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

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Golcar Junior Infant And Nursery School

School Development Plan

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: Respect, Learning and Well-Being.

 

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

 

 Priorities for 2016-2017  

Our major priorities are as follows:

 

1.1 To develop leadership capacity including Governance.

1.2 To revisit, review and articulate the vision for the school.

 2.a 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(£500).

 2.b 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(£800).

 3.To further promote positive behaviour and attitudes towards learning through the introduction of Growth Mindsets (£250).

 

Successes from 2015/16

 

To develop a consistent, whole school approach to pupil assessment and learning across the curriculum

  • Trackers grids are being used regularly an consistently by staff to track progress of individuals and classes of children.
  • Staff are clearer about the purpose of assessment and how to assess after accessing a series of CPD sessions to explore the issues.
  • Evidence is collected in a variety of ways by all adults in school- e.g. ETA feedback sheets, capturing evidence on post-it notes, photographs and work in books etc.
  • Moderation both within school, across the trust and pyramid and alongside a moderator from the LA have developed staff confidence and led to greater consistency across the school.
  • Assessment week files set up to showcase a variety of learning and progress over time.
  • Introduction of steps to success / I can statements have allowed better self- assessment by the children and have highlighted next steps in learning which children are aware of.
  • Introduction of BAD planning (Basic, Advancing, Deep) has led to greater depth of learning and understanding and has led to less capping of children’s abilities.
  • More opportunities for peer assessment and children becoming more confident particularly in UKS2 to identify strengths and areas for development.
  • CPD throughout the year for the assessment coordinator to keep abreast of changes and be aware of good practice. This has been cascaded to staff on a regular basis with time given to try and reflect on new initiatives.
  • ETA team have received training on new curriculum expectations for their year group for Maths and Writing and they have also had training on questioning to support children in demonstrating their learning.
  • Regular pupil progress meetings with a member of the SLT where individual children can be discussed and assessments and interventions considered.
  • Staff have a clearer picture of gaps in learning and responsive interventions have been used to plug the gaps to enable the children to continue making progress in their learning.
  • Children are taking more ownership for responding to feedback and marking and purple pens have been introduced to show where children are making improvements to their work.

To develop an effective leadership team with clearly defined roles and responsibilities

  • Staff are clear about the roles and responsibilities of the leadership team and will approach all members of the team with questions, concerns, ideas etc. this is now happening across school with other leaders e.g. subject specific questions.
  • All SLT have taken on additional roles since September 2015 – SENCo, Assessment coordinator etc.
  • SLT skills have been developed through coaching opportunities, opportunities to access relevant training and through regular dialogue and discussion around school improvement agenda.
  • Areas of development identified within SLT and training/ coaching put in place to develop the necessary skills e.g. Reading RAISE online data and writing reports to Governors, SDP action planning and dealing with safeguarding issues.
  • Curriculum development teams have been created to support less experienced staff with taking on a leadership role. These have involved mixing staff from across the key stages to ensure they bring different perspectives to the team. This has raised awareness of school improvement and has ensured greater consistency in moderation and making judgements.
  • Leadership skills of aspiring middle leaders have been developed by planning opportunities for staff to shadow and work with SLT during moderation activities, leading CPD both within our own school and to trainees at the GLTA.
  • Opportunities for staff to mentor students on placement supported a member of SLT has helped develop leadership skills.
  • Opportunities for staff to visit and work with staff from other schools.
  • Data has been shared with subject leaders by SLT.
  • Audits show that staff skills are being used effectively to drive forward school improvement agenda.

To further develop staff confidence in delivering the new computing curriculum

  • Audit of staff skills completed and areas for development / support identified and being put into CPD plan for Autumn 2016.
  • Curriculum gaps identified and CPD sessions to address planned into CPD for next year.
  • Revisiting resources which could be used to teach coding and looked at the progression across the school. Staff more confident when using Espresso and Scratch than previously.
  • Safer internet day assembly and activities alongside regular on-line safety teaching is a regular feature of teaching.
  • Year 2 children being trained as ICT experts to support their peers in class.
  • Planning revisited and shared with staff. This is a basis for staff to then personalise.

To evaluate and improve the teaching and assessment of guided reading

  • Literacy policy has been written and shared and discussed with staff.
  • Plans implemented to trial ETA supported guided reading sessions using all ETAs in Y1-3 so all children get at least 2 high quality guided reading sessions per week.
  • Additional reading volunteers have been recruited to support both individual and guided reading in Y1-3.
  • Point, evidence, explain sheets produced to support children in given more in depth answers to questions about texts,
  • Recording and tick sheets produced to help evidence collection and to identify gaps in learning.
  • Literacy box resources are being used more widely across the school to help develop pupil’s comprehension skills.
  • Assessment sheets which have been introduced into KS1 can be highlighted during or immediately after a session and give a clear picture of how the children tackled the texts.
  • A resources wish list has been produced after Literacy team researched what was available and what would meet the needs of the school.
  • More targeted reading activities have been introduced for KS1 children when they are not all in an adult led reading group.
  • Staff are looking at ways to adapt resources already in school to suit the new requirements for reading.
  • Guided reading observations have taken place across the school to inform decisions.
  • Newly Qualified teachers have observed high quality guided reading teaching as part of their own professional development.
  • Opportunities to observe outstanding practice at another local school has been organised.

To develop staff awareness of attachment, loss and trauma

  • The CPD sessions (4) allowed staff the time to reflect on how they deal with children and incidents within school.
  • Whole school awareness of disadvantaged children and lots of sharing of experiences within the sessions. Staff knowledge, awareness and approaches have increased and developed over time.
  • Strategies are being used in classrooms to support children with attachment issues and the children are becoming more settled and better able to cope as time goes on.
  • In Early Years a reflection / conflict area has been set up where children can go to chill out / chat. Children are being taught to use their words to express how they are feeling.
  • Sharing of strategies and successes for individual children passed on at transition meetings to ensure consistency across classes.
  • Greater understanding of why some children need to be handed in different ways.
  • Different strategies are being used by staff when approaching / responding to different issues.
  • Growing awareness of the research which lies behind the training.
  • More consistent approaches when working with particular children through the introduction of scripts which are shared with all staff.
  • Most disadvantaged children in school have identified adults who they can trust and who make them feel safe.
  • As a result of the training there are less incidents requiring the involvement of the SLT.

To monitor the impact of Big Maths 

  • Clear written methods which are evident in planning.
  • Cross curricular maths has improved and is evident in topic books and in planning. 
  • Observations and drop ins show that cross curricular maths is a regular feature of teaching and learning opportunities.
  • MTP show that we have the coverage across the school.
  • Training for other schools has been delivered by one of our members of staff.
  • Pupil confidence in explaining structures and methods has improved.
  • Pupil interviews show that children are generally enthusiastic about their maths learning.
  • Mastery for all opportunities are available in all classes.
  • Children’s recall of number facts has improved and this was evident in the SATs arithmetic papers at KS1 and 2.

To further develop a robust system for monitoring the quality of teaching

  • Monitoring overview for the year implemented and shared with staff.
  • All monitoring activities feedback to staff as a whole school document or individual feedback.
  • Areas for development revisited later in the year and improvements noted.
  • Shadowing of SLT by coordinators to ensure greater consistency of judgements.
  • All monitoring activities triangulated and judgements used during teacher appraisal review meetings to discuss performance against teacher standards.

To implement a professional development programme which supports and develops support staff 

  • Audit of support staff skills and levels of confidence completed and analysed.
  • Professional development activities for individuals and groups identified.
  • CPD plan for support staff produced which is being implemented.
  • Greater emphasis on staff supporting each other.
  • Performance management target setting meetings undertaken and mid-term reviews completed.

To further promote positive behaviour and attitudes towards learning.

  • SLT have undertaken training around developing a growth mindset culture within the school.
  • Growth mindset approach to report writing shared with staff.
  • All staff had some basic training at Pyramid Inset Day.
  • Behaviour and attitudes to learning interviews with pupils very positive and show that the vast majority have a positive attitude towards school and their learning.
  • Plan is being written to develop Growth Mindset work further in 2016/17.

To undertake a review of the admin team and their roles to ensure cohesion and greater efficiency.

  • New structure for admin team agreed by Governing Body.
  • Meetings with HR and Unions to agree the process completed.
  • Review undertaken and jobs offered to current members of the team.
  • Vacancy for a school business manager and business support officer advertised to take up post in September 2016.

To build on the improved progress data for 2015 and raising expectations for all pupils (Raising standards)

Although levels have been removed our targets are based on FFT expectations and prior attainment.

Targets are for at least 75% of the cohort to meet age related expectations: Progress data will be available once KS1 and KS2 SATs data is available.

Children on track  

Children on track – (Green and second yellow)

 

Reading

Autumn baseline

Spr 1

Spr 2

Summer

Final use figures in brackets

Year 1

71%

52%

64%

73%

89% (80%)

Year 2

88%

88%

83%

78%

84% (77%)

Year 3

86%

71%

69%

62% (46%)

93% (76%)

Year 4

80%

83%

84%

80% (46%)

94% (75%)

Year 5

68%

76%

79%

78% (62%)

81% (73%)

Year 6

80%

89%

83%

85%

84% (77%)

 

Writing

Autumn baseline

Spr 1

Spr 2

Summer

Final

Year 1

71%

52%

81%

79%

88% (79%)

Year 2

88%

82%

87%

87%

87% (70%)

Year 3

86%

71%

64%

67% (33%)

85% (69%)

Year 4

80%

83%

74%

73% (23%)

89% (66%)

Year 5

68%

76%

84%

69% (49%)

74% (62%)

Year 6

80%

89%

83%

82%

         (71%)

 

Maths

Autumn baseline

Spr 1

Spr 2

Summer

Final

Year 1

72%

75%

79%

81%

87% (83%)

Year 2

85%

86%

85%

80%

88% (78%)

Year 3

75%

64%

56%

69% (39%)

84% (73%)

Year 4

71%

61%

65%

64% (35%)

95% (76%)

Year 5

70%

80%

80%

90% (59%)

89% (73%)

Year 6

81%

89%

84%

82%

76%

 

To continue to close the gap between disadvantaged pupils and other pupils in reading at KS1 and 2 and maths at KS2. (Raising standards)

 To increase percentage of pupils who pass the KS1 phonics screening (Raising standards)

 

2014/15

2015/16

% children passing the phonics screening check

Year 1 70.8%

Year 2 58.3%

Year 1 80.7%

Year 2 45%

 

To develop opportunities for speaking and listening for boys in KS1 and Y3 (link to Science objective) (Raising standards)

To increase the percentage of boys writing at the higher level.at KS1 and 2 (Raising standards)

 

Writing

Below

Towards

At

Above

At/above

Year 1

2 chd 7%

3 chd 10%

25 chd 83%

0 chd 0%

25 chd 83%

Year 2

1 chd 3%

7 chd 24%

21 chd 72%

0 chd 0%

21 chd 72%

Year 3

3 chd 8%

14 chd 37%

21 chd 55%

0 chd 0%

21 chd 55%

Year 4

1 chd 3%

13 chd 39%

18 chd 55%

0 chd 0%

18 chd 55%

Year 5

0 chd 0%

8 chd 35%

13 chd 57%

1 chd 4%

14 chd 61%

Year 6

0 chd 0%

8 chd 27%

21 chd 70%

0 chd 0%

21 chd 70%

 

To purchase a wider selection of boy friendly reading resources for UKS2 to develop a greater enjoyment in reading. (Raising standards)

  • Audit of resources completed.
  • Book representatives been into school to speak to Literacy team.
  • Networking with other schools to find out what resources they use and how successful they are.
  • Provisional spending plan in place pending finalised agreement about the teaching of reading.

 

AWARDS