Policy Review Timetable
Dates shown below are due dates for policy review, for planned dates of completion, see the previous development plan summary.
St
Peter’s Primary School
Church
of England Voluntary Aided
Lords
Mead, Chippenham, Wiltshire, SN14 0LL
Tel:
(01249) 653537
Fax:
(01249) 460720
Headteacher: Mrs S Smith
School
Development Plan
2000
- 2001
Contents
To develop a school climate that enables all children to learn effectively.
To provide opportunities for children to learn effectively, irrespective of their learning styles and abilities.
To provide opportunities for all children to learn effectively, irrespective of gender, background and previous learning experiences.
To keep track of children’s learning and ensure that any lack of progress is identified and addressed appropriately.
Continue to trial ideas from Chris Dickinson’s TDD on “What every teacher should know about learning”. Ongoing.
Discuss and disseminate the effectiveness of the ideas. Ongoing
Discuss and agree to implement key ideas throughout the school. Spring 2001
Review and evaluate these approaches, making changes in practice where appropriate. Summer 2001
Visit classrooms in school as a staff for some staff meetings. Learn about what works well for each teacher, by giving teachers the opportunity to share, reflect and review aspects of their own practice. Ongoing
Use individual pupil assessment data to analyse any issues for action – underachievement in particular curriculum areas by particular groups of children. Autumn 2000 – link to target setting
Discuss and address any particular group under achievement consistently throughout the school. Autumn 2000 and ongoing
Head teacher and deputy
Staff meeting time – learning on the agenda for 50% of meetings
Books on Accelerated Learning and other areas £50
Staff understand that children have different learning styles.
Planning takes account of different learning styles.
Staff share and learn from each other’s good practice.
Staff are able to try out new ideas and evaluate their success.
Areas of underachievement are identified and addressed.
St Peter’s is a school where the process of learning is discussed.
Assessment co-ordinator Val Melville
Head teacher Sue Smith
Governors Curriculum subcommittee, Lorna Cocking
Primary Adviser Shirley Palmer
Using: School Development Review, review of target setting, link with Assessment Review and reports to Governor Curriculum subcommittee
To implement revised long term curriculum planning in the light of the demands of the Literacy and Numeracy Strategies, the requirements for RE and the Revised National Curriculum.
To rationalise and simplify medium and short term planning throughout the school.
To develop use of evaluation, ensuring that these are consistently linked to learning intentions throughout the school.
To develop rational, explicit and clear “planning packs” for each academic year group. Each to include agreed suggested topics, ensuring coverage of all National Curriculum and RE requirements.
To develop rational, explicit and clear planning formats to simplify medium term planning, including learning intentions.
To develop rational, explicit and clear planning and evaluation formats to aid short term planning.
To ensure that evaluations are linked to learning intentions throughout the school.
To agree information which should be included in each class teacher’s file.
To produce basic file format for use throughout the school.
To develop system for ensuring recording of work covered by supply teachers.
Discuss and agree topics for each year group, ensuring “balanced and broad” curriculum, as well as coverage of all National Curriculum requirements. Ensure coverage of RE requirements. Refer to NLS, NNS and QCA guidelines. Produce planning pack for each academic year group. To be implemented at the beginning of Autumn term 1999.
Audit present medium term planning formats used throughout the school. By start of Autumn term 2000
Discuss and agree simplified format to include RE, NC, NLS and NNS requirements and learning intentions, reducing the need for unnecessary duplication. By start of Autumn term 2000
Audit present short term planning formats used throughout the school. By start of Autumn term 2000
Discuss and agree information possible generic format, including evaluation to link with learning intentions. By start of Autumn term 2000
Discuss and agree information which should be available in class file and produce list. By start of Autumn term 2000
Produce and distribute file with necessary information, formats, sections etc. By start of Autumn term 2000
Produce simple format for recording work covered by supply teachers, to be included in planning file and submitted to headteacher. Autumn 2000
Deputy headteacher Val Melville, headteacher Sue Smith.
Non contact time for teachers: 2 days at £200
Staff meetings
Long term curriculum planning will be in place, covering all requirements of NC, RE, NLS and NNS.
Medium and short term planning will be rational, explicit and clear, requiring less duplication by teaching staff.
Evaluations will be clearly linked to learning intentions throughout the school.
Assessment co-ordinator Val Melville,
Head teacher Sue Smith
Governors Curriculum subcommittee, Lorna Cocking
Using: scrutiny of planning folders and suggestions for improvement and reports to Governor Curriculum subcommittee.
To develop work on target setting to include individual pupil targets to the National Curriculum and / or First Steps English Continuum, and pupil generated targets.
To continue to develop consistent good practice in assessing children’s ability and attainment throughout the school.
To continue to ensure progress and continuity of assessment throughout the school.
To formalise current informal work on individual target setting.
To agree method of informing parents and children of targets achieved, including those set in annual reports.
To encourage children to set their own targets and evaluate how well they are learning.
To update portfolio of annotated examples of work in the three core subjects, across levels 1 to 5.
To extend range of assessment materials currently available for staff.
To establish agreed “Assessment Week / Fortnight” when all KS 2 children experience more formal testing situations.
To ensure individual pupils’ assessment information is accessible to, and used by, teaching staff.
Discuss and agree methods for formalising individual targets by start of Autumn term 2000.
Discuss and agree methods for informing children and parents of achieved targets by start of Autumn term 2000.
Discuss possible ways for children to be involved in setting own targets. Staff to trial and review age appropriate methods by end Spring term 2000.
Update portfolio through assessment co-ordinator led agreement trialling by Spring term 2001.
Extend range of assessment material to include knowledge based science material, covering AT1 – AT5 and maths material to cover AT1 – AT4, by end of Spring term 2001.
Agree “Assessment Week / Fortnight” for all KS2 classes, making use of year based SATs test materials. Autumn 2000
Se up individual assessment record for each child, using Sims Assessment software, to be updated each year, ideally, to be completed by beginning Autumn term 2000.
Use individual assessment record to inform legally required target setting and pass on to class teachers with individual portfolios at beginning of Autumn term 2000.
Continue to use Evidence Books and pass on to class teachers, with annotated and levelled work from three core subjects. Monitor during staff meeting. Link with update of portfolio by December 2000.
Assessment co-ordinator
Non contact time for co-ordinator: 2 days at £200
Staff meetings
All parents, staff and children know targets for individuals and when these have been achieved.
Pupils’ understanding of their own achievements is improved and they understand what they need to do next.
Pupils take more responsibility for evaluating their own learning.
Staff use the updated portfolio to aid assessment material to aid assessment material top aid assessment in any attainment target in the three core subjects.
Individual pupil assessment material is passed on and is useful to the next class teacher in setting appropriate work.
Senior Management Team Sue Smith, Val Melville, Lorna Cocking
All staff
Governors Curriculum subcommittee, Lorna Cocking
Using: analysis of test results, target setting review and reports to Governor Curriculum subcommittee.
To improve children’s behaviour in school and outside by continuing to implement the assertive discipline policy.
To maintain a quiet, orderly atmosphere in class and when children are moving around school.
To maintain appropriate behaviour on the playground and field.
To continue to improve children’s attitudes towards MDSAs both as carers and as figures of authority.
To improve the play activities.
Continue to improve the way children line up, walk into school, cross the courtyard etc. Autumn 2000
Continue to reinforce children’s understanding of school rules, rewards and consequences. Autumn 2000
Ensure strategies and sanctions are agreed and applied consistently, especially with new members of staff. Autumn 2000
Continue to encourage all children to take responsibility for their actions. Autumn 2000
Continue to use praise and reward at playtimes. Autumn 2000
Write Good Behaviour Book and distribute to parents. By Autumn 2000
Write anti - bullying policy. Spring 2001
Introduce Playtime Buddies and extra play activities. Visit Corsham Primary to see their system in place. Summer 2001
Staff meeting time.
Playsacks with activities.
Visits and discussions with other schools.
Head and deputy head, governors and staff on Behaviour Committee
Fewer lunch time incidents involving children breaking rules.
Happier playtimes, with children playing more imaginative games.
Calmer atmosphere at the end of break, enabling children to settle quickly to work.
Children respect MDSAs and accept their authority without dissent.
Head teacher Sue Smith
Deputy head teacher Val Melville
Behaviour group Governors and staff
All staff
Using: regular meetings on progress with behaviour action plan and reports to Governors and staff.
To continue to improve the standard of literacy throughout the school.
To continue to improve the standard of reading and writing throughout the school.
To continue to implement a workable structured literacy hour.
To review and improve the teaching of spelling.
Continue to run ALS groups (Additional Literacy Support), targeting literacy skills in Years 3 to 5. Ongoing
Select the group of children for next year’s ALS programme, based on Key Stage 1 SATs results and set up the programme. Between Autumn 2000 – Spring 2001
Invite literacy governor to come to school and monitor the subject, in line with the policy. Autumn / Spring 2000 - 20001
Increase resources with regard to new publications and recommended annual growth of at least 10%. Ongoing
Continue to build and develop links with secondary schools, especially links with First Steps. Ongoing
Review reading & writing development continuum, for assessment and monitoring. Summer 2000
Set up activities to highlight Book Week. Autumn 2000
Revisit First Steps Spelling. Spring / Summer 2001
Continue to organise and develop resources for literacy hour. Ongoing
Set up and monitor a programme for intensive literacy support for the school, with the county literacy team. Autumn 2000 to start
English co-ordinators, Special Needs co-ordinator, curriculum governors
TDD on spelling
Staff and ESA workshops for literacy
Money for books and other resources - £500
Possible grant from Borough Lands £1500
Children scoring Level 4 or above at KS2 in English :
2001 Safe prediction: 55%, challenging target 66%
Staff and literacy governor are monitoring the literacy hour.
Headteacher Sue Smith
Governors Literacy governor, Sue Stearn
Literacy co-ordinators Jill Eddolls with Emma Jeary for KS1
Literary Adviser LEA
Primary Adviser Shirley Palmer
Using: classroom observations, scrutiny of pupils’ work, report to governors’ curriculum subcommittee, and School Development Review visit.
To improve the standard of numeracy throughout the school.
To continue to improve the quality of teaching and learning in Maths and numeracy throughout the school.
To improve the percentage of children gaining Level 4 or above in Year 6 SATs tests.
Monitor and review Steps Maths in the light of the numeracy strategy. Ongoing
Conduct an audit and action plan, agreeing with staff changes in teaching necessary to deliver a significant and lasting improvement. Autumn 2000
Analyse data from national tests for key stages 1 and 2 to work out targets for next year. Autumn 2000
Numeracy consultant visits to monitor and review progress. By Autumn 2000
Target sheets to be distributed at parents’ consultation evening and personal targets identified for each child. Autumn 2000
Print vocabulary from CD and distribute to staff. Autumn 2000
Review planning to ensure consistency in approach. By Autumn 2000
Organise workshop type activities during the Open Evening. By Autumn 2000
Review action plan for next academic year with Jenny Pearson, Numeracy
Co-ordinator. By Autumn 2000
Maths co-ordinator, key teacher, headteacher and governor
Staff meetings – 3 whole staff, 1 for separate KS1 and KS2 meetings
Money for resources and training £1000
Children scoring Level 4 or above at KS2 in Maths:
2001 Safe prediction: 53%, challenging target 64%
Numeracy co-ordinator and headteacher will have observed teachers and given constructive and supportive feedback.
Headteacher Sue Smith
Governors Numeracy governor, Ruth Mumford
Maths co-ordinator Lorna Cocking
Numeracy Adviser Jenny Pearson, LEA
Primary Adviser Shirley Palmer
Using: classroom observations, scrutiny of pupils’ work, report to governors’ curriculum subcommittee, and School Development Review visit
To improve the teaching and learning for able children.
To be able to identify able children in all areas of the curriculum.
To provide appropriate teaching and enrichment activities to stimulate these children.
Presentation and discussion with governors on the able child. Spring 2001
Write a policy on the able child. Summer 2001
Identify and trial appropriate materials and resources for able children. Summer 2001
Review planning in relation to the able child. Summer 2001
Monitor progress of able children. Summer 20001
Consult secondary colleagues, if appropriate, for advice in stretching children. Summer 2001
Special Needs Co-ordinator
Staff meeting time.
Governor time.
Materials and resources for teaching. - £200.
The school is meeting the needs of the able child.
The school climate is one where it is alright to be bright.
Teachers have the skills and confidence to teach and stretch more able children.
Headteacher Sue Smith
Governors SEN governor, Alan Simmons
SEN co-ordinator Diane Monelle
Using: scrutiny of pupils’ work, scrutiny of pupils’ test results and report to governors.
To begin to use QCA / West IT guidelines for coverage of ICT.
To continue efficient, timetabled use of the ICT suite
To ensure staff (including ESAs) are familiar with:
§ Control / modelling equipment / software
§ Cross curricular software
To ensure that children throughout the school have access to the above.
To reorganise ICT suite to include extras PCs with CD facility.
To relocate 486s (and other computers) in class rooms for pupils to choose method of presentation
To upgrade “Dazzle” / “Pages” site licence to extend onto extra machines.
To apply for National Opportunities Fund money to be released (IT Co-ordinator has separate plan of action for this).
Undertake inventory of present machines in classrooms / units by Spring 2001. Supply each room / unit with suitable machine plus appropriate software for basic literacy / numeracy skills practice. Ensure progression and continuity of both machines and programs by Summer 2001.
Provide “workshop” sessions for teaching staff to introduce and extend experience of Junior Pinpoint, Internet, Pip, Pixie, Roamer and Sensing Science by Summer 2001.
National Opportunities Fund – apply by Christmas 2000.
IT Co-ordinators
Staff meeting time
Workshop sessions after school
Co-ordinators’ time
Bid from Borough Lands £1500
Budget for site licences etc £1000
QCA is being followed
Staff are confident in use of IT room and named programs
Children are confident in use of IT room and named programs.
Head teacher Sue Smith
Governors IT governor, Jim Smith
ICT co-ordinators Ruth Francis, Vicki I‘Anson
Using: reports to staff and governors, observation of IT in action in the classroom.
To improve the teaching of Religious Education throughout the school.
To broaden teachers’ understanding of teaching RE in the classroom.
To incorporate the new Wiltshire RE document and Bristol Diocesan Guidelines on Christianity into the school’s RE programme.
To continue to familiarise staff with Wiltshire Scheme of Work for Religious Education. Ongoing
To continue to resource the Wiltshire Scheme of Work with artefacts, posters, books etc. Ongoing
To review long and medium term planning of RE. By Autumn 2000
To ensure that each class or unit creates one Christian display each year, some of which will be displayed in church. Ongoing
To continue to develop links with St Peter’s church e.g. taking part in Sunday Services (Mothers’ Day), flower festival etc. Ongoing
To make a St Peter’s Prayer Book, with prayers written by the children, to celebrate the Millennium. Autumn/Spring 2000/2001
RE co-ordinator
£200 for artefacts and books
Staff meeting time
Teachers are familiar with the new RE Scheme of Work and have the knowledge and understanding to teach about Christianity and Islam.
Each class or unit has one Christian display each year, and some are displayed in St Peter’s church.
Headteacher Sue Smith
RE co-ordinator Penny Templeton
Using: scrutiny of pupils’ work.
To work together with the Chippenham town schools and local community to celebrate the millennium.
To prepare the school and community for the exciting town events linked with the millennium.
To help the children at St Peter’s feel part of the wider community in Chippenham.
To help the children to feel part of the wider church at diocesan level.
Finish metal work sculptures that will celebrate the millennium in a lasting way.
Years 3, 4 & 5 By Autumn 2000
Take part in a world focus project, Under One Sun, displaying material from Africa and taking part in a procession through town. By Autumn 2000
Take part in a town project making a tile and building a wall. By Autumn 2000
Take part in making a tapestry for Bristol Cathedral and take part in a service to celebrate the life of Jesus. By Autumn 2000
Head and relevant members of staff
Borough Lands grant for school project £1000.
Borough Lands grant for Under One Sun project £800
Grants for tile making
All children will have taken part in an aspect of the millennium celebrations.
All children will understand the significance of the millennium.
The whole community of Chippenham will have worked together to celebrate the millennium.
Headteacher Sue Smith
Using: report to governors as part of headteacher’s reports
Improve the use of space in the school building and play areas. In line with the following planned intake numbers:
|
|
Sep-00 |
Sep-01 |
Sep-02 |
Sep-03 |
Sep-04 |
|
Reception |
40 |
40 |
30 |
40 |
40 |
|
Year1 |
34 |
40 |
40 |
30 |
40 |
|
Year2 |
43 |
34 |
40 |
40 |
30 |
|
Year3 |
33 |
43 |
34 |
40 |
40 |
|
Year4 |
41 |
33 |
43 |
34 |
40 |
|
Year5 |
33 |
41 |
33 |
43 |
34 |
|
Year6 |
60 |
33 |
41 |
33 |
43 |
|
Total |
284 |
264 |
261 |
260 |
267 |
|
|
|
|
|
|
|
|
KS1 Classes |
4 |
4 |
4 |
4 |
4 |
|
KS1 Average Class Size |
29.3 |
28.5 |
27.5 |
27.5 |
27.5 |
|
|
|
|
|
|
|
|
KS2 Classes |
6 |
5 |
5 |
5 |
5 |
|
KS2 Average Class Size |
27.8 |
30.0 |
30.2 |
30.0 |
31.4 |
Manage the number of children in school in order that the school may run smoothly. Ongoing.
Finish new cloakroom extension for Key Stage 2. By Autumn 2000
Head and governors
Grants - £35,000 for cloakroom
Space in school is organised so that teaching and learning can take place effectively.
Cloakroom facilities have improved for Key Stage 2 children.
Head teacher Sue Smith
Governors Chair, Jim Smith
Using: regular review meetings and report to governors.
To continue to develop the school grounds as an area for learning and recreation.
To evaluate the work on the school grounds so far.
To make the grounds, especially the courtyard, more interesting and suitable for the children’s needs, both as a resource for teaching Science and Environmental Studies and as a way of enhancing playtimes.
To involve the children and their ideas at every stage.
Improve the upkeep and maintenance of the pond. Autumn 2000 and ongoing
Design, plan and implement some of the ideas for improving the courtyard. Autumn 2000 and ongoing
Plant more trees and bushes around school. Spring 2001
Science co-ordinator, staff and FOSP
Money raised by FOSP, about £500
Bid from Borough Lands £2000
The pond is maintained well.
The courtyard project has been started.
Children look after their environment well and feel ownership of the grounds development.
Headteacher Sue Smith
Science co-ordinator Mark Everett
FOSP Chair, Chrissie Jones
Using: reports to staff, governors and FOSP
To implement DfEE regulations relating to Performance Management
Policy written
Appraisal system implemented for headteacher Autumn 2000
Targets set for headteacher and deputy head Autumn 2000
Targets set for all staff within the academic year 200-2001
Training for headteacher, staff and governors
Policy written as required
Chairman of governors
Staffing sub-committee
Pay sub-committee
Headteacher
Policy agreed and written.
Targets agreed and written.
Performance management system in place.
Headteacher Sue Smith
Chair of governors Jim Smith
Using: evidence of systems in place and feedback from staff
Continued professional development of the governing body.
Review sub-committee structure and scheme of delegation.
Review policies and procedures in a timely manner.
Ensure meeting protocols are adhered to.
To ensure that all members of the governing body receive appropriate training so that the governing body as a whole is able to carry out its responsibilities.
To maximise the benefits gained from meetings and ensure that decisions can be arrived at promptly and using all available information. To ensure that sub-committees best fit the current needs of the school and that suitable powers are delegated.
To ensure that all items on the school development plan are dealt with at the right time.
To ensure all meetings follow the agreed protocol for dates, venues, agendas and minutes.
To ensure all policies are reviewed in a timely manner and reflect the ongoing needs of the school.
Send all new governors on appropriate training courses. Ongoing.
Send existing governors on courses that extend the range of skills available to the whole governing body. Ongoing.
Governors attending courses to report to the FGB a summary of what they learned.
Examine the existing sub-committees and the scheme of delegation in the light of the current needs of the school. Make suitable recommendations for the way forward into 2000.
Ensure that sub-committees contain people who can give appropriate advice so that decisions can be made.
Chairs of sub-committees to receive a copy of SDP. To report back at each meeting the work they have carried out from SDP. Ongoing.
Gain agreement from all governors about organising meeting so that an agenda is available beforehand, minutes are written up promptly and available for inspection.
Policies to be reviewed in line with relevant review dates.
Pastoral care of staff in school, as appropriate
Governors Chair, Jim Smith
Primary Adviser Shirley Palmer
Head of Governor Training David Marriott
Using: meeting and discussion with Chair of Governors and headteacher, attendance at governor training
|
2000 |
Autumn |
Spring |
Summer |
|
Curriculum |
Review Art policy Review English policy Review Health policy Review History policy Review Learning policy Review Marking policy Review Science policy Review Sex education policy Review Spiritual, Moral ….
policy |
Review More-able child
policy Review IT policy Review Maths policy |
Review Induction policy |
|
Management |
Raise quality of teaching
and learning Monitoring the curriculum Review assessment policy Review child protection
policy Review behaviour policy Review SEN policy and
provision Review Drugs and abuse of
substances |
Raise quality of teaching
and learning Monitoring the curriculum Review equal opportunities
policy Review health & safety
at work policy |
Raise quality of teaching
and learning Monitoring the curriculum Review school handbook |
|
Staffing |
Review job descriptions for
teachers Review capability procedure Review pay policy |
|
Review no-smoking policy |
|
Buildings |
Review Bomb Threat policy Review school security |
Development of grounds |
Review use of space |
|
Governing Body |
Continued professional
development Meeting with parents
(formerly AGM) Review code of conduct for
governors Review governor induction
policy Review admissions policy Review Parental complaints
policy |
Review Community policy Review monitoring policy |
Review scheme of delegation |
|
Community |
Maintain and develop links
with: Church, Playgroup, local secondary schools, other primary schools,
Kid’s club, and members of the community Encourage lettings of the
school hall |
||
Dates shown below are due dates for policy review, for planned dates of completion, see the previous development plan summary.