Blandford St Mary Church of England Voluntary Aided Primary School School Development Plan - Overview Mission
What the school is seeking to achieve in its day-to-day activity:
At Blandford St Mary Primary every child is recognised as having the potential to be a competent learner who should be given the opportunity to be resilient, capable, confident and self assured. Our children can learn to be strong and independent from a base of loving and secure relationships with parents and key people both in and out of the school environment. The environment in which our children learn plays a key role in supporting and extending children’s development and learning. We realise that children learn and develop in different ways and at different rates and all areas of Learning and Development are equally important and inter – connected. Aims
How the school is planning to improve:
The school's improvement template encourages us to improve in all areas at all times. However, this development plan allows us to focus on: * Ensuring all the children make the progress they are capable of... * Ensuring the children see themselves as part of the wider, global community... * Ensuring the school staff continue to develop their expertise to ensure the children can be the best that they can be... Strategic Development Priorities
Overall priorities (i.e. across the 3 year plan) that have been identified to achieve the aims:
* Developing Collective Worship * Ensuring attainment of above average pupils across the school * Building on our Good Teaching to become Outstanding * Developing our Global Awareness
Blandford St Mary Church of England Voluntary Aided Primary School School Development Plan September 2010 to August 2011
SDP Project
Objective
Activities
Project Team
1. Collective Worship To develop the impact • To embrace "Values for Life" project. These themes to Rees, Rose (leader) - Impact of collective worship Lavis, Paul be introduced as a whole school and followed up with Due By: 08/11/2011 on the school Treeby, Steven KS assemblies and classroom opportunities. community. 08/11/2010 - 31/12/2010 - Started • Collective Worship display in entrance hall (and on website) to aid community engagement. 08/11/2010 - 23/12/2010 - Started • Introduce reflection diaries for each class to support class-based assemblies. Children will be given the opportunity to reflect on their thoughts at an appropriate level. 08/11/2010 - 31/12/2010 - Started Success Criteria
Resources & Costs c. £200 Total Cost: £200.00
Displays and resources supporting values (1.4.3.3) High quality displays and resources throughout the school consistently demonstrate and re-enforce the school's spiritual, moral, social and cultural values. Structured collective worship and meeting statutory requirements (1.4.5.1) Collective worship is well structured involving staff and learners and all statutory requirements are fully in place. Planning collective worship supports reflection on values and beliefs (1.4.5.2) Well planned daily acts of worship secure many opportunities for pupils to explore and reflect on questions about meaning and purpose, values and beliefs. Contribution of collective worship to SMSC development (1.4.5.3) Collective worship makes a planned and structured contribution to the school's overall provision for learners' SMSC development.
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SDP Project
Objective
Activities
2. Collective Worship To develop awareness • Invite church leaders from different churches in the - Awareness of the church school community to lead worship. Due By: 30/11/2011 status and understanding of the Classes will also reciprocate by visiting other worship Anglican tradition venues. (providing context). 08/11/2010 - 30/11/2011 - Started Success Criteria
Project Team
Resources & Costs
Rees, Rose (leader) Lavis, Paul Treeby, Steven
None.
Contribution of collective worship to SMSC development (1.4.5.3) Collective worship makes a planned and structured contribution to the school's overall provision for learners' SMSC development - in this case by giving the children the opportunity to take part in worship led by different individuals.
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SDP Project
Objective
3. Collective Worship To integrate worship - The Curriculum with the school Due By: 30/11/2011 curriculum.
Success Criteria
Activities
Project Team
Resources & Costs
• Staff meeting exploring the Values for Life project. Staff will be aware of opportunities for cross-curricular working. 20/01/2011 - 27/01/2011 - Not-Started • Curriculum planning to be monitored for evidence of impact. 21/02/2011 - 18/04/2011 - Not-Started • Work scrutiny and classroom observations will show impact of project. 25/04/2011 - 29/07/2011 - Not-Started
Rees, Rose (leader) Lavis, Paul Treeby, Steven
None
Appreciating cultural traditions (1.4.2.4) The school actively enables learners to appreciate their own cultural traditions as well as the diversity and richness of others, and to challenge racism and value race equality. Displays and resources supporting values (1.4.3.3) High quality displays and resources throughout the school consistently demonstrate and re-enforce the school's spiritual, moral, social and cultural values. Contribution of collective worship to SMSC development (1.4.5.3) Collective worship makes a planned and structured contribution to the school's overall provision for learners' SMSC development. Monitoring collective worship (1.4.6.2) The school rigorously monitors and evaluates the quality of collective worship, ensuring that statutory requirements are always met, and that, over a term, most acts of worship are 'wholly' or 'mainly' of a broadly Christian character (or meets the requirements of a determination approved by SACRE)
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SDP Project
Objective
Activities
Project Team
Resources & Costs
4. Global Dimension - School Understanding Due By: 01/12/2010
To develop an understanding of successful global developments in school.
• 1.Research global dimension in sustainable schools agenda 08/11/2010 - 01/12/2010 - Started • 2.Research international schools award for ideas, case studies and resources 08/11/2010 - 01/12/2010 - Started • 3.Research requirements to achieve Level 2 RRS from Unicef 08/11/2010 - 01/12/2010 - Started
Harris, Sam (leader) Lavis, Paul
None
Success Criteria
Leaderships understanding of and schools contribution to community cohesion (1.2.7.3) •SH developed an understanding of ways schools can successfully develop a global dimension •Develop ideas for how BSM can incorporate these ideas into its practice •Use research to develop subject improvement plan. •Subject improvement supports school in achieving RRS level 2
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SDP Project
Objective
5. Global Dimension To audit and review - Audit the breadth of global Due By: 31/01/2011 curriculum currently taught in BSM
Success Criteria
Activities
Project Team
• 1.Gather staff feedback and ideas on developing global Harris, Sam (leader) Lavis, Paul dimension. 08/11/2010 - 31/01/2011 - Started • 2.Look at planning & get staff complete audit to pick out global curriculum currently happening 08/11/2010 - 31/01/2011 - Started • 3.Interview selection of children to gather their understanding and experiences of global teaching, learning and awareness. 08/11/2010 - 31/01/2011 - Started
Resources & Costs None.
Extending learning opportunities (3.1.2.1) The breadth of curriculum content effectively meets all statutory requirements and is enriched by a wide range of additional and extended learning opportunities. Especially: Ideas and feedback from school staff on teacher’s page. •Overview created showing global curriculum currently being taught across the school •Currently strengths recognised and continued. •Areas for improvement highlighted and shared with staff Monitoring for consistency in the curriculum (3.1.6.3) The consistency and appropriateness of curriculum planning (with regard to global learning) is regularly monitored and reviewed and action is taken where needed.
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SDP Project
Objective
6. Global Dimension To increase the - Resources school’s resources to Due By: 29/07/2011 support the global dimension to the school
Success Criteria
Activities
Project Team
Resources & Costs
• 1.Audit current resources 08/11/2010 - 29/07/2011 - Started • 2.Purchase CDs of global music. 08/11/2010 - 29/07/2011 - Started • 3.Purchase examples of art work from range of countries. 08/11/2010 - 29/07/2011 - Started • 4.Purchase (and get workshops into school) of musical instruments such as djembe drums 08/11/2010 - 28/07/2011 - Started • 5.Continue to develop school environment to reflect global awareness (add to world map, have flags from around the world etc) 08/11/2010 - 29/07/2011 - Started
Harris, Sam (leader) Lavis, Paul
None
Provision of appropriate teaching and learning resources (1.5.3.3) The school learning environment provides the most appropriate up to date teaching and learning resources.
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SDP Project
Objective
Activities
7. Global Dimension To increase school • 1.Teacher audit of subject awareness and it in planning - Stakeholders stakeholder (staff, 08/11/2010 - 29/04/2011 - Not-Started Due By: 30/04/2011 governors etc) • 2.Develop staff understanding of global dimension not awareness and just a charitable aspect understanding of the 08/11/2010 - 30/04/2011 - Started importance of teaching • 3.Share action plan and resources with staff a global curriculum 08/11/2010 - 29/04/2011 - Started • 4.Engage staff with links with other schools 08/11/2010 - 30/04/2011 - Started Success Criteria
Project Team
Resources & Costs
Harris, Sam (leader) Lavis, Paul
None
Sharing the curriculum statement with stakeholders (3.1.1.4) •Staff have secure understanding of what global dimension is and involves •Staff onboard and engaged with achieving links with schools •Staff making productive links with global dimension within their planning and teaching •Staff making use of resources in their teaching.
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SDP Project
Objective
Activities
8. Global Dimension To develop • 1.Join Global gateway and start searching for suitable - Sustainable Links sustainable and link schools Due By: 31/01/2012 productive links with a 2.Link with a local school local, national and 3.Staff to visit school and reciprocate visits international school. 4.Collaborate with link school staff to develop ideas to make successful links 5.Children to communicate with link school 08/11/2010 - 31/10/2011 - Not-Started • 1.Join Global gateway and start searching for suitable link schools 2.Link with a British school in contrasting area to BSM 3.Staff to visit school and reciprocate visits 4.Collaborate with link school staff to develop ideas to make successful links 5.Children to communicate with link school 6.Have visits between the links school and BSM. 08/11/2010 - 31/10/2011 - Started • 1.Join Global gateway and start searching for suitable link schools 2.Link with a school in another continent (if possible similar size or similarities of social set-up/academic achievement) 3.Staff to visit school and reciprocate visits 4.Collaborate with link school staff to develop ideas to make successful links 5.Children to communicate with link school 08/11/2010 - 31/01/2012 - Started Success Criteria
Relationships with other schools
(1.10.3.1)
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Project Team
Resources & Costs
Harris, Sam Lavis, Paul
Cover - £ 300 Transport - £1000 Total Cost: £1,300.00
There are well-developed formal and informal links with other schools. Links with external organisations (1.10.6.3) The school has highly effective links with external organisations
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SDP Project
Objective
Activities
9. Creative Development - EY Performance Due By: 30/11/2010
For 90% of children to • * Baseline children in September achieve 6+ points in * Identify 10% who may need extra input to achieve 6+ Creative Development. points * Provide targeted activities for them 01/10/2010 - 30/11/2010 - Started
Success Criteria
EYFS experiences and materials match children's needs (6.3.3.1) The wide range of materials and experiences provided ensures all children's learning moves them towards making the appropriate progress required.
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Project Team
Resources & Costs
Flavell, Sue (leader) Lavis, Paul
None
SDP Project
Objective
Activities
Project Team
Resources & Costs
10. Creative Development - EY Coverage Due By: 31/12/2011
To ensure all skill areas within the creative development strand of the EYFSP are covered equally
• Ensure familiarity of all Early Years staff with the CD area of the curriculum and what skills children need to achieve in this area.
Flavell, Sue Lavis, Paul
Cover for visits - £250 Total Cost: £250.00
08/11/2010 - 31/12/2010 - Started • CPD for specific areas e.g music
08/11/2010 - 30/11/2011 - Started • Use of experts / other staff for specific areas Visit another school with high CD scores. 08/11/2010 - 31/12/2011 - Not-Started Success Criteria
Extending childrens creativity through curiosity, exploration and play (6.4.5.6) Children's creativity, curiosity and learning are extended by exploration and play which provide many opportunities to explore and share their thoughts, ideas and feelings.
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SDP Project
Objective
Activities
Project Team
11. Creative Development - EY Judgements Due By: 28/02/2011
For all Early Years staff to be able to make secure assessments in CD based on observations.
• Develop use of ICT to enable staff to make ‘on the spot’ Flavell, Sue Lavis, Paul observations and assessments. 08/11/2010 - 31/01/2011 - Started
Success Criteria
Early years practitioners ability to assess childrens progress (6.11.2.2) Analysis of lesson observation records shows that early years practitioners demonstrate an excellent ability to accurately assess children's progress and evaluate the quality of their own teaching. Outcomes are used to support and inform learning and they are alert at all times to any lack of learner understanding whilst responding swiftly to any perceived or identified needs Quality of teaching enables children to enjoy learning and make good progress (6.11.2.3) Assessment and subsequent teaching in the early years setting enables children to engage positively and enjoy their learning to make very good progress.
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Resources & Costs IPod Touch - £500 Blogs - £0 Total Cost: £500.00
SDP Project
Objective
Activities
Project Team
12. Creative Development - EY Environment Due By: 31/03/2011
Provide opportunites • Set up a performance area inside room 2 with a blank Flavell, Sue (leader) for children to Collin, Kirsten wall/whiteboard so that children can make own independently use Lavis, Paul backdrops and have them projected onto it. their creative skills 08/11/2010 - 31/01/2011 - Not-Started inside and outside the • For children to develop storymaking skills using story classroom. bags/boxes with figures, puppets, music, ‘special items’. 08/11/2010 - 31/01/2011 - Started
Success Criteria
Providing a stimulating, safe and secure indoor environment in EYFS (6.3.4.3) The indoor environment provides secure yet challenging space for children where they feel and are safe. Spaces are planned so that they can be used flexibly and appropriately for the range of experiences provided.
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Resources & Costs IPods, music etc... (priced elsewhere) Puppets, bags etc... Total Cost: £100.00
SDP Project
Objective
Activities
13. Creative Development - EY Expression Due By: 29/07/2011
Children are able to • Work with experts and comment on their work. express their own 08/11/2010 - 29/07/2011 - Not-Started thoughts and feelings • Visit galleries, concerts, a theatre in response to artwork, to look at the work of other artists including their peers drama, music and have opportunity to comment on.
Project Team
Resources & Costs
Flavell, Sue (leader) Lavis, Paul
Transport costs - £500 Total Cost: £500.00
Planning to be monitored and scrutinised. 08/11/2010 - 29/07/2011 - Not-Started Success Criteria
Practitioners make connections in both children's learning and experiences (6.4.4.1) Practitioners value each child's culture and help them to make connections between their experiences at home, the setting and in the wider community. Children develop and effectively use communication skills (6.4.5.2) Children in the setting are confidently developing their competence in communicating, speaking and listening and beginning to read and write. They have opportunities to use skills in many situations and for a wide range of purposes.
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SDP Project
Objective
Activities
Project Team
14. AA Pupils Attainment Thinking Skills Due By: 31/07/2011
Children to experience • Develop classrooms to reflect expectations in thinking Lavis, Paul (leader) specific guidance in skills. This could include display, activities and language. developing their thinking skills to 09/11/2010 - 31/07/2011 - Started impact on response to • Develop 'thinking area' of school website. higher order 01/01/2011 - 31/07/2011 - Not-Started questioning. • Develop 'thinking skills' course for each year group to be delivered as a whole school "Thinking Day".
Resources & Costs INSET - £1000 Total Cost: £1,000.00
This can be developed as part of INSET day January 4th. 04/01/2011 - 11/01/2011 - Not-Started Success Criteria
Response of pupils to learning opportunities (4.5.3.5) Learners respond enthusiastically to learning opportunities, want to learn, enjoy working, take the initiative and they stay on task when positively challenged. Challenging and extending children's thinking through active learning (6.4.3.1) Practitioners challenge and extend children's thinking enabling them to be mentally and physically engaged through active learning where children are keen to learn and are interested in finding things out for themselves. Practitioners support and challenge children's thinking (6.4.4.3) The responsive and genuinely interested practitioners gain children's trust and support and challenge their thinking by getting involved in the thinking processes with them.
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SDP Project
Objective
Activities
15. AA Pupils Attainment Questioning Due By: 31/07/2012
Teachers will plan • Bloom's Taxonomy INSET - January 4th 2011. quality questions 04/01/2011 - 05/01/2011 - Not-Started based on secure • Environment - questions pervade the school (use of AV knowledge of Bloom's equipment and in assemblies - links with Collective Taxonomy. Worship).
Project Team
Resources & Costs
Lavis, Paul (leader)
INSET (priced elsewhere)
Classrooms do the same. School website too. 11/01/2011 - 31/07/2012 - Started • Monitoring - planning, work & environment scrutiny to see evidence of Bloom's Taxonomy. Also - analysis of AA children in data - are predicted AA children attaining our expectations. 01/04/2011 - 31/07/2012 - Not-Started Success Criteria
Using questioning to improve learner assessment and understanding (3.2.7.3) Analysis of lesson observations shows that teachers and adults working with learners are very effective in using questioning. Quality questioning to support learning (3.4.2.4) Teachers formulate questions that require learners to think, encourage them to reflect on their learning, speculate, hypothesise and offer opinions which stimulate classroom debate and discussion. Adapting language to suit learners and to introduce new ideas and concepts clearly using explanations, questions, discussions and plenaries effectively.
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SDP Project
Objective
Activities
Project Team
Resources & Costs
16. AA Pupils Attainment - Teacher Knowledge Due By: 28/02/2011
Ensure that teachers are planning effectively for AA pupils (by secure knowledge of curriculum at that level)
• Staff meeting 'Challenge' exercises. 09/11/2010 - 28/02/2011 - Started • Awareness of Able Pupil websites and resources to support and extend children. 09/11/2010 - 28/02/2011 - Started • Monitoring - work, environment and data scrutiny to ensure challenge is there.
Lavis, Paul
None.
Pupil questionnaires and interviews. 31/01/2011 - 28/02/2011 - Not-Started Success Criteria
Flexible creative learning and objectives (3.2.4.5) Teachers are flexible, creative and adept at designing learning sequences within lessons and across lessons that are effective and consistently well-matched to learning objectives and the needs of learners. Teachers develop literacy,numeracy and ICT skills (3.2.4.6) Staff design and plan for opportunities for learners to develop their thinking and learning skills appropriate within their phase and context.
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SDP Project
Objective
Activities
Project Team
17. AA Pupils Attainment Celebration & Recognition Due By: 31/07/2011
Develop the ethos that • Questionnaire parents and children on this. Lavis, Paul it is 'cool' to be AA so 09/11/2010 - 31/12/2010 - Not-Started that recognition of our • Create a part of Friday's celebration assembly to AA pupils celebrate "Good Thinking"/"High Achievement" - looking (academically) is at the academic as opposed to the sporting, artistic etc... prevalent throughout (Not excluding those - but adding to them!) the community. 09/11/2010 - 28/02/2011 - Started • Begin discussions on a "BSM Academy" for those gifted children to further themselves.
Resources & Costs None.
GB discussion (SDG), pupil and parental questionnaire etc... 28/02/2011 - 31/07/2011 - Not-Started Success Criteria
Learners' have a desire to learn and high expectations (3.3.3.1) Nearly all learners are very keen and interested in their work; they show enthusiasm and are punctual to lessons, value education and see its relevance not only to their own lives but the contribution it has made and continues to make to the lives of others.
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SDP Project
Objective
Activities
18. AA Pupils Attainment Opportunities Due By: 31/07/2012
To develop extension • Maths - develop project days and put on calendar. opportunities away 09/11/2010 - 31/12/2010 - Started from the classroom for • Languages - develop project days and put on calendar. children to develop 09/11/2010 - 31/12/2010 - Not-Started their learning and raise • Develop "Thinking Area" of the website. their aspirations. 09/11/2010 - 31/07/2012 - Started • Roll out opportunities to the BSN. 01/03/2011 - 30/06/2012 - Not-Started • Monitor impact of project days - looking at finished articles and other work in the classroom. Are standards (for AA) rising? 01/04/2011 - 31/07/2012 - Not-Started
Success Criteria
Extending learning opportunities (3.1.2.1) The breadth of curriculum content effectively meets all statutory requirements and is enriched by a wide range of additional and extended learning opportunities. ICT provision for different groups of learners (3.5.2.3) There is an extensive and stimulating ICT provision for supporting different groups of learners including those who are gifted and talented which is leading to higher standards.
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Project Team
Resources & Costs
Lavis, Paul (leader) Harris, Sam King, Rachel Osborne, Nick
None.
SDP Project
Objective
Activities
Project Team
Resources & Costs
19. Teaching & Learning Good to Outstanding Feedback to Children Due By: 31/01/2011
To ensure that all children receive regular, consistent, high quality feedback in their learning.
• Before and after questionnaire for children on the value and use of feedback. 09/11/2010 - 31/05/2011 - Started • Maths, Literacy & SENCo to get togther with HT to firm up expectations and strategy with regard to Marking & Feedback. 01/12/2010 - 31/12/2010 - Not-Started • Staff meeting setting-out expectations and techniques.
Lavis, Paul (leader) Harris, Sam King, Rachel Osborne, Nick
None.
04/01/2011 - 31/01/2011 - Not-Started • Monitoring and feedback for teaching staff on use of feedback. 01/03/2011 - 01/04/2011 - Not-Started Success Criteria
High quality marking and assessment feedback (3.4.6.1) Marking and assessment feedback are consistently of a high quality. They clearly link learning objectives and outcomes and recognise strengths and weaknesses. They support learners effectively in improving their work. Different strategies are used to monitor progress, for example, questioning, peer review, group work. Marking and assessment feedback informs next steps in learning (3.4.6.2) Constructive timely assessment feedback raises self-esteem, motivates learners, identifies and informs learning and encouraging them to reflect on and improve their work. Marking and feedback based on learning objectives (3.4.6.3) Marking and assessment feedback is selective and based on clear and shared learning objectives and success criteria so that learners are enabled to see errors as part of the learning process enabling the outcomes to make a strong contribution to raising achievement.
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SDP Project
Objective
Activities
Project Team
20. Teaching & Learning Good to Outstanding - TA Feedback Due By: 30/11/2011
TA (and other adults in • TA performance management will focus in this area. Lavis, Paul (leader) the room) will support Harris, Sam 09/11/2010 - 30/11/2011 - Started teachers by providing • TAs to be invited to relevant INSET and staff meetings to King, Rachel consistent, high quality further heir understanding. feedback to children 09/11/2010 - 30/11/2011 - Started (written and oral). • Monitoring - TAs feedback to be monitored during lesson observations this year. 09/11/2010 - 30/11/2011 - Not-Started
Success Criteria
Using innovative and new teaching strategies (3.2.6.3) Teachers and learning support staff actively collaborate and explore new and improved teaching and learning strategies including new technologies, and effectively adapt these for their classrooms. Using teaching assistants effectively (3.2.6.5) Well directed and trained teaching assistants reinforce and support learning very effectively by carrying out a proper range of planned tasks freeing the teacher to teach.
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Resources & Costs None.