects current practice and curriculum

science investigation frameworks. Evidence from book scrutiny indicates that frameworks are being used consistently.

Management time to draft documents. Staff meeting time to share and discuss frameworks. KA Management time to draft documents Staff meeting time to share and discuss frameworks

KA CPD use of Test Base and for discussion about building assessment units. Subscription to Test Base Science maintained. KA

Aspect

Art Drama

The Arts

Music

Subject

School Development Plan Subject Castor CE Primary School September 2014- July 2015 Staff Member: Sue Marsden - Music Link Governor: Vicki Shaw Action Success Criteria including Pupil Outcomes Monitored by/Support Evaluation (measurable targets) Required/Time/Cost Enhance music performance opportunities across the school.

Development of Art Week to make links with local artists

Offer pupils wider opportunities in drama.

Participation in local music festival by school choir (Peterborough and Oundle). Participation by KS1 in cross curricular project (Britten Sinfonia) Regular instrumental recitals – violin, piano and keyboard, guitar, in liaison with peripatetic teachers. Local artists to work with pupils and exhibit work in an exhibition during the Summer Term.

SM until Christmas then new subject leader. HB - choir

Encourage participation in the Peterborough Drama Festival. Enter a class group into choral performance. Encourage participation in the Oundle Drama Festival. Measure: Greater participation than 2014.

MR

Research: Arts Council - AMVC links – art block and auditorium

TS and MR

School Development Plan

Subject Staff Member:

Aspect

Assessment Resources

MFL

Curriculum

Subject

Castor CE Primary School

September 2014- July 2015

Link Governor: Vicky Shaw

Action

Success Criteria including Pupil Outcomes (measurable targets)

To improve teaching and learning of the MFL curriculum through lesson support, joint teaching and observation.

Teachers are able to deliver lessons that enable children to make good to outstanding progress in all areas of language learning.

To develop teachers’ ability to accurately assess children’s progress and use assessment information to inform future planning.

Teachers use assessment tools provided by Language Angels resource to accurately gauge levels of progress and areas requiring development.

To develop a handbook of plans, assessment tools and expectations for each year group.

Teachers understand required level in all areas of MFL curriculum. Children are aware of their next steps.

Monitored by/Support Required/Time/Cost SM until Spring Term then new subject leader. Ongoing. Release time for subject coordinator to provide support to other staff. SM until Spring Term then new subject leader.

SM until Spring Term then new subject leader. Management time to produce document. Staff meeting time to share and discuss its use.

Evaluation

School Development Plan Equality Development Plan Castor CE Primary School September 2014- July 2015 Staff Member: Mark Ratchford Link Governor: Chris Murrell Aspect

Equality

Diversity

Subject

Action

Success Criteria including Pupil Outcomes (measurable targets)

Develop pupil understanding of working with people who might be different (linked to Equality Act ‘protected characteristics’). Reinforce that bullying of any kind is unacceptable.

Pupils exhibit tolerance in dealings with others. They understand what to report to staff and why. Implementation of Cambridgeshire PSHE Scheme across the school. Measure: Reduction in bullying incidents from Autumn Term to Summer Term. RE curriculum to reflect coverage world religions and groups. Visits and visitors of different faiths and ethnic groups. Measure: All pupils to visit or be visited by a person from another faith.

SP and Governors, Pupil discussions with staff and governors

RE curriculum and worship to enhance pupil understanding of Christianity around the world. Appreciation of different ways of worship and Christian traditions. Forge links with a Christian school in another country. Investigate charitable work? Measure: Worship Book, RE syllabus to reflect coverage of Christian traditions around the world. Understanding of what it means to be British. Spiritual, Moral, Social and Cultural understanding to be enhanced and reflected in displays, work and daily life. Assemblies, RE, English and PSHE lessons to enable discussions. Measure: Governor visit reports and pupil surveys to show good SMSC development of pupils.

Books and posters for display on other countries. Governing Body MR and HB

Development of pupil understanding of different faiths and ethnic groups

Develop opportunities for pupils to understand Christianity around the world

SMSC

Prepare pupils for life in Modern Britain

Monitored by/Support Required/Time/Cost

Governing Body Work with HB and RE Advisory service Books and resources to support curriculum study.

Governing Body MR Books for Guided Reading to enable discussion about Modern Britain.

Evaluation