St. Benedict’s C of E VA Junior School SDP 2019-20: Key Priority 1: ‘Quality of Education’ Key Area 1.
To redesign and implement the school’s creative curriculum, considering INTENT, IMPLEMENTATION, IMPACT and INSPIRATION.
Lead by
When
PR
Termly planning Curriculum to be completed by April 2020
Actions INTENT: Create a curriculum that is ambitious and designed to give all learners, particularly the most disadvantaged, the skills and knowledge they need to succeed. The curriculum is coherently planned and sequenced towards cumulatively sufficient knowledge and skills to prepare children for their future learning. The curriculum is exciting, challenging and stimulating for all learners. It is designed to be ambitious and to meet the needs of all children, regardless of their starting points. The curriculum is broad and balanced, inspired by local themes, children’s own interests and uses the strengths of teaching staff, whilst meeting the requirements of the National Curriculum. IMPLEMENTATION: Learning is active, promoting creativity and discussion about the subject matter being taught. The curriculum is designed to be progressive and to help learners to apply their skills and knowledge to new areas of learning. Teachers and teaching assistants have good knowledge of the subjects and topics they teach. Assessment is used well, to check understanding and inform planning/teaching. Resources, visitors and trips are well used to provide enriching experiences and reflect the intent of the coherently planned curriculum. IMPACT: Children develop detailed knowledge and skills across the curriculum and, as a result, achieve well. Children become more confident learners who can apply their skills and knowledge to new situations. INSPIRATION: Staff create ‘wow!’ moments that inspire children to expand their learning, Staff provide opportunities for pupils to engage with the world around them, including outdoor learning. Learning provides opportunities for spiritual links and a sense of awe and wonder. Staff create an environment that is inspiring and stimulating with a focus on learning.
Impact evaluation (RAG) Milestone 1
Milestone 2
Milestone 3
Autumn Term
Spring Term 2020
Summer Term 2020
Establish monitoring target for Subject leaders as part of Performance Managemen t.
Wider curriculum focus in staff meetings: RE, Geography , ICT
Wider curriculum focus in staff meetings: PE, PSHE, French
Wider curriculum focus in staff meetings: Science, History, Music
Subject leaders complete monitoring and identify areas for developme nt
Governor drop-in lessons demonstrate the breadth of learning at St. Benedict’s.
Subject leaders complete monitoring and identify areas for development Governor drop-in lessons demonstrate the breadth of learning at St. Benedict’s.
Monitoring Lead Members of the Governing Body.
Key Area
Lead by
When
2.
Maths: Continue to embed the Mastery Approach
RR and AL
Termly targets
3.
Maths: Raise the profile of multiplication tables
RR
Ongoing
Develop pupils’ Multiplication Tables fluency through: TT Rockstars focus, TT Rockstars display board in Hall, Mental Maths Olympics, Focus on Multiplication Check for Year 4,
4.
Maths: All children to reach ARE in Maths
RR
Ongoing
Identify pupils at risk of not meeting ARE and establish interventions: Identify pupils through ongoing assessment and PPMs, Establish Number Stacks intervention (Making sense of number) for E and below.
5.
Reading: Reading for pleasure
JB
Termly
Promote reading for pleasure and improve reading levels across the school by: Regularly reading high quality texts aloud in class, Accelerated Reader competitions and prizes (focus in Celebration Praise and display board) Having a focus on reading at home as the main homework task, Inspire workshops on Reading and Vocabulary, Books at Bedtime event?
Impact evaluation (RAG)
Actions Through membership of the Boolean Maths Hub, continue to embed the Mastery approach to Maths, focusing on: Fluency, Problem Solving, Reasoning.
Autumn Term: RR and AL attend Maths Hub meetings and disseminate information to teachers. Evidence of three strands in planning/ books/ lessons. Autumn Term: Set up TT Rockstars year group competitions and run a th TT Rockstars Day (27 September). Identify pupils for X tables interventions. Autumn Term: PPMs identify pupils at risk of not reaching ARE (E and below). Set up Number Stacks intervention.
Spring Term: RR and AL attend Maths Hub meetings and disseminate information to teachers. Evidence of three strands in planning/ books/ lessons. Spring Term: Run TT Rockstars challenges (focus in assembly). Discuss Year 4 X tables progress in PPMs.
Summer Term: Mastery approach evident in lesson observations by SLT. End of year data shows deeper understanding of mathematical concepts. Summer Term: Produce data from Year 4 Maths Multiplication Check – June 2020.
Spring Term: Monitor progress of at risk pupils through assessment and PPMs (Feb 2020)
Autumn Term: Each class to establish a regular ‘whole-class story’ slot.
Spring Term: Books at Bedtime event promotes reading at night.
AR target established for every pupil.
PPMs show improved progress and attainment in Reading.
Summer Term: Number Stacks has helped raise pupils’ attainment and accelerate pupil progress. (PPMs June 2020) Summer Term: PPMs show improved progress and attainment in Reading.
Inspire workshops before half term.
Reading Records show greater frequency of reading at home.
Pupil voice: Pupils report greater levels of reading enjoyment and engagement.
Monitoring Lead PR
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7.
8.
9.
Key Area
Lead by
Time scale
Actions
Reading: Support pupils to achieve Age Related Expectations in Reading.
JB
Termly
Writing: Develop the accuracy of teachers’ assessment of writing.
JB
Focus on pupils at risk of reaching ARE in Reading: PPMs identify ‘at risk’ pupils, Wellcom Assessment (identifies gaps in children’s communication and language skills, then suggests interventions and whole-class activities), Target Readers, Reading buddies. Develop assessment of writing through: Moderation sessions to improve confidence, Creation of an exemplar moderation folder for each year group and stage (e.g. 4E, 4D, 4S, 4M),
Writing: Ensure marking is consistent across the school.
JB
Termly
Ongoing
Improve the quality of feedback in English books through: Consistent application of the marking policy, Group/whole class next steps where applicable, TA (green pen) marking evident, An approach that is mindful of teacher workload.
Impact evaluation (RAG) Milestone 1 Milestone 2 Milestone 3 Autumn Term: PPM to identify at risk pupils, Begin Wellcom intervention.
Spring Term: Feb PPM – measure impact of Wellcom intervention.
Summer Term: June PPM – measure impact of Wellcom intervention.
Monitoring Lead PR
KS2 Reading SATs results of >75%. Autumn Term: Whole-School write moderation session at staff meeting (16/10/2019).
Spring Term: Writing assessment focus at staff meeting, including writing framework share.
Exemplar moderation folder established from this meeting. Autumn Term: Staff meeting to consolidate/update marking policy.
Accurate assessment of writing on writing frameworks. Spring Term: Feedback from teachers re workload.
Observations/ scrutinies show that marking policy is being followed. Next steps and verbal feedback evident in lessons.
Summer Term: Prior to end-of-year data, teachers moderate class writing with teachers from other year groups. Writing accurately assessed. Summer Term:
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