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St Paul's Catholic Primary School

Alive in Jesus

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School Development Plan

1. The Quality of Education

SDP Focus 

2019-2020
Actions

Autumn Impact

Spring Priorities

Spring Impact

Summer Priorities

1.1 To implement and embed the core knowledge curriculum so pupils from Years 1-6 receive a rich, broad and balanced curriculum

 

i) Staff/subject leaders to attend all cross-MAC monthly meetings to ensure consistency and quality in delivering the curriculum
ii) Subject leaders to ensure quality of curriculum delivery through monitoring teaching and resources half termly
iii) Conduct Deep Dives each term with a particular focus on SEND/PP and attitudes and behaviours for learning:
21st Oct – History
3rd Dec - Science
iv) Ensure effective assessment strategies are in place to support knowledge retention
v) To ensure knowledge organisers are prepared for Art, Music, Geography and History 
vi) The school website is updated with information for parents on the curriculum

i)New curriculum is in place across Y1-6.  Staff confident to plan and teach History, Geography and Art.

ii)With intense support subject leaders have identified strengths and developments from weekly monitoring and acted swiftly to address issues.

iii)Deep dives alongside SLT have ensured a thorough look into curriculum areas and identified actions have been swiftly addressed.

iv)Retrieval practise is at the forefront of the curriculum and is helping pupils to retain key information.

v)Pupils have had access to KO and pupil voice and assessment has shown them to be successful.

i)Develop staff skills and confidence in other subjects: Music, Science and Computing.

ii)Further communicate the curriculum to parents via our school website and the KO folders

iii)Develop and further improve KO to ensure optimum effectiveness

iv)Reallocate subject coordinators for Music and Computing

v)Focus on Science, Computing and Music curriculum development.

vi)Continue to develop assessment procedures.

 

 

1.2 Develop the teaching of reading across EYFS/KS1

  1. English leader to undertake project with The Open University re: Reading for Pleasure
  2. Work with English consultant to embed good practise for teaching of phonics across EYFS/KS1
  3.  Introduce and implement new programme for the teaching of reading
  4. Increase English leader’s management time in order to develop their monitoring programme (CPD) and to ensure a thorough overview of subject

i)Phonics planning adapted for spring term following autumn term monitoring.

ii)Phonics consultant and English lead identified issue with reading fluency and pupil books being mismatched.  Trained staff who completed fluency checks and ensured all pupils had appropriate book.

iii)Effective GR programme in EYFS/KS1.  Pupils grouped by phonic ability.  PIRA results show impact.

i)English lead to continue work with OU

ii)Regular fluency checks to ensure correct books for pupil levels 

 

1.3 Embed the teaching of reading in KS2

  1. English leader to undertake project with The Open University re: Reading for Pleasure
  2. Review teaching of reading in KS2 to ensure progressive, robust and regular reading sessions (Guided Reading, Reading Aloud, Accelerated Reader)
  3. Increase English leader’s management time in order to develop their monitoring programme (CPD) and to ensure a thorough overview of subject

i)Whole school CPD day, ‘reading for pleasure’ with Prof Teresa Cremin, Marilyn Mottram which has contributed to the reading culture of the school.  External reviewers have commented on there being a strong reading culture across the school.

ii)All classes now have dedicated ‘reading aloud’ sessions each day.

i)English lead to break down the end of year reading objectives into termly objectives to improve accuracy of judgements

ii)English lead continue reading for pleasure project with OU

 

 

 

Quality of Education-Impact against actions 2019-2020
1.1
1.2
1.3

 

2. Behaviour and Attitudes

 

SDP Focus 

2019-2020
Actions

Autumn Impact

Spring Priorities

Spring Impact

Summer Priorities

2.1 Further improve monitoring of behaviour of pupils in and around school

 

  1. Ensure new behaviour policy is being embedded consistently throughout the school
  2. Ensure incidents of poor behaviour are logged on My Concern
  3. Seek staff/pupil/parent views on new behaviour policy
  4. Monitor incidences of poor behaviour and ensure appropriate aftercare is implemented to reduce further recurrences

i)External behaviour audit findings were positive and has provided good development points going forward

ii)Behaviour closely monitored and underlying issues unpicked and addressed to reduce further incidences

iIi)Following behaviour review, lunchtime supervisors were trained to lead play in different zones of the playground, play leaders were also trained to support play

 

i)School council to review impact of behaviour policy and decide 5 golden rules

ii)Continue pilot partnership programme for behaviour and exclusions across the city

iii) Seek staff/pupil/parent views on new behaviour policy

iv)Playpod review

 

 

2.2 Effectively monitor behaviour and attitudes for learning in classrooms

 

  1. Ensure new behaviour policy is being embedded consistently throughout the school
  2. Conduct a behaviour audit with external body
  3. Ensure incidents of poor behaviour are logged on My Concern

 

i)External behaviour audit findings were positive and has provided good development points going forward

iii)System in place for recording all behaviour incidents on My Concern 

i)Through QfT and new curriculum, develop pupils as more active learners in all lessons

 

 

2.3 Further develop systems for monitoring attendance and punctuality to improve on 2019 outcomes and reduce PA

i) Develop robust systems within school office/SLT to monitor and tackle poor attendance
ii) Embed use of Early Help and Birmingham FAST TRACK Legal Process to reduce PA
iii) Ensure all legal action undertaken by the school is fully documented and communicated to all parents

i)Office monitoring systems are now in place which is ensuring attendance is effectively monitored and addressed

ii)EH offered to support parents and help improve attendance

i)Reduce PA

ii)Improve punctuality

 

 

 

Behaviour and Attitudes-Impact against actions 2019-2020
2.1
2.2

 

3. Personal Development

 

SDP Focus 

2019-2020
Actions

Autumn Impact

Spring Priorities

Spring Impact

Summer Priorities

3.1 Further develop monitoring systems for SMSCV.

i)Review and alter monitoring proforma to include all areas outlined in new framework for SMSCV
ii)Reflect on the quality of the new knowledge curriculum and the impact it is having on opportunities to develop SMSCV

i)Created a document to demonstrate how new Ofsted framework, Jigsaw units and each year group’s new curriculum link.  This also includes links to British Values.

i)Further develop monitoring proforma

ii)Make explicit links to SMSC in each subject area

 

 

3.2 Further develop and monitor the programme for Relationships and Sex Education.

i)Explore Diocesan ten:ten scheme to teach SRE
ii)Support RE lead in developing an SRE programme/policy

i)Discussion held at Principal level about route to take and resources are being explained

i)Explore resources to teach SRE and support RE lead in developing an SRE programme/policy

 

 

3.3 Review the range, quality and take up of extra-curricular activities.

 

i)Monitor and review extra-curricular activities offered within school and explore opportunities for all
ii)SENCO to create a map to identify what opportunities SEND/PP children are given to access extra-curricular activities

i)Created register which identified how many SEN and PP children were given opportunities to attend clubs.  Identified pupil SEN and PP were being given opportunities to attend clubs.

i)Try and target more SEN pupils for clubs via SENCO.

ii)Change format for gathering information about club attendance for easier analysis

 

3.4 Ensure curriculum is reflective of Jesuit and British Values so that children make links through all areas of the curriculum

i)Continue to review curriculum offer to identify links between Jesuit and British Values and ensure teaching makes links with these
ii)Learning environments are reflective of these links

i)Created a document to demonstrate how new Ofsted framework, Jigsaw units and each year group’s new curriculum link.  This also includes links to British Values.

ii)Displays around school reflect links to values

i)Ensure effective and thorough coverage of BV and JV so that pupils understand these in the context of their lives and wider curriculum. PSHE lead to monitor.

ii)Further develop classroom and school displays to reflect these links.

 

 

 

Personal Development-Impact against actions 2019-2020
3.1
3.2
3.3
3.4
3.5

 

4. Leadership and management

 

SDP Focus 

2019-2020
Actions

Autumn Impact

Spring Priorities

Spring Impact

Summer Priorities

4.1 Improve and develop the quality of RE across whole school to ensure good or better outcomes for all pupils

 

1. RE lead to devise action plan for RE/CW

2. Principal to develop CL of school in liaison with RE lead

ii) Ensure the correct number of pieces of work are in books to support 10% RE curriculum time.
ii) Ensure all SEND children are accessing ARE objective
iii) Ensure  that teachers continue to have high expectations of written work so that it is matched more equally to their religious rich knowledge

i)RE lead created action plan for RE/CW

ii)Monitoring cycle has ensured that the RE work is regularly monitored to ensure 10% coverage.  This cycle also allows for monitoring of quality of work produced.

iii)SEND pupils supported to achieve the same objective as other pupils but with differentiated support, if required

i)Provide further training and development for liturgy leaders so they are able to take the lead in CW within classes

ii)Setup Mini Vinnies and roll out throughout the school

iii)Continue to monitor quantity and quality of work produced in RE books

 

 

4.2 Ensure curriculum development and subject specific policy documents reflect intent, implementation and impact ideology

i) Review all subject based curriculum policies so that they reflect Core Knowledge approach to teaching and learning
ii) Review marking policy to support teacher work/life balance
iii)Review assessment practices so that they support the demonstration knowledge acquired over time

i)All subject leads have been supported in reviewing their curriculum policies

ii)Marking and feedback policies have been overhauled to provide more meaningful feedback and has helped to reduce teacher workload. 

iii)Monitoring has shown that pupils are enjoying and starting to remember what is being taught.  

i)Adapt policies to ensure they reflect Core Knowledge approach to T&L

ii)Review feedback policy further to ensure impact

iii)Continue to review assessment practices with a particular focus on in-year assessment across the curriculum.

 

 

4.3 Further develop all monitoring systems to reflect the deep dive ideology.

i) Conduct Deep Dives each term with a particular focus on SEND/PP and attitudes and behaviours for learning:
21st Oct – History
3rd Dec - Science
ii) Continue to work with Mac schools to develop ‘deep dive’ monitoring systems that ensure SLT and subject leads have full knowledge of subject curriculums, so that intent matches implementation and expected outcomes

i)Subject leaders supported in more rigorous monitoring of their subject area – ‘deep dives’, book scrutiny, lesson drop ins, pupil voice, governor triangulation days

ii)Cross MAC work has helped develop subject leads knowledge of effective monitoring systems for their subject

i)Governors to meet with subject leaders to ensure they have a good knowledge of the subjects across school and leaders can articulate this

ii)Middle leader training through MAC and BEP

 

 

 

Leadership and Management -Impact against actions 2019-2020
4.1
4.2
4.3

 

 

 

5. The Quality of EYFS

 

SDP Focus 

2019-2020
Actions

Autumn Impact

Spring Priorities

Spring Impact

Summer Priorities

5.1 Ensure number of pupils achieving GLD are in line with national averages

i) Provide frequent and varied opportunities for children to practice and consolidate prior learning
ii) Regular
iii) Use Ofsted EIF to review the robustness of the EYFS curriculum
iv)Track knowledge content and how it supports future learning across KS1

Power Maths has been introduced to the children.
Children have journals in maths to practice their learning.

Meetings with key stage one teachers to discuss expectations from early years to year 1. 

EYFS staff to work with LCMAC and Principals in researching and implementing the core knowledge curriculum into school in line with the school’s EYFS philosophy

 

 

5.2 Review and develop early reading practices

i)Ensure Literacy is at the heart of the of the EYFS curriculum
ii) English leader to undertake project with The Open University re: Reading for Pleasure
iii)Work with English consultant to develop and embed good practice for teaching of phonics across EYFS/KS1
iv) Introduce and implement new programme for the teaching of reading

Alex Finn training completed with all early years staff.
New guided reading has been embedded.

3/5 groups of children have books and can read them fluently.
Books to read out loud have been sorted to ensure they are good quality, age-appropriate books.

Phonics observations by Alex Finn have taken place.

Continue to embed the new guided reading.
Children to begin on the Floppy’s Phonics books.
All children to have reading books.
Nursery to continue to hear 2 stories from the appropriate collection.

 

 

5.3 Review and develop early language attainment.

 

I) Research effective methods of vocabulary acquisition for young learners and put research into practice
ii)Ensure vocabulary acquisition is at the forefront of all learning experiences
iii) Plan meticulously to increase word hoards for all pupils particularly SEND and disadvantaged

Children were baselined using the Wellcomm. 12/29 passed in reception, 3/13 passed in nursery.
Interventions during autumn have meant that all children have moved up a section since September. 

Children who are still not at the correct level to continue with interventions.

 

 

 

Quality of EYFS -Impact against actions 2019-2020
5.1
5.2
5.3