Manor Road, Huddersfield, West Yorkshire HD7 4QE | Tel:

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Golcar Junior Infant And Nursery School

School Development Plan

Contents

Aims of the School development plan

Continuation of School Vision and Values

School development planning rationale

Budget overview

Priorities

Strategic action plans

  

 

Aim of the School development plan

 

Golcar JI& N School’s school development plan seeks to implement the school vision and uphold the underlying values whilst raising standards and moving the school forward.

 

School Vision statement:

At Golcar School our central purpose is to provide a safe, challenging and child friendly environment in which everyone is inspired to learn and achieve.

 

In order to achieve this we believe that:

  • The needs of the child come first.
  • Everyone has something to contribute.
  • Everybody matters.
  • Individuality is celebrated.
  • Effort and achievement should be celebrated.
  • Everyone has the opportunity to learn.
  • We can learn from each other.
  • We can learn from our mistakes.
  • A culture of support allows for both success and failure.
  • Teaching and learning should be fun.
  • Resources should be of a high quality.
  • Rich stimulating environments foster learning and inspire curiosity.
  • Partnerships with parents, community and the wider world should be fostered.

 

At our school we believe that every child will:

 

  • Be successful and confident.
  • Learn to make informed choices.
  • Be friendly, polite and show respect and empathy for others.
  • Enjoy all aspects of learning.
  • Be well prepared for their future and leave school with happy memories.
  • Be happy and feel safe and secure.
  • Recognize their own needs, rights and responsibilities and those of others.

 

Our three core values are:

                         Nurture, Aspire and Achieve.

 

School Development Planning

Golcar’s School Development Plans are written as working documents. They are not written for a fixed period of time but are intended to be revised and updated termly showing progress and subsequent on-going plans. The areas identified for development have been generated through careful analysis of the school’s strengths and weaknesses. The priorities in the SDP closely match areas for development identified in our School Self Evaluation document

 

 

Budget Overview

 

Area of spending

Allocation 2015-16

Allocation 2016-17

Allocation2017-18

Staffing

 

£1,387,874

£1,464,419

£1,414,720

Buildings and Maintenance

£121, 094

£121,523

£127,846

Supplies and Services incl transport costs

£273,820

£220,185

 

Contingency

£16,540

£14,921

£19,206

Total expenditure

£1,799,328

£1,821,148

£1,740,474

Budget allocation

Carry Forward

Total Allocation

£1,677,915

£77,153

£1,755,068

£1,683,661

£59,723

£1,821,148

£1,694,201

£46,273

£1,740,474

 

 

 

Priorities for 2017-2018

Our major priorities are as follows:

 

  • To raise aspirations so all children make better than expected progress and achieve above the national in reading, writing and maths at the expected level and at greater depth. (Ofsted priority)

 

  • To ensure there is consistency in the identification, planning and provision, and assessment of SEN children’s needs.(ASP)
    •  
    • Increase the impact of leaders and managers to improve teaching and raise standards, (Ofsted priority)
    •  
  • To raise the profile and standards in Science through more focused teaching and assessment.(ASP /perspective lite)

 

Successes from 2016/17

 

To develop leadership capacity including Governance

More staff have been supported to take on leadership roles in 2016/17, working alongside SLT and with other schools and our KLP.

We now have a clear career progression and expectations document which has been welcomed by staff. Many staff are working above the expectations for their pay grade and they are keen to take on more responsibility.

One member of staff has completed the aspiring leaders programme and has taken on the role of Aspire Cooperative Trust coordinator during the absence of CB.

The literacy team worked alongside our KLP after undertaking lesson observations and doing book scrutiny and pupil interviews. They are much clearer about next steps for curriculum development and their next step is to produce an action plan for literacy for 2017/18.

During the absence of two of our AHTs staff are stepping up and undertaking roles such as phase leader and leader of a curriculum development team. A clear staffing structure with identified responsibilities has been produced and circulated to all staff. This should alleviate pressure on SLT and give ownership to the staff for driving school improvement.

Leadership of the admin team has been less successful, but we have recently appointed a new SBM to take us forward in this area.

We have a strong governing body who are becoming more confident at challenging the leadership of the school and ensuring standards are as high as they can be. Buddying of new governors has worked well and has helped new governors settle into their role quickly. Governors have taken a lead role in several school priorities eg updating ICT provision and understanding finance.

 

To revisit, review and articulate the vision for the school

 

We have worked with all stakeholders over the year to formulate our new mission statement for the school. This has now been shared with parents and governors and the next step is to introduce the new core values to the children during assembly and PSHE lessons. We still need to formulate a vision statement which encapsulates our 3 core values.

 

VISION STATEMENT JUNE 2017

We have been revisiting our vision for the school with staff, children and Governors.

This is the culmination of our visioning process combining the thoughts and ideas generated by everyone involved:

Working together:-

We will provide an environment in which children feel happy, safe and cared for.

We will nurture curiosity, creativity and confidence.

We will encourage our children to turn their aspirations into reality.

We will prepare children for challenges, opportunities and responsibility.

We will celebrate the individuality and achievements of every child.

Nurture – Aspire - Achieve

 

Child friendly mission statement

I’m a learner for life because……

I am happy, safe and well cared for

I am creative and curious

I challenge myself, always aim high and never give up

I’m happy to be me and I respect myself and others.

 

 

To implement more rigorous teaching and recording of guided reading to address the higher expectations of the new curriculum and raise standards in reading for all pupils including high achievers and disadvantaged groups

 

Guided reading is now becoming well embedded into daily teaching and clear links are being made into literacy lessons which is impacting positively on teaching and learning and helping drive up standards.

Results at the end of Foundation stage -90% of children achieved at least the expected level with 25% achieving the exceeding level. These results are above the national average based on 2016 data.

100% of pupil premium children achieved the expected level in reading.

 

KS1 - 76% at the expected level and 24% at greater depth. In line with national average for 2017 at the expected level and slightly below the national average at greater depth.

67% of pupil premium children achieved the expected level in reading which is above the national average

 

KS2 – 77% at the expected standard and 21% at greater depth. These results are above the national average for 2017 at the expected level and slightly below at greater depth.

56% of pupil premium children achieved the expected standard and 11% achieved greater depth, which is slightly above the national average. Progress for this group of children was +1.6 which is above the national of -0.7. 

 

To develop a consistent approach to the teaching of spelling across the school in order to raise standards in writing for all pupils including high achievers and disadvantaged group

 

Read, write inc is now embedded into daily teaching and the half termly tests which are completed as part of the programme are showing children are making positive gains in improving their spelling. Spelling rules are being taught and reinforced and scrutiny of books has shown that children are now applying these rules in their independent writing.

The spelling of high frequency words is an area which needs to be addressed and the teaching of these increased as these are the words which children are spelling incorrectly more often.

 

Writing results

Key stage 1 66% achieved at the expected level and 17% at greater depth. We are below the national average at the expected level but above at greater depth.

Our pupil premium (3) children were below the national average 33% v 51%

 

Key stage 2 79% achieved at the expected level which is above the national average and 17% at greater depth which is in line with the national average. Progress in writing is +1.0 which is above the national.

56% of our pupil premium children achieved the expected level which was slightly below the national and 22% achieved greater depth which was well above the national average for this group of children. The progress of our pupil premium children was +1.6 which is well above the national of -0.4.

 

To further promote positive behaviour and attitudes towards learning through the introduction of Growth Mindsets

 

Pupil surveys, interviews and lesson observations have all shown that the vast majority of our children have a positive attitude towards their learning. With the introduction of basic, advancing and deep challenges the children have all had the opportunity to be proactive in their learning and push themselves to achieve as highly as possible. We still have a small percentage of middle and more able children who are not challenging themselves in their learning and are reluctant to make mistakes therefore don’t move themselves onto more difficult challenges. This is a focus which was also picked up on by Ofsted. Further work on attitudes to learning for specific children needs to be completed in 2017/18.

The Quality of Leadership and Management including Governance

 

  • Increase the impact of leaders and managers to improve teaching and raise standards,

 

 

Ref

Targets

Action

Lead person

Start/rev/end

Resource/costs

Monitoring

Success criteria

1a

To raise standards across the curriculum

Review and evaluate current practice and standards

Produce and implement an action plan

Monitor, evaluate and plan for succession

 

Curr devt teams

Oct ‘17

July ‘18

To be detailed in subject action plans and agreed by SBM and SLT

Curr devt teams

SLT

Action plan produced – by 31.10.17

Mid term review of action completed –16. 2.18

Next steps identified – 16.2.18

Final review and evaluation – 16.7.18

Core subject data is above the national expectation

Foundation subject data is in line with core subjects (80% at expected)

 

1b

To upskill middle leaders

To investigate Trust wide training opportunities

Organising shadowing opportunities for middle leaders

Develop middle leaders network meetings across the Trust / Alliance

Support with data analysis

 

SLT

Sept ‘17

July ‘18

Cover costs

 

Training courses- Collaboratives?

£

SLT

Middle leaders are clear and acting on their roles and responsibilities- Dec ’17, Feb ’18, June ‘18

 

1c

To develop a culture of reflective practice

 

Allocate CPD time to introduce reflective practice

Training on use of video recording equipment

Visit other school where visible learning is in place and has made an impact

Implement a reflective practice plan

SLT

Jan ‘18

July ‘19

Video recording equipment

Cover costs for visits

SLT

Increase in the percentage of teachers who are deemed outstanding practitioners – triangulation of all monitoring evidence- 16% by July 2018 and 25% by July 2019

1d

To develop a programme of peer to peer support

 

Identify outstanding practitioners across core subjects and schools

Provide opportunities for observation, team teaching and reflection

SLT

Sept ‘17

July ‘18

Cover costs

SLT

Outstanding practitioners

Increase in the percentage of teachers who are deemed outstanding practitioners – triangulation of all monitoring evidence- 16% by July 2018

 

 

 

 

Teaching, Learning and Assessment

 

  • To raise aspirations so all children make better than expected progress and achieve above the national in reading, writing and maths.

 

 

Ref

Targets

Action

Lead person

Start/rev/end

Resource/costs

Monitoring

Success criteria

2a

To further embed a growth mindset culture

Identify learners who are at risk of under achieving- through lack of motivation / lacking confidence

Complete growth mindset questionnaires on entry and exit to current year group

Identify and implement strategies to engage under achieving children

 

FT / CB

Sept ‘17

July ‘18

CPD time

 

SLT

Phase leaders

Class teachers

Growth mindset culture questionnaires show a shift in attitude towards learning from entry to exit

Improved outcomes for identified learners – half termly tracking

2b

To raise standards / make better than expected progress in maths for girls

To identify barriers to maths for girls

Employ a range of strategies to address eg teaching strategies, thinking hats, tasc wheel, Blooms taxonomy

Maths devt team

Class teachers

Sept ‘17

July ‘18

 

Maths devt team

SLT

Standards and Effectiveness com

Improved outcomes for identified learners – half termly tracking. Above 2017 percentages of :-

EYFS - 85% at expected, 11% exceeding

KS1 – 76% at expected 24% greater depth

KS2 – 75% expected, 21% greater depth

2c

To raise standards at greater depth in the core subjects

Identify current resources which support mastery and purchase additional resources where necessary

Clive Davies INSET – understanding mastery

Visit high performing schools at greater depth to identify good practice

Mastery activities and questioning in all planning using BAD

 

 

SLT

Sept ‘17

July ‘18

£600 for Clive Dvies inset day

SLT

Standards and Effectiveness com

Clarity in what mastery looks like across the core curriculum

All planning has elements of mastery

Middle and high achievers are moved onto mastery activities swiftly – lesson drop ins, book scrutiny, observations- termly

Identified high achievers achieve greater depth above national in reading writing and maths

Identified middle achievers achieve greater depth above national in reading writing and maths

 

 

 

 

2d

To raise awareness of data amongst staff

Phase leaders shadow SLT during target setting with teachers

Coasting children identified and actions identified, implemented and reviewed half termly

To explore tests which support teacher assessment

SLT

Phase leaders

Sept ‘17

July ‘18

Cover cost for staff to meet with SLT

SLT

Phase leader’s analysis of data becomes more focused and provision more closely linked to need- half termly

Tracking of children is improved and even more accurate

Standardised scores used to inform teacher judgements

 

2e

To raise the profile of teaching

See 1c and 1d above

SLT

Curr devt teams

Sept

’17 July ‘18

 

SLT

Standrads and effectiveness govs

Staff have high aspirations for all children and targets reflect this

Higher percentage of good / outstanding practice is seen across the school

Progress is evident in data, books, within lessons etc

 

 

 

  • To raise the profile and standards in Science through more focused teaching and assessment.

 

Ref

Targets

Action

Lead person

Start/rev/end

Resource/costs

Monitoring

Success criteria

3a

To audit teaching and learning in Science

Curriculum development team to audit planning, delivery and resourcing of Science and identify strengths and areas for development and action plan produced

Curr devt team

Oct ‘17

Dec ‘17

Cover costs

Curr devt team / SLT

Strengths and areas for development identified-including

training and resourcing issues and action plan written and implemented

3b

To agree and implement an assessment system for Science

To agree assessment criteria for all year groups

Devise a tracking system to be used each term / end of unit

To investigate materials to support end of KS2 assessments and the requirements of the interim frameworks

 

SLT

Curr devt team

Dec ‘17

July ‘18

N/A

SLT

Tracking system in place for Science – July ‘18

KS1 and KS2 data is at least in line with national expectations.

3c

To develop teacher confidence in teaching and assessing Science

Confidence questionnaire entry / exit

See 1c and 1d

Collaborations with other schools in ACLT / GLTA

SLT

Sept ‘17

July ‘18

Cover costs for peer to peer work £

SLT

Staff confidence in teaching and assessing Science is increased

3d

To increase percentages of children achieving the expected standard

See above

Scrutiny of planning

Lesson drop ins

 

Curr devt team

Nov ’17-July ‘18

 

Curr devt team

Phase leaders

SLT

Standards and Effectiveness com

At the end of Y2 and Y6 percentages at expected are in line or above the national.

At end of Y1,3,4,5 percentages reflect the national data for the previous year.

 

 

 

  • To ensure there is consistency in the identification, planning and provision, and assessment of SEN children’s needs.
  1.  

Ref

Targets

Action

Lead person

Start/rev/end

Resource/costs

Monitoring

Success criteria

4a

To raise awareness of the needs of identified SEN children

Audit staff attitudes to SEN children, parental and pupil aspirations

Ensure clear handover of information between SENCO, teacher and ETAs

Training for specific needs

 

 

FT

Sept ‘17

July ‘18

 

SLT

SEN gov

Staff understand the needs of specific children

Staff feel supported in addressing these needs

Training raises staff confidence in delivery of provision

4b

To improve provision and outcomes for children working below age related expectations

To audit and evaluate current provision / interventions

To identify appropriate provisions to meet specific needs

Training re delivery of interventions

Working alongside colleagues to understand more clearly age related expectations

 

 

FT

Sept

’17-

July ‘18

Purchase of identified resource up to £500

SLT

SENCo

SEN gov

Impact of all interventions is measured and outcomes improve and are at least in line with national expectations

Tracking of SEN children improves and is more tightly focused on appropriate milestones matched to need.- next steps more easily identified

4c

To improve knowledge and understanding of SEN

Attend course and complete assignments, research etc

FT

Oct ’17 Sept ’18

£1500

Leeds Beckett Uni

Complete the SENCO qualification

4d

To raise the aspirations for SEN children

Audit

Growth Mindset approach

Small steps successes recognised and celebrated

Allow for challenge and access to classroom learning

SEN aspirations work – via the trust

All staff

PE /Trust coordinator

Sept

’17 –

July ‘18

 

SEN gov

SENCo

Questionnaire demonstrate the pupils and their parents have high aspirations

 

 

Appendix: other priorities

 

AWARDS