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School

Improvement Plan
2014/2015
ANNUAL SCHOOL IMPRO!M!N" PLAN
2014#2015
SCHOOL ISION
This school is an inclusive one in which the learning and teaching, achievements, attitudes and well-
being of all members of this learning community matter. It continually seeks to remove barriers to
learning, value diversity and show respect for all individuals. Through working in partnership with
parents and responding to the needs of the community, it aims to maximise the potential for all pupils
to lead safe, happy, healthy and successful lives.
The school aims to:
• Help each pupil achieve the highest educational standards they possibly can by providing
outstanding provision across the whole school
• nsure that all pupils are kept safe and secure and deal with all forms of bullying and
discrimination
• !romote a healthy lifestyle through being a healthy school, !"H# lessons, drugs and sex
education and sporting activities
• nsure good standards of punctuality and attendance
• ncourage pupils to act responsibly at all times and have respect for others
• $ive all stakeholders a voice through encouraging them to be actively involved in the decision
making processes in school
• %evelop partnerships with the members of the wider community including developing network
opportunities with others on a global basis
• ngage and help parents to be actively involved in supporting their children&s learning and
personal development
The school's vision is based on:
• the belief that each pupil in the school community is a uni(ue individual, with the ability to
achieve and an entitlement to a sense of personal worth

• the knowledge of the benefits of a strong home-school partnership, where parents)carers are
supportive of, and actively involved in their child's education
• the advantages of building positive links with the local and global community
• the belief that close liaison between staff and mutual support for each other, based on trust
and respect, provide the best climate for success
In order to work towards making the school's vision a reality, the whole staff,
teaching and support, work together as a team, planning work rigorously and
constantly monitoring and evaluating the outcomes. There is a co-operative and
collaborative working culture in the school within which all individuals are valued and
given opportunities for their professional development. High expectations of work
and behaviour are demanded in a safe, welcoming and nurturing environment. The
(uality of the physical environment is good with an emphasis on the celebration of
pupils' work and achievements. This is a school where there is an optimistic and
positive ethos, where success is celebrated, confidence and self-esteem are high,
and where everyone in the school community is given the opportunity to aim ever
higher.
Learn$n% to%ether& 'ro($n% to%ether& A$m$n% ever h$%her)
The school will:
• ensure that all pupils have an e(ual opportunity to achieve their potential through the delivery of
a broad and balanced curriculum which allows them to develop every aspect of their education
• make learning an en*oyable, stimulating and relevant experience
• help each pupil to develop confidence, imagination, independence and self-esteem by using a range
of teaching and learning methods, and giving access to varied experiences in order to meet
individual needs
• foster a caring and nurturing sense of community where everyone feels valued and has a sense of
personal worth
• promote a positive partnership with parents and the local community
• provide a safe, secure and well-ordered environment which enhances teaching and learning
• have high expectations and to continually strive for (uality and excellence in all aspects of school
life
Intro*+ctor, Statement
This improvement plan specifically addresses the priorities, which need development during +,-.-
+,-/. !lans for these priorities have been constructed in some detail for the year and can be located
in the school0s action plans that accompanies this documentation. 1onger-term priorities for the
future are also outlined. !rofessional learning is a key on going priority for all staff, which
systematically underpins school improvement. ach action plan is a working document, which describes
what needs to be done to implement, monitor, evaluate and finance a priority. 2embers of staff have
responsibility for action plans with everyone being involved to some degree in order to ensure
ownership and shared responsibility. "taff are re(uested to regularly report on progress at staff and
governor meetings. The governors know about the outcomes of plans through school visits, meetings
and the head0s written reports.
"ome of the school0s priorities are directly in line with those identified in the government 3hite
!aper and local community strategic plans, particularly linked to health and socio-economic issues.
4thers seek to meet the identified needs of the school and national initiatives.
In order to avoid innovation overload, the school seeks to accomplish development activities and at the
same time carry on maintaining priorities through planning and allocating resources appropriately.
%evelopment planning is firmly embedded in the culture and ethos of the school. It is supported by
frameworks, systems and policies which are clear to staff. 5oles and responsibilities have been
negotiated and clarified. "taff and governors recognise the value of collaboration and effective
teamwork, which aid the implementation of the priorities in the "chool Improvement !lan.
O-.te* In.pect$on
In the last 4fsted inspection 62ay +,,78 the school was *udged to be outstanding in every area with
no significant weaknesses. 4fsted stated that
&9 every one connected with the school feels valued and respected and successfully strives to give
their best. !upils0 academic achievement and personal developments are outstanding and they
thoroughly en*oy themselves at school. The school0s self-evaluation is largely accurate and based on
high (uality monitoring and evaluation of its performance that secures its continual success.0
4fsted reaffirmed the *udgement through an interim report in %ecember +,-,.
SCHOOL CON"!/"
0roa* an* 0alance* C+rr$c+l+m
The school has continued to provide a broad and rich curriculum and is currently working on the
:rameworks in nglish and mathematics. There has been a greater emphasis on the use of I#T to
enhance learning and teaching. ; recent priority was to develop cross curricular planning and seek
opportunities to work more closely with the local community. The school0s vision and aims are in line
with the principles underpinning &xcellence and n*oyment0. ;ssessment for 1earning strategies are
embedded in daily classroom practice and these give opportunities for pupils to think creatively and
make connections in their learning. The school is continuing to make good use of outside provision and
educational visits to further promote learning. nterprise education is
Per.onal$.e* Learn$n%
The school has a commitment to personalised learning and ensures that every pupil is encouraged to
have greater ownership of what they learn and how they learn. !upils are fully involved in the
consultation process through discussion and on-going revision of learning strategies and targets in
order to improve their performance. The school council also continues to develop and is a very
effective vehicle for giving pupils a voice and engaging them in the decision-making processes.

!1ten*e* School). Prov$.$on
The school is very extended in terms of its extra-curricular activities, family learning programmes,
community use of resources and inter-agency working practices. The study support programme
includes booster classes in maths and science, <:; and drama classes. "uccessful developments have
also included the establishment of a radio station and a school maga=ine club. This year the school has
*oined the children0s university of the first age.
Net(or2$n% opport+n$t$e.
The school seeks every opportunity to network at local, national and international levels. The school is
participating in formal collaborations with other schools and works alongside other schools as part of
>#"1 programmes. In the more recent past the school has developed links with three schools in
>orway on account of its excellent practice in ;ssessment for 1earning.
Partner.h$p ($th Parent.
The school continually strives to develop an excellent partnership with parents who receive high
(uality information to help their children en*oy and achieve. This includes 54; meetings three times a
year and curriculum leaflets and workshops. The school set up a !arents0 :orum and increasingly
consults parents in a variety of ways through (uestionnaires, surveys etc. It makes parents feel
welcome and involved as it has an &open door0 policy and a very approachable staff. The school received
the ?1eading !arental !artnership ? award in +,--.
"each$n% School. All$ance
The school plays an active role in the %oncaster Teaching "chools ;lliance &!artners in 1earning0 The
school has played a leading role in the %oncaster $T! scheme. In addition the school supports
trainees from a number of higher education institutions with whom it has developed partnerships.
C+lt+ral 3$ver.$t,
The school is proud that there are many pupils from different ethnic and cultural backgrounds in
school. %iversity is celebrated and the school curriculum reflects this.
School .el-#eval+at$on
4ver the past few years the school has extended the strategies used and developed a more rigorous
process for school self-evaluation.
The strategies include work sampling, staff discussions, teaching)learning observations, scrutiny of
teachers0 planning, data analysis and interpretation, parent and pupil (uestionnaires and forums etc in
order to gain more information about teaching and pupil learning, trends, value added data and the
views of the school stakeholders including school governors.
In a**$t$on :
• !upils are playing an even more active role in their own learning through receiving effective
feedback and being involved in discussion about learning how to learn @ development of self
assessment, peer assessment etc
• The school is refining the use of target setting through sharing learning ob*ectives with
pupils)parents and discussing how to work towards improvement
• !upil tracking is developing in order to ensure that effective monitoring of provision for all
pupils in the school is taking place
• ;ll staff have been trained in the development of better systems for formative assessment
SCHOOL PRIORI"I!S 2014#14
!ALUA"IONS
Act$on Plan5 6o+n*at$on
Act$on Impact
• Introduction to the online tracking and learning
*ourneys &:ingertips0
• Introduction of name cards during the "pring term in
:-.
• There has been a larger focus on reading this year with
a shared reading area created in the creative area and
parents have volunteer to come in to read to children
on a --- basis.
• 2ore rigorous 1etters and "ounds activities, including
the introduction of the Aolly phonics songs in :-. They
have daily access to the 1etters and "ounds activities.
• !arents support in :- during lesson time, especially
during High "cope sessions.
• Children0s learning over the past year has been
documented by staff on &:ingertips0
• "taff have become more confident at recording children0s
developmental stages online and linking them up to the
ages and stages of development
• >ext year :- will trial a new system called 2ag to
explore which works best in terms of tracking and
recording progress
• Improved pencil control
• 2any children able to write their own name
• !arents are more aware of strategies to support early
mark making skills
• #hildren have become more confident reading. :+ progress
in reading has been good with 7+B of children achieving
expected or above progress
• #hildren are more keen to read independently and handle
books carefully and confidently
• #hildren in :- have began to blend and segment words
together particularly 2; children.
• :+ children have become more confident readers
• #hildren are practising their reading at home and parents
are recording comments in their home reading log
• Increase in children0s confidence, which has raised the
results of children achieving good or outstanding in
• mphasis on writing in different areas of the
classrooms both indoors and outdoors
• %evelopment of (uestioning during review session
• %evelopment of weekly High "cope sessions to ensure
they are carried out twice a week
• 3e invited parents in to observe a maths focus High
"cope session
• %evelopment of a more personalised nurture
intervention for children achieving below age related
expectations in personal, social and emotional
development
• 3eekly speech and language work carried out.
Individual children under the guidance of the speech
and language therapist
• :- have developed free flow play
• :- and :+ educational learning visits
personal, social and emotional development
• Increase in boys interests in writing and a higher
percentage of children achieving the early learning goal in
this area
• #hildren are becoming confident in self and peer assessing
their learning. ;n increase in children0s personal social and
emotional development in :-
• #hildren0s confidence has increased in :- to access the
different areas of provision in :oundation which will
support their transition into :+
• :oundation staff are getting the opportunity to share
their skills and knowledge amongst the team and suggest
learning opportunities
• :+ staff have become more familiar with :- children
moving up in "eptember they have also developed links
with some of the parent volunteers
• !arents were able to observe staff modelling everyday
maths activities to their children
• !arents were able to ask (uestions and all completed a
(uestionnaire which showed that the ma*ority of parents
felt they had a better understanding of supporting their
child0s mathematical development
• It challenged staff to look at their own knowledge and
understanding of maths to ensure they were prepared for
any (uestions parents may have
• #hildren targeted are now having less emotional outbursts
in class. 3hen situations have arisen %H has had a
flexible timetable and been able to deal with issues before
they affect the rest of the class
• #hildren who have accessed this support have made
progress and all have achieved their targets stated on
their I!s
• ;lthough physical development is an area where children
have made the least progress in their gross motor skills
have improved and they can move in a range of different
ways. ;n area to develop is children0s awareness of
dangers and the effects physical activities has on their
bodies, for example taking off their *umpers when they
are hot from running around
• ;s a conse(uence all children in the :oundation <nit have a
shared knowledge and understanding of farm animals and
during High "cope a more *oined up approach has been
created so children are constantly being reminded of what
they are learning about
Act$on Plan5 Narro($n% the 'ap
Act$on Impact
• The school have invested in the ;Cmag tracking
system for monitoring data and advising school about
the impact of intervention. %edicated time is given to a
admin 1"; to work on data on a weekly basis
• !upil premium is a standing item on all pupil progress
meetings which also include support staff. ;t such
meetings individual progress is discussed and
ad*ustments made where necessary
• The Headteacher leads on modules for pupil premium
on >!D"1. In addition, two members of staff have
accessed these modules as part of their training and
have fed back to staff
• In addition, pupil premium is also a standing item on
the headteacher0s report to governors and governors
are invited to discuss and challenge the Headteacher
on the use of the pupil premium
• "taff training has focused significantly on spelling,
grammar and punctuation. 2ost staff in E"+ have
accessed training
• The school have invested in a scheme of grammar and
punctuation work books for all classes in E"+
• ; significant number of children have accessed the one
to one 5eading 5ecovery programme
• ; significant number of children have accessed small
group intensive reading support
• 3eekly non-contact time to assess children with
dyslexic tendencies has been established. The
nominated member of staff has also established staff
training, small group work, dyslexia awareness sessions
with parents and has monitored the classroom
environment to encourage dyslexic friendly classrooms
• ;n additional specialist teacher was appointed to
support vulnerable groups in Fear + particularly in
2aths. This teacher has worked on personalised
programmes and small group work with children at risk
• ;s a result the tracking system is more user friendly for
all user staff, there is a greater awareness of pupil
premium children who can be identified and tracked
• #onse(uently in every class all staff know the needs of
their pupil premium children and can lead on their learning
on a daily basis
• ;s a result the school have learnt from the best practice
case studies as specified by 4fsted and implemented
initiatives based on the research based "utton Trust
• ;ll governors are aware of the targeted use of pupil
premium and its impact for groups and individuals. In
addition, they clearly understand their roles and
responsibilities with regard to pupil premium spending
• "pelling, grammar and punctuation has been timetabled in
the nglish curriculum. The predictions for Fear G "!;$
tests are higher than last year
• 2onitoring shows that these are in full use in most
classrooms and are having an impact upon levels of writing
in the classroom
• ;ll these children have made accelerated progress in
reading as evidenced by baselines at the beginning of the
programme and assessments at the end
• 4f the children in Fear G who have taken part accelerated
progress has been made in terms ;!" scores. 1ess so for
the Fear / cohort
• ;s a result of this nominated teacher working more closely
with other staff, all staff say they have a greater
knowledge and understanding of dyslexia and have made
ad*ustments in their learning environment. In addition,
children with dyslexic tendencies are highlighted for
personalised programmes on lesson plans, there is a
correct diagnosis of dyslexia on the "> register,
smarter targets on I!s
• ;ssessments show that the :"2 group in Fear + have
made better progress in 2aths than non :"2
of not achieving a level +
• In :oundation an additional :oundation "tage 1"; was
appointed to support the development of #11 following
the identification of children from :- with poor
progress in this area
• arly support in :- and :+ was introduced for children
with low personal, social and emotional development as
evidenced by the arly Fears profile. ; learning mentor
has worked on a one to one basis with these children on
a weekly basis and has also worked alongside parents
• ;dditional support hours have been accessed for 1";
;1 support in both :oundation and E"- to specifically
work with ;1 children and their families
• ; significant amount of funding has been used to
support phonics development particularly in E"-. ;ll
classes throughout school now have more than
ade(uate phonics materials at all levels to help them
support reading in the classroom
• 1earning mentor support has been provided for some
children with social and emotional difficulties in E"+.
"taff have attended the 1ouise Homber ;ttachment
%isorder training and disseminated to other staff
• ;dditional teacher time has been provided to support
those children at risk of not gaining level . in nglish
and 2aths at the end of E"+. This has taken the form
of additional teacher time, after school booster
classes in nglish and 2aths, one to one support before
and after school and more support for more able
children involving secondary school staff
• ;dditional funding was accessed via pupil premium for
;1 after school clubs. This was to support a !laying
for !urpose programme linked to learning nglish
• There has been an increase in the number of parental
workshops for promoting achievement in reading in
particular
• The ;chievement for ;ll programme was funded
through pupil premium. ; nominated member of staff
has led on this initiative.
• The progress of targeted children has significantly
improved due to this intervention
• These children have made accelerated progress in !"%
and have made significant improvement on their behaviour
• The progress of this group of :"2);1 pupils is the
highest in school
• ;ssessments show that the pass rate for the Fear -
phonics test in late Aune is likely to be significantly higher
than last year
• 4f the children currently in Fear + who did not pass their
phonics test in Fear - the vast ma*ority have now passed
• The vast ma*ority of children who access the support of a
learning mentor say they feel well supported in school. In
addition, !arent Iiew reinforces the opinion that the vast
ma*ority 6J7B8 of children feel safe
• !redicted ";T results for Aune -. are higher than those
set at the beginning of the year particularly in 2aths and
reading. Individual children have exceeded their targets
set
• This highly successful programme has been oversubscribed
and the number of ;1 children attending increased
termly. The participation rates for ;1 children for after
school clubs has risen significantly
• These workshops have been well attended with many
parents still continuing to an >ID (ualification. ;ll say
that the workshops have helped to support their children
in reading
• The programme has further identified parents and raised
the self-esteem and attainment of those children who
have taken part
Act$on Plan5 !n%l$.h
Act$on Impact
• Heavy investment in phonic materials across the
whole school including phonic materials purchased
for :oundation "tage
• In addition there has been an investment made in
IT games and programs to support phonics
• 2any children have had the advantage of attending
intervention programmes including those involving
the use of IT. These have included corrective
reading , --- before school tuition, reading
recovery etc
• very year group now has age appropriate spelling
materials in line with the >ew #urriculum
• ;ll staff received specialist training on grammar
and punctuation
• ;n additional part time teacher was employed to
support raising attainment in nglish for vulnerable
children in Fear +
• 2aterials eg talk pods to promote speaking and
listening were purchased to support communication
• 2ore reading books have been purchased for all
key stages. These have been integrated into the
library
• The school continue to participate in the
%oncaster Hook ;ward "cheme
• The book banding scheme has been extended
particularly in key stage -. This secures
progression for children
• Talk for 3riting has been trialled this year.
Training by Aane #onsidine has given the school a
• There has been a rise in children scoring more than
the K+ points in the E"- phonic test both in Fears -)+
• The B of children making or exceeding expected
progress in #11 at the end of :oundation + has
increased significantly
• Those children who did not passed the phonic test at
the end of Fear + have now done so in Fear K
• !honics is embedded in E"- lessons. "taff say that
their sub*ect knowledge has increased
• 2ost children in most classes are accessing phonic
support through IT. The IT clubs are over subscribed
• %ata shows that the vast ma*ority of these have made
accelerated progress compared to their peers
• 2onitoring in terms of improved outcomes in spelling
are yet to be embedded into children &s writing
although some progress has been made
• It is anticipated that the B of level .)/s will increase
when the Fear G ";Ts results return. "taff have
improved confidence in terms of their sub*ect
knowledge
• #onse(uently the progress of targeted children has
exceeded expectations in terms of the B of level +s
• These are well used to support writing across the
school
• This has promoted a more positive reading culture as
evidenced by pupil (uestionnaires
• 2any children have been able to access extended and
after school events including visits to the theatre and
>ewcastle Hook #entre
• ;ttainment in reading and engagement in reading
activities are securing higher levels of engagement for
the ma*ority of children and particularly those below
expected attainment.
• Talk for 3riting will be used during >ew #urriculum
clear way forward.
• ;1 #ontinuous provision.
• Hoxes of a range of materials appropriate to home
language and interest have been resourced for
each classroom. These allow for staff and children
to en*oy learning experiences between lessons
planning from "eptember. "taff feel confident in
using these approaches to deliver the curriculum.
• :urther training planned.
• xternal 1; 2oderation supported all teacher levels
for Fear G. !rogress in moderation in school is good.
• ;1 children more settled coming into school, happy
and engaged between lessons and more independent in
the classroom. !arents, dropping off their children,
can engage in learning activities as do other parents.
Act$on Plan5 Math.
Act$on Impact
• !rovided year groups with refresher training on
>umicon
• %elivered training to staff to enable access to
2y2aths
• Inset provided to demonstrate the methods used in
calculation across the year groups. 3e have ensured
that all staff have accessed this and can model the
strategies
• The use of I#T has been developed and net books have
been used in classrooms as a teaching tool
• ncouraged visualisers to be used to model how to
improve children0s calculations and consolidate their
understanding
• ;fter school 2aths clubs have been provided for
targeted revision groups and specific children in E"-
and E"+
• Intervention groups have been planned and delivered to
support targeted children
• ;dditional specialist teacher was appointed to support
vulnerable groups in Fear +. !ersonalised programme
for children who are not likely to reach level +
• ;!! grids have been used by the class teachers to
highlight the progress of the children
• %eveloped a more consistent whole school approach to
• #onse(uently every class has had access to >umicon and
those children re(uiring additional support have been able
to benefit from practical experience
• ;s a result children throughout school have accessed
2y2aths , used this in the class, in after school clubs and
at home to improve their en*oyment of mathematical skills
• ;s a result the calculation policy was revised and
monitoring demonstrated that staff could model the
appropriate strategy in numeracy lessons
• !upils are gaining in confidence in numeracy through the
use of I#T
• Iisualisers have been observed being used in lessons.
2isconceptions have been addressed and children
supported in their understanding
• Increased confidence and more determination towards
their studies in numeracy
• "tudents have achieved the predicted results through
targeted support e.g. level K achieved by Fear + children
working in Fear .
• ;ssessments show that :"2 in Fear + have made better
progress in 2aths than >on :"2
• #lass teachers have gained a greater understanding of
areas for development of individual pupils
• ;s a result of monitoring it has been shown that there is a
marking in 2aths
• ;dditional teacher time has been provided to support
those children at risk of not gaining level . in 2aths at
the end of E"+. This has taken the form of additional
teacher time, after school booster classes, one to one
support and more able children received support from
secondary school staff
• 2ore able pupils were identified in Fear + and have two
sessions a week in Fear . to extend their knowledge
and understanding, specifically in number
• The school have invested in the ;Cmag tracking
system for monitoring data and advising school about
the impact of intervention
consistent approach to marking with progression evident
• ;s a result predicted ";T results for Aune -. are higher
than those set at the beginning of the year. Individual
children have exceeded their targets set
• ;s a result all of those children have gained a level K in
numeracy in the end of E"- test
• ;s a result the tracking system is more user friendly for
all staff, there is a greater awareness of pupil premium
children who can be identified and tracked
Act$on Plan5 Sc$ence
Act$on Impact
• %eveloped outdoor science area
• "cience portfolio of work created for E"- and E"+
• "cience week organised across school
• %eveloped science homework throughout school
• ;s a result staff are using area during specified times.
:ollowing Inset session staff have implemented new ideas
in medium term planning
• 3ork demonstrates progression of skills throughout
school 6F--FG8 against national curriculum levels
• #onse(uently raised profile of science throughout school
• 5aised environmental awareness
• Increased pupil en*oyment in science activities particularly
;TI investigations
• "cience related homework evident throughout the school @
good evidence of this is in Fear + where children produced
a materials booklet
• Fear / children created a solar system
Act$on Plan5 M6L
Act$on Impact
• #hildren throughout the school participated in the
uropean %ay of 1anguages
• 2onitored E"+ 2:1 planning and provision
• 2onitoring showed that pupils in all year groups took part
in the activities and en*oyed the experience throughout
the week
• 2onitoring and feedback from staff and pupils showed
that celebrating languages empowered ;1 pupils
• :rench is being taught consistently throughout E"+
• !lanning shows that 1a Aolie 5ande scheme of work is used
throughout E"+
• %eveloped links with 2:1 coordinators within the
pyramid including Halby #arr
o 4rganised a foreign language assistant to
support E"+ staff in delivering the target
language
• 1anguage learning skills are progressive throughout E"+
which enables children to increase and develop their
knowledge of the :rench language
Act$on Plan5 Ach$evement -or All
Act$on Impact
• ;nalysis of end of year data 6reading)writing)2aths8
to look at attainment compared to peers and against
national expectations
• "chool #hampions lead on 5esponse to Intervention
pro*ect @ identifying 7 pupils for comprehension
intervention
• "chool #hampion attended training on effective use of
pupil premium as part of ;:;
• "tructured conversations monitored as part of ;:;
• 5egular meetings with ;:; coach to feedback data and
receive additional information on how ;:; can be
driven through school
• ;ttended ;:; transition meetings looking at how more
vulnerable pupils can be supported through ;:; on
their transition to secondary
• "taff (uestionnaire about ;:; pupils, identifying any
changes as a result of ;:; focus
• 4f those children targeted, most have made good
progress and continue to achieve better attendance as a
result of the focused attention from the class teacher
• !upils made accelerated progress when tested using
>:5)"alford reading tests
• 2ore staff in school confident about use of pupil premium
and more knowledgeable about its impact on attainment
• "tructured conversations kept high profileL pupils benefit
when their parents engage more
• ;:; #hampions gained a greater understanding of whole
school initiatives and how this can be developed into next
year
• Instead of vulnerable pupils being identified for ;:;
separately in Fear 7, the staff involved in transition can
communicate more effectively. !upils benefit from the
smoother transition and transparency
• ;s a result, staff feedback positive and any issues
regarding ;:; cohort so steps can be put into place for
future support or celebrations shared to other teachers
Act$on Plan5 IC"
Act$on Impact
• "taff attended #4! training
• >ew interactive whiteboard installed in :oundation -
• Tablets purchased for E"-
• -"afety profile raised in school
• !arents drop in on a regular basis
• 2ulti-user software enables children to use interactive
I#T resources collaboratively
• asy access to interactive and mobile learning
• -"afety scheme of work researched, drafted and
agreed
• "oftware training for staff
• HTT show attended
• >ew curriculum training
• "afer Internet %ay
• >ew resources researched and purchased
• nsures ob*ectives from the new computing curriculum are
covered
• !upils e-safety awareness raised
• #omplies with 4fsted re(uirements
• "taff now using software across the curriculum as
evidenced by planning documentation
• >ew cutting edge technology purchased to enhance pupil
learning and support new computing curriculum
• "taff are aware of new computing curriculum and how to
deliver it
• nsure ob*ectives from the new computing curriculum are
covered
• !upils e-safety awareness raised
• <sed to support the delivery of the new computing
curriculum
Act$on Plan5 Art 7 3e.$%n
Act$on Impact
• #reated a portfolio of work from :oundation "tage to
Fear G
• >ew art and design policy adopted
• <pdated the art gallery
• 3orked with outside agencies to provide art and
design in school
• "hows progression through school
• Highlights any gaps that we have in the curriculum e.g.
variety of mixed media
• !rovided a consistent approach with art and design
through
• !rovides guidance for new staff
• $ives staff a starting point for the new curriculum
• ;llows children to feel some pride for their work
• !arental involvement high
• #hildren and adults felt pride when their work was
displayed out of school
• !rovided stronger community links for the school
Act$on Plan5 P!
Act$on Impact
• "chool sports premium funding allocated for sports
coach and 1";. "ports coach to promote and deliver !
and competitive sports
• !!; sessions covered by specialist sports coach
• 1unchtime supervisors trained alongside pupils to
• ;s a result, there has been increased participation in
competitive sports and raised profile of ! in school. E"-
won the %oncaster champions multi-skills competition
• !upil en*oyment developed high profile of ! and sport
• !upils have developed greater leadership skills including
create active lunchtimes through the !layground
1eader scheme
• !artnership with Halby #arr "ports #ollege to widen
opportunities for active sports at lunchtimes
• "chool sports kit purchased
• Healthy lifestyles have been promoted throughout the
year @ cross curricular planning, water and fruit in
school
• The school have invested in / extra-curricular sports
clubs set up since "eptember +,-K
• The whole school were involved in a walk to school week
• 4rganisation of a whole school sports week
• :unding through "ports !remium was accessed to
purchase the #yber #oach %ance programme 6:- @ FG8
organisational skills and improved self-esteem
• 2onitoring shows that pupil participation rates have
fluctuated according to the activity on offer. However,
more pupils are actively engaged
• This has led to raised self-esteem and a more coherent
team spirit
• ;s a result there has been raised pupil awareness of the
importance of eating a healthy diet, walking to school and
taking regular exercise
• This has created wider opportunities for pupil
participation in games and co-operation between year
groups
Improved cohesion throughout school
"chool registers show that attendance rates in the clubs
have increased
• The vast ma*ority of pupils and parents awareness of
healthy lifestyles was enhanced and developed through
this scheme
• :eedback from pupils, staff and parents has been positive
with the traditional sports games being well attended by
parents. >ew and exciting ways of exercising and keeping
healthy have been explored
• 2onitoring shows that this programme has supported pupil
participation in all year groups and led to raised self-
esteem and attainment
Act$on Plan5 Pro-e..$onal Learn$n%
Act$on Impact
• !upil !remium-The Head teacher has led on modules
for pupil premium on >!D"1. In addition, two members
of staff have accessed these modules as part of their
training and have fed back to staff.
• "taff training has focused significantly on spelling,
grammar and punctuation. 2ost staff in E"+ have
accessed training
• ; staff training day was held to revise the school
ethos and vision
• 2;)%! attended a course on raising attendance
• ;s a result knowledge and understanding about the
effective use of pupil premium is high profile in school
amongst all members of staff. In addition governors have
also received regular updated reports about how the use
of pupil premium has been used with reference to 4fsted
best practice case studies
• #onse(uently staff knowledge has improved and this has
impacted on writing in the classroom as evidenced by pupil
progress data
• There is a shared vision throughout school
• ;ttendance is at an all time high of J/.GB with significant
• 5TI conference focused on raising attainment-
examining the progress of vulnerable pupils
• "everal staff have received mentor training
• %5;s have received regular training including training
on ;nti-bullying strategies to enable a wider range of
strategies
• The designated officers have received training for
safeguarding
• There is a constant focus on improving teaching and
learning through weekly inset-
• There has been a strong focus on phonic training,
particularly for key stage + staff
• "taff have received training on ;1 provision
• 5 has been the focus for staff Inset including a
review with a nominated governor
• "everal staff attended the HTT show to research up
to date IT technology
• There has been a strong focus on moderating
standards with other pyramid schools
• 4ne member of :oundation staff has attended the
Talking :amilies training
• "everal staff have attended various maths training
sessions throughout the year
• "taff have attended training on the F:" including the
use of :ingertips assessment system
• "taff including the humanities leader have attended
training on the changes for the new national curriculum
reductions in terms of !;
• 2ore effective tracking of intervention groups
• ;s a result all trainees and >DTs say that they are well
supported in terms of their development
• Incidents of extreme poor behaviour is rare at lunchtime
with no lunchtime exclusions this year
• The "1T are well informed of the current legislation which
has led to the review of policies and practices. The school
received an outstanding *udgement in their Health and
"afety ;udit in 2arch +,-..
• 1esson observations show that teaching and learning is
good to outstanding across all key stages
• There is an increase in staff confidence in the use of
phonic material
• ;1 tracking shows that this group of pupils are making
accelerated progress
• ;ll 5e provision has been revised and updated in line with
the %oncaster 5 syllabus
• This has fed into our provision for next year and informs
the new build re(uirements
• This has been a good (uality assurance exercise and
reinforces the *udgements made particularly with regard
to nglish and F:"
• This has led to an increased parental participation working
alongside teachers in classrooms
• The school have strengthened their focus on supporting
vulnerable groups particularly in mental maths. This has led
to accelerated progress particularly in year G with some
targeted children achieving K levels progress
• This is fed back to the whole F:" team who conse(uently
have a strong focus in planning from the key principles
from F:". :ingertips is now embedded throughout the
:oundation "tage as an assessment tool.
• ;ll staff are well informed about the impact of the new
national curriculum and the changes for next year
• "taff have accessed training through !artners in
1earning and >#T1 on leadership competencies and
have also engaged in 2asters studies
• The effective use of support staff was a focus for all
staff with regard to outstanding teaching and learning
• >ominated members of staff have attended IT Think
< Enow training
• "uccession planning is strong in school and the school is in
a good position for challenge of increase of numbers on
roll together with a change of headteacher. ;ll pro*ects
are linked to school improvement priorities and these have
included phonics, outdoor learning, pupil premium and ;1
• ;ction plans are in place to promote the use of more
effective support staff in the ;utumn term
• -safety information is made explicit to all pupils, staff
and parents
Act$on Plan5 S!N3
Act$on Impact
• Inclusion team attended training on ">% reforms and
bill. :eedback to staff
• %elivery of training to "chools %irect students on
">% issues
• 1etters given to parents of statemented pupils
• >etworking with pyramid ">#4s)">#4 network
days
• 2ore staff trained on delivering 5eading 5ecovery and
provision issues
• Two learning mentors trained to deliver 1ouise Homber
attachment strategies. %isseminated to whole school
through 1";)Inset meetings
• I!" monitored termly
• "ocial stories introduced to ensure smooth transition
through unfamiliar transitions
• ;ll E"+ pupils have been tested for coloured overlays
• :unding tracked for individual pupils on a provision map
• ach year group has a breakdown of ! levels to enable
more accurate assessment
• !H1 list updated on a termly basis
• "taff aware of the changes to ">% and financial
implications)need for more rigorous target setting
• Increased professional development, team cohesion and
own knowledge
• !arents of statemented pupils made more aware of
changes
• "hared good practice e.g. provision mapping
• Increased awareness of current issues
• Increased pupil confidence and enthusiasm
• 5aised attainment of specific pupils some of whom are now
no longer on ">% register for reading
• !upils needs are more accurately met
• 1earning mentor timetables being changed to give greater
time to address these issues next year
• Improved "2;5T targets
• !upil anxiety addressed e.g. swimming, transition to
secondary
• #hildren able to access literature more easily
• Inclusion team have greater awareness of individual costs
for support
• !rovision map set up and reviewed on a termly basis
• "taff made more aware of ! levels to improve (uality of
target assessment
• "taff more aware of the needs of individual pupils and
what actions are being taken
Act$on Plan5 0ehav$o+r. -or learn$n%
Act$on Impact
• Initial (uestionnaire sent out to pupils @ &3hat makes a
good learnerM0
• 2c)#! received training in #hanging 2indsets and
2etacognition "kills
• 2c)#! took key concepts and trialled them in class.
Duestioning skills, reviewing, reflection and discussing
resilience @ completed display in hall
• ; better understanding of pupil perceptions of a good
learner as a starting point
• Eey staff have a deeper knowledge of concepts and
background research. ;ction planning for dissemination of
information to whole school
• :+ pupils observed using more open ended (uestions. "elf
review skills used to challenge barriers to learning
• $reater awareness of key vocabulary for pupils)staff
Act$on Plan5 H+man$t$e.
Act$on Impact
• The school has invested in new geography and history
resources including for example more up-to-date
atlases, globes and maps, metal detectors and
information books.
• Fear groups have developed planning and teaching so
that geography and history lessons are taught
discreetly as well as cross-curricular. In some E"+
classes the children have also each had a humanities
book to complete geography and history work in.
• "taff have been informed of further educational visits
or workshops held in school available from providers.
• There has been an increase in the amount of historical
and geographical museum loans used to support topics
in each year group.
• The geography and history co-ordinator has been on
courses about the changes to the geography and
history curriculum.
• ;s a result the children have shown a greater interest in
the topics and produced work of a high standard. This has
also resulted in a greater knowledge and understanding of
the topics covered. In addition, year group planning gives
the opportunity for more pupil led activities and a more
confident delivery of lessons by staff.
• %ue to this children have been able to develop their
knowledge, understanding and key skills within a context.
• The progress of all children can easily be seen in their
book throughout the year and also provide evidence of
progression more easily when comparing with other year
groups. In addition children take more pride in their work
and can respond to feedback or challenges more readily
than looking for sheets in their folders.
• #onse(uently staff have furthered their own knowledge
and enthusiasm of the topic being covered as well as the
children0s. The children have also had the opportunity to
go on more educational visits with greater links to their
history or geography topic.
• Therefore the children are given a greater opportunity to
develop their knowledge and understanding of a location or
a time in history and as a result of this their interest.
• ;s a result the co-ordinator has been able to feedback to
staff and inform them of the changes to the curriculum in
both history and geography as well as best practice.
• The co-ordinator then updated the long term history and
geography plans so that all teaching staff are aware of the
statutory ob*ectives to be covered in each year group.
• The use of pupil discussion and (uestionnaires has given an
• The geography and history co-ordinator has also
collected the views of pupils in each year group about
geography and history through discussion and
(uestionnaires.
insight into what the children think about history and
geography. 4verall their view is that they en*oy history
and geography especially practical and pupil led activities.
They would prefer more activities like this in their topics
as well as outdoor learning
Act$on Plan5 PSH!
Act$on Impact
• "ampled #ircle Time planning across key stages
• #reate a portfolio of "2"# opportunities across the
year at our school
• #o-ordinator has attended training on "2"# best
practice and how schools can track this more
systematically. ;lso is a member of !"H ;ssociation
• 4rganised ;nti-Hullying week +,-.
• "chool #ouncil continues to develop as a tool for pupil
voice
• "chool #ouncil have worked on ;nti-Hullying #harter
• ;s a result we are confident that #ircle Time follows the
";1s curriculum and is taught consistently in every year
group
• 3e have a good overview of the broad ranging
opportunities offered to all children in their "2"#
learning
• 5esults in co-ordinator having up to date knowledge of
!"H changes in curriculum and can disseminate to staff
• "taff had access to a wide range of useful resources to
assist their planning. !upils and parents had a raised
awareness of anti-bullying theme and issues
• !upils see the positive benefits of having a "chool #ouncil.
"chool #ouncil feel they make a positive difference
• "chool #ouncil have begun to develop a child friendly
version of the ;nti-Hullying !olicy for all Hexthorpe
!rimary "chool pupils
Act$on Plan5 Atten*ance
Act$on Impact
• The school focus for attendance and punctuality is
very high profile and strategies are constantly
updated.
• ;s many countries)cultures view school life differently
to ourselves our school has strongly emphasised
educating and rewarding ;1 children for attending
school
• Half termly meetings with headteacher, school
attendance officer and nominated governor
• Introduction of electronic registration system
• ;s a result, all stakeholders know the importance of
good attendance. 2onitoring shows that overall
attendance has risen by +B from "ept +,-K to
present date
• ;s a result ;1 attendance up by /B over past year
and children more settled in school
• The governor is working more closely with school and
being aware of attendance issues as they arise and
this feeds into governors0 meetings
• ;s a result of this the school attendance officer can
throughout the classrooms. Training was given, via the
#I%s team from %2H#, to all teaching and support
staff during Inset

• Identifying persistent absentees and introducing
strategies to encourage attendance at school i.e.
reward systems, daily star charts etc
• Introduction of weekly stickers and monthly
certificates for -,,B attendance to enable all children
have a sense of accomplishment
• 3eekly club for #=ech)"lovak children with a
certificate for excellent attendance and a pri=e half
termly. This particular group find constant nurturing
beneficial
• 34 late gate)assembly)deep dive)attendance sweep.
ach initiative carried out throughout the year to make
attendance high profile
• #hildren in each class where attendance was becoming
a cause for concern were targeted and strategies put
in place to encourage improvement
• In line with $overnment and 1; policies holidays in
term time have been disallowed unless sufficient
evidence produced for authorisation
retrieve information more (uickly and efficiently
• #onse(uently whole school NJ/B has dropped a
staggering +-B over the past year and NO/B has
dropped by KB. ;lthough NO,B has remained static
the children are not primarily the same as the
previous year
• #hildren look forward to receiving recognition for
their achievement and proudly wear their sticker.
These rewards ensure that it is possible for every
child in school to attain -,,B sometime during the
school year
• ;s a result these children are attending school more
regularly @ .+B have had -,,B attendance over the
"ummer term - - which in turn impacts on their
learning and achievements. They look forward to
receiving their weekly certificate
• ;fter each initiative attendance did improve. "ome
:ixed !enalty >otices were issued and on occasions
court proceedings took place
• The attendance of these children has improved
significantly
• "ubse(uently holiday applications have reduced
however the school has had no option but to issue
some :ixed !enalty >otices
Act$on Plan5 R!
Act$on Impact
• 5e Inset @ 1aunch of revised 5 curriculum +,-K
• 5 Inset @ !rogramme of study review. 1aunch of
assessment schedule
• $overnors presentation
o 5evised curriculum
o !ortfolio
• 3orking party to develop assessment schedules. A1,
5. Iball and :ather "tephen
• Half day ";#5 training course attended
• ;ll staff now familiar with 5 curriculum
• "taff worked in year groups to plan 5 in a more cross-
curricular approach. ;ssessments agreed
• $overnors now familiar with 5 revised curriculum. ;n
5 governor appointed to work with A1 @ 5. Iball
• . sessions to develop assessment schedules using &I can0
statements. "taff to complete every half term after
unit of work
• >etworking group established to meet once or twice a
year
• >etwork meetings attended
• Termly meetings with :ather "tephen
• aster week @ cross curricular themed week culminating
in a E"- and E"+ performance at "t Aude0s
• 2onitoring of assessment schedules
• %eveloped links with community @ arrange visits to
$urdwara and 2ethodist #hurch
• %eveloped links with community. Iolunteer for #hristian
;id @ #harles "cott to work with Fear -, retelling stories
using $odley play approach
• 5esources purchased to encourage $odley play approach
to religious stories
• 1esson observations)drop ins
• Hexthorpe 6A18 led the meeting. The focus was &links
with the community0. %eveloped more links with other
schools
• very year group has accessed visits from :ather
"tephen and "t Aude0s #hurch on a termly basis
• E"- and E"+ children en*oyed celebrations in "t Aude0s
#hurch. !arent participation was excellent and well
received
• ;ll staff completing schedules every half term. Duick
and easy to complete. ;dd to ;!! folders
• %ifficult to organise visits to $urdwara. There has been
changes in key people to contact
• #harles enhanced curriculum, Fear - loved retelling
parables and improved listening and discussion skills.
• PK,, on resources given out to E"- and E"+. 2ore
interactive approach to 5 lessons
• >o formal 5 lesson observations but drop-ins for all
classes during cross curricular approach. aster week -
all classes promoting interactive lessons
Act$on Plan5 A..e..ment
Act$on Impact
• The school have invested in the ;Cmag tracking system
for monitoring data and advising the school about the
impact of intervention. %edicated time is given to an
admin 1"; to work on data on a weekly basis
• The school has attended effective feedback training
which was then monitored and found to be effective
• The sub*ect core teams regularly monitor standards
throughout school. 1ooking at the progression of
standards within their own sub*ect
• The school has Inset on ;f1 strategies
• 5evisited use of (uestioning
• ;s a result the tracking system is a more friendly tool
for staff, there is greater awareness of pupil premium
children who can be identified and tracked
• xcellent practice was used as a model to provide
examples for staff. "ubse(uent monitoring has shown
improvement. This continues to be an area of focus for
new staff
• ;s a result of monitoring core teams have looked at the
progression of skills within the sub*ects
• 1esson observations have provided evidence of effective
;f1 strategies. !lanning demonstrates ;f1 is being used
in the classroom
• 1earning walks demonstrate use of different (uestions
displayed by children. 1esson observations have provided
evidence of effective (uestioning
Act$on Plan5 0ehav$o+r
Act$on Impact
• arly intervention in :oundation "tage. !upils targeted
for interventions focusing on self-esteem, confidence
and !"H themes
• E"+ @ 52)": identified pupils with behaviour issues or
those re(uiring support in social)emotional literacy 6one
to one keyworker8
• 52)%H carried out training on 1ouise Homber initiatives
• Training dedicated to lunchtime supervisors @
restorative practice
• Hehaviour books monitored
• "taff feedback in Inset on behaviour)reward systems
• ;s a result, as pupils move up to Fear - they are less
likely to be disruptive and more likely to engage in their
learning
• !upils are clear who to talk to if they feel they need to.
Teachers know who to direct pupils to in class time.
!arents feel there is consistency in their child0s support
• "taff are more aware of techni(ues successful in helping
vulnerable children and supporting them in a more
nurturing capacity
• ;ll adults working in school are trained in how to resolve
conflict without raised voicesL allowing pupils to reflect
on their behaviour
• !laytimes have few issues of poor behaviour
• #onsistent use of behaviour management system.
3orking well for teachers and pupils
• "taff were able to share good practice, check
consistency across whole school and support >DTs
• !lanning informed so that we all have time to complete a
class charter, use rewards, postcards, sun, cloud and
rainbow, listening medals etc
Act$on Plan5 'lo8al C$t$9en.h$p
Act$on Impact
• 5esearched and planned festivals and theme days
throughout the year
• I>"T on global link e.g. opportunities and successful
application for #omenius assistant
• #elebrations of uropean %ay of 1anguages, #hinese >ew
Fear, "ports 5elief, :airtrade fortnight etc all raising
awareness of global cultures and issues
• Fear / linked with Hulgaria, including K month visit from
Hulgaria school, Fear - >orwegian visitors, Fear K linked
with :rance and "lovakia
• Increased global knowledge. Tolerance and &real life0
curriculum
Act$on Plan5 !AL
Act$on Impact
• ;ttended network meetings
• Talk for ;1 2aths @ training attended and planning
implemented
• ;1 focused I>"T
• 5esearch visit to !hilimore !rimary "chool, "heffield
• %evelopment of >;""; step data
• %evelopment of &1anguage 1earning Hox0 continuous
provision boxes in each class
• Talking books and talking pads in each class
• Increased H#; hours
• 5egular ;1 parents meetings
• ;1 after school clubs developed
• "hared practice disseminated to staff. !rofessional
development of all staff
• Intervention groups identified for next year
• 5esources prepared
• :urther training planned
• !rofessional development of staff
• ;1 children better integrated
• 1ess &removal0 of ;1 children from lessons
• $reater progression of ;1 children
• Hetter understanding of differentiation for ;1 children
• Hetter understanding of focus groups for new ;1
children
• 5esources and connections ready should we decide to
adopt this strategy
• 2ore regular and more consistent use of >;""; step
assessment, beyond baselines, children assessed very term
• %evelopment of speaking and listening for ;1 children
• Independence and integration of ;1 children increased
• Increased prominence of other languages
• n*oyment of reading
• Talking pads impact in nglish, 2aths and other sub*ects
• 2ore time spent with targeted ;1 pupils
• $reater communication with parents
• !ositive impact on progression
• $reater communication with parents
• Improved attendance of ;1 children
• Increased understanding of curriculum for ;1 parents
• 2ore attendance and en*oyment of extra-curricular
activities
SCHOOL
PRIORI"I!S
2014#2015
H!/"HORP! PRIMAR: SCHOOL
"AR'!"!3 US! O6 PUPIL PR!MIUM# PROPOSALS 6OR 'O!RNIN' 0O3: MARCH 2014# SCHOOL 0U3'!"
PLANNIN' LIN;!3 "O SCHOOL PRIORI"I!S RAISIN' A""AINM!N" 2014#2015
SCHOOL
PRIORI"I!S
SP!CI6IC AIM "AS; COS"
5aise attainment To raise
attainment in
nglish in both
Eey "tages
-.;ppoint additional learning support assistant in :- to focus on #11
+. Increase one to one reading recovery programme for targeted children in year -6#!- ;utumn
term -.8
K. Intensive support programme in place for vulnerable pupils at risk of not achieving +b in Fear -
and + 6 A1)518
..%edicated dyslexia support for targeted pupils in E"+ including release time for testing and
assessment61< Q #H8
/. <se of additional member of staff in upper E"+ to focus on guided writing activities for more
able pupils 612 Q >5 8
G. #orrective reading programme for upper E"+ pupils to be extended to include both year G and
year / group6 "HQ 1<8
7. ;dditional teacher in year G one day a week to promote writing skills6>58
O. ;dditional funding for IT through additional hours given to IT specialist. :ocus on computing in
new curriculum6 %#8
J. ;dditional 1"; to work in Fear + on interventions
-,. "taff development and training
--. ;dditional resources including IT
P-. ,,, 6T"8
P-/ ,,,6#!8
P-, /,,6518
P+G ,,,6A18
PK ,,, 6 1<8
P+- ,,,6 128
P- +,,6 "H8
PO ,,,6 1<8
PO ,,, 6 >58
999999999999..
P-O ,,, 6T%8
P/ ,,,
P-- ,,,
5aise attainment 5aise attainment
in !honics across
the whole school
-. ;dditional teacher time in year K to focus on children who have not passed phonics test in year -
and year +62;8
+. ;ppoint additional 1"; for Fear - to work on catch up reading programmes
K.Increase number of family learning activities)parental workshops focusing on
reading)phonics6 %!8
P-, ,,,6 2;8
P7 ,,, 6 ;>8
Included in f
learning budget
5aise attainment To raise
attainment in
2aths
-.;ppointment of additional teacher +,B to target more able pupils in 2aths across both key
stages, particularly in year G to work on level G
+.Investment in dyscalculia materials including staff training
K. Investment in Hig 2aths scheme including teacher training
;s above 6 12 8
;s above
Included in below
P-- ,,,
5aise attainment
for ;1 pupils
;ccess more
classroom support
for ;1 pupils and
families
-. "lovak H#;s to work with ;1 children on nglish intervention skills and to support family
learning )classroom work
+. ;ccess 2T;" services for one to one support with ;1 children
K. !urchase additional ;1 resources to support classroom interventions
.. #ontinuation of after school club for ;1 pupils to learn nglish
/. Increase !olish 1"; hours to full time to support !olish pupils in school
P-K /,,6 " 8
P7 7,, 6 IT8
P-/ ,,,
P-/ ,,,
Include in above
costings
5aise attainment
of vulnerable
groups
3iden capacity in
school for
nurture activities
-. ;dditional hours given to learning mentors for work with children with emotional difficulties
6 "H )%H8
+. "ports coach to work on sports activities
K. "econdment of senior 1"; to act as parent support advisor in "pring ) ;utumn term -.
.. :unding made to Hexikids for 1;# children childcare )meetings etc
P-, 7,, 6 ":)%H8
P-/ ,,,
P+- ,,, 6H"8
PG ,,,
"otal Co.t <2=2 >00
H!/"HORP! PRIMAR: SCHOOL
AC"ION PLAN
S"A66 PRO6!SSIONAL L!ARNIN' ? 2014/2015
0+*%et Allocat$on
P-,,,,,
O+tcome./Impact
• 5aised attainment
• "taff secure in delivery of curriculum
• 5aised staff confidence
• Inclusive approach to staff development
A$m Act$on to 8e "a2en @ho @hen Co.t Mon$tor$n%
To continue to build an
inclusive climate
towards whole school
staff professional
learning including
governors
• ;ssistant Head teacher to work in partnership
with the Head teacher for the analysis of staff
appraisal documentation and staff appraisal
documentation and school improvement
evaluations in order to plan for the professional
learning needs of all staff
3hole
school staff
"1T
$overning
body
2ay -.-
"ummer
term -/
"ee
budget
notes
• !upil progress meetings with identified
professional development needs.
• "taff discussion at team meetings.
• Intervention group monitoring
To improve the teaching
and learning in key
focus areas
• To plan and undertake specific training
programme- including inset, conferences and
networking to improve the teaching and learning
in specific areas:
• The >ew #urriculum, especially writing
• ; basic skills programme in >umeracy 6 Hig
2aths8, and dyscalculia
• Talk for 3riting
• Hehaviour for 1earning
3hole
school staff
"1T
$overning
body
Auly -. -
;utumn
term -/
• !articipation in professional development
meetings
• !lanning for lessons
• 1earning walks
• 2onitoring of lessons to observe skills in
these areas of the curriculum
• 2onitor raise in attainment
To analyse pupil
progress +,-.)-/ and
identify whole school
professional learning
needs for school
improvement +,-.
• !upil progress meetings. ;nalyse individual
)group progress
• Identify year group curricular targets and
weekly Inset sessions
• 2eet with T15 >arrowing the $ap to establish
monitoring role
• !lan for intervention strategies. .g. training
needs for talk for maths, precision teaching and
nurture groups
3hole
school staff
"1T
$overning
body
2ay -.-
"ummer
term -/
Training
day
• !upil progress meetings with identified
professional development needs.
• "taff discussion at team meetings.
• Intervention group monitoring
To develop the specific
skills of individuals
• ;nalyse the data the from performance
management meetings- examine staff0s personal
3hole
school staff
"eptember
+,-.
5elease
time
• !erformance management meetings with
identified professional development needs.
professional targets "1T
$overning
body
Training
#osts
• "taff discussion at team meetings.
• Intervention group monitoring
To use the monitoring
of the provision of
support staff to action
plan training needs
• Training on supporting staff to use and
understand the learning ob*ectives and success
criteria to evaluate the pupils0 learning
• To give training to support staff on
understanding the levels of assessments
throughout the new curriculum and assess pupils0
knowledge, skills and understanding- ensuring
that the children0s0 previous learning is recorded
and that achievements are passed on
• To provide staff training on how to use new
technologies
• To provide training on successful modelling
strategies
"H
"upport
staff
Aune +,-.
onwards
5elease
time and
training
costs
• !articipation in professional development
meetings
• !lanning for lessons
• 1earning 3alks
• 2onitoring of lessons to observe skills in
these areas of the curriculum
• To monitor a raise in attainment
To develop "enior
1eadership and 2iddle
management
programmes for
teaching and support
staff
• ;ccess >!D21 courses for staff
• ;ccess ? ;spirant 1eadership ? programmes
through 1; networks !articipate in networking
groups e.g. ;f1 network
• #ontinue to support staff on 2asters
programmes through action research linked to
school improvement
• !articipation in ;chievement for ;ll
"chool
"taff
Auly +,-.
onwards
5elease
time
6access
PJ,,
sponsorshi
p funding8
• 5eview meetings
• !erformance management interviews
• :eedback from staff
• !rofessional learning reviews
To provide an effective
training package to
support the >DTs
throughout their first
year
• <ndertake the career entry profile at an initial
meeting with >DT0s
• !rovide a targeted training package for the
>DT0s based on their needs-e.g. network groups
on effective feedback in marking
"H Auly +,-.
onwards
5elease
time
• 5eview meetings
• !erformance management interviews
• :eedback from staff
• >DT evidence files
To continue to develop
strategies to measure
impact of professional
learning
• Investigate methods of measuring impact
• Include feedback from staff training on Inset
agenda
• $ather best practice through networking and
research
• %evise manageable recording format
"H Auly +,-.
;utumn
term- on-
going
>il • !articipation in professional learning.
• "taff feedback at Inset sessions.
• "taff discussion.
• Impact pro forma.
To further develop
mentor training and
coaching skills for
training teachers
• #ontinue to expand mentor training through ITT
institutions
• %evelop staff knowledge of "#ITT)"chools
%irect
"H 4n-going 5elease
time
• :eedback from mentor training
• :eedback from mentors)trainees
• 5egular review meetings
• :eedback from liaison tutors
including
"#ITT)"chools %irect
• ngage nominated staff on training for mentors
To develop networks
with other schools to
access professional
learning through
Teaching ;lliance
• !articipate in >#T1 pro*ect re Hallcross re
coaching and mentoring 4pportunity to links
with develop own leadership team)middle
management
• #ontinue links with pyramid cluster
• "elf-analysis from staff
• "elf-evaluation of leadership skills @
baseline assessments
• %ocumentation from >#"1 @ skills analysis
• ;ttendance at !yramid #luster $roup
H!/"HORP! PRIMAR: SCHOOL
AC"ION PLAN
"!ACHIN' AN3 L!ARNIN' ? 2014/2015
0+*%et allocat$on
1inked to other action
plans
O+tcome./Impact
• The vast ma*ority 6above O,B8 of lessons to be good to outstanding
• The new national curriculum to be embedded
• #ontinued pupil progress year on year above expectations- with specific focus on pupil premium children
• "taff confidence and sub*ect knowledge to be high
A$m Act$on to 8e "a2en @ho @hen Co.t Mon$tor$n%
To review the
current curriculum
in line with the
new curriculum
initiatives
To continue to
have an exciting an
engaging
curriculum which
motivates children
to learn
• %isseminate new curriculum information to staff
• Hold year group meetings to facilitate year group changes
• %evelop annual and termly plans with cross curriculum links
made explicit
• 2ake all stakeholders aware of the changes through the
website, curriculum newsletters and governors0 meetings
• 2ake roles and responsibilities of the curriculum leaders
explicit
• 5eview planning formats
• ;dditional funding to be made available to enhance the
(uality of the curriculum and bought in services
3hole
staff
;utumn
term -. @
ongoing
P7,,, • !lanning ;udits and sampling
• 1esson observations
• ;nnual plans
• 1earning 3alks
• #urriculum sub*ect audits- half termly audits
To review with all
staff the
characteristics of
good behaviours
for learning across
all key stages and
see this as a
feature of good
practice in all
lessons
• 2eet with Hehaviour for learning team and review training
accessed in +,-K--. #ommunity of n(uiry pro*ect
• %evise school action plan
• %isseminate to all staff on "eptember training day
• ngage children in looking at their own mindsets through
(uestionnaires etc.
• 1ink behaviours for learning characteristics with award
systems in school- make explicit
• %evelop learning environment re behaviours for learning
2#
#!
"1T
;utumn
term -. @
ongoing
P/,, • "taff discussion
• 1earning walks
• !upil (uestionnaires
• 1esson observations
To review 2aths
lesson delivery to
enable a stronger
focus on mental
skills
• #ross reference with 2aths action plan
• Implementation of Hig 2aths strategy on "eptember
training day for all key stages
• "trong focus on delivery of Hig 2aths throughout Inset
• !lanning format to be introduced to support the
"H
%"
;utumn
term -. @
ongoing
P-/,, • "taff discussion
• 1earning walks
• !upil (uestionnaires
• 1esson observations
implementation of Hig 2aths
• !rovide staff with the resources- handbooks, I#T
resources to support the implementation
• %evelop learning environment re #1I# approach
To continue to
make effective
support of support
staff in all lessons
in order to
maximise
opportunities for
learning
• 5eview support staff training evaluations from the
"ummer term and highlighting areas for support staff
training
• !lan programme of training needs for the ;utumn term-
scaffolding, guided reading, "!a$ audit of needs
• !lan a robust induction programme for new support staff
to develop skills- see professional learning programme
• valuate support staff performance management reviews
"H
H"
;utumn
term -. @
ongoing
• "taff discussion
• "upport staff performance management
documentation
• Fear group meetings
• :eedback from induction programmes
• 1esson 4bservations
To continue to
focus on the
effective learning
environment
across the whole
school
• Training %ay- what does an effective learning environment
look like
• To develop consistently high approaches to the learning
environment- reading areas, access to e(uipment,
independent learners, strategies to facilitate independent
and collaborative learning- both inside and out
"H ;utumn
term -. @
ongoing
• 1earning walks
• 1essons observations
H!/"HORP! PRIMAR: SCHOOL
AC"ION PLAN
MA"HS # 2014/2015
L$n2. ($th SIP
;ttainment and achievement
Teaching and learning
0+*%et allocat$on
P-,,,,,
O+tcome./Impact
• To focus on developing mental maths strategies throughout school
• To raise standards in attainment by the end of E"- and E"+ and for pupil progress to be above + levels to
match national average
A$m Act$on to 8e "a2en @ho @hen Co.t Mon$tor$n%
To develop mental
maths strategies and
raise attainment
• To introduce a basic skills programme in numeracy to
support the new curriculum 6Hig 2aths8
• Inset @ to develop staff0s understanding of &Hig 2aths0 and
&1ittle Hig 2aths0 enabling staff to improve basic skills
• :oundation staff to go on conference training for &1ittle
Hig 2aths0
• To e(uip staff with new resources to develop mental
strategies
#A)"H)
")E#)A1
H%
;utumn -.
4ngoing
;utumn -.
T15 time • 2onitor tracking of &Hig 2aths0 beat it
tests
• 2onitor standards of year groups
attainment termly
• #heck intervention strategies are in
place for impact
To ensure staff have
the knowledge of the
new curriculum
framework and the
effect on the
calculation policy
• $ive staff the new maths curriculum with changes
highlighted
• nsure staff know the changes to the curriculum policy
• nsure parents and staff have access to both policies
online
"H
%"
E#
A1
;utumn -.
4ngoing
Inset
session
• :eedback from lesson observations
To raise the
standards of maths
throughout school
• ;nalyse data for E"- and E"+ at the end of the year
• Identify patterns and trends of specific gaps e.g. ">,
1;#, $RT
• To provide teaching staff with the analysis of results
• To ensure staff have the knowledge about which pupils
need additional support
• To have termly pupil progress meetings with staff to look
at how needs are being met
#A
"H
%"
E#
A1
;utumn -.
4ngoing
T15 time • "crutinise current data and trends
• 2onitor standards of year groups
attainment termly
• #heck intervention strategies are in
place for impact
To communicate
effectively with
parents about the
changes to the
mathematics
• To inform parents of the new curriculum and the new &Hig
2aths0 programme
• #reate on online maths and calculation policy for parents
to access
• To deliver termly workshops for parents to understand
"H
%"
E#
A1
;utumn -. 5elease
time
• vidence that the policy is online
• !arents feedback at forums about
curriculum knowledge
curriculum the calculation strategies adapted in school and the
changes to the new curriculum
To review the
assessment
procedure in line with
the new government
reforms
• To research new methods of assessment
• 1ink with other schools and ;uthorities to research best
practices
"H
%"
E#
A1
;utumn -. 5elease
time
• ffective methods in place to monitor
the progression in maths
To develop staff0s
sub*ect knowledge in
numeracy in mental
maths strategies,
;1 provision and
">% provision
• To give staff training in &Hig 2aths0 strategies
• To e(uip :oundation "tage + staff with successful
strategies through &1ittle Hig 2aths0 training
• To give whole school staff training and dyscalculia to
enhance "> provision for numeracy
• To give whole school staff training on Talking 2aths
• To provide >DT sub*ects specific for new staff
"H
%"
E#
A1
;utumn -. 5elease
time
• :eedback from lesson observations
• 2onitoring of &Talking 2aths0
interventions
• 2onitoring of ">% intervention
strategies
• >DTs meeting teaching standards
To raise attainment
of ">% pupils and
;1 pupils
• To provide staff with pupils attainment and progress
particularly those with ">%
• To provide staff with training on dyscalculia)Talking
2aths
• To provide specific intervention programmes using
strategies for ">%);1 pupils
• 2onitoring of interventions to measure impact
"H
E#
%"
A1
"ept -. P.,, • :eedback from lesson observations
• Tracking of pupil data to show progress
• 2onitoring of tracking
To improve standards
in 2athematics
through rigorous
tracking of pupil
progress
• <se end of year data to track pupil progress in line with
school and national expectations
• ;nalyse end of year for specific groups including
;1)">)1;#)$RT
• ;nalyse any gender differences or trends
%"
E#
A1
;ll staff
+,-.)-/
Termly
nd of
year
;ssessment
materials
• #ollect completed end of year tracking
grids and analysis
• valuations collected and reviewed
To raise attainment
in specific year
groups showing less
than K points
progress
• ;nalyse end of year results to select pupils for
intervention groups
• 1iaise with >5)5H regarding narrowing the gap and pupil
premium
• 1iaise with staff to review current pupils practice to
support target

%"
E#
A1
>5
5
;utumn -.
4n-going
;ssessment
materials
nd of year
analysis
• 2onitor progress in the given year
groups on a half termly basis
• !upil discussions)(uestionnaires
regarding likes)dislikes of 2athematics
• 2onitor planning and use of
differentiated groups)materials on a
half termly basis
H!/"HORP! PRIMAR: SCHOOL
AC"ION PLAN
!N'LISH ? 2014/2015
0+*%et allocat$on
P-,,,,,
O+tcome./Impact
• "ecure implementation of &spelling strategies0
• "ecure progression in teaching and learning of $rammar and !unctuation using new resources
• Improved writing outcomes through the use of &Talk for 3riting0, &#onstructive :eedback0, self and peer assessment against
"uccess #riteria
• #ontinued focus on phonics @ :oundation "tage and E"-
• xtended opportunities for reading for en*oyment for all pupils in order for reading to become a strength of the school, focusing
on non-fiction texts this year
• ;ll staff to be confident and knowledgeable of >ew #urriculum and begin to implement changes
A$m Act$on. to 8e "a2en @ho @hen Co.t Mon$tor$n%
To improve
progression and
attainment in
grammar,
punctuation and
spelling year on year
for all pupils.
• #onsult with staff and ensure new approaches
and existing good practice is shared, planned and
delivered
• nsure that new and existing resources are
being used effectively i.e. #ollins materials
• nsure consistent use of &!honics Hox0 materials,
especially E"+
• nsure a rich learning environment is used to
support spelling throughout school
• %isseminate training by K key stage + staff
• Implement dedicated spelling lessons for
planning and delivery
"1T
!arent :orum
nglish #ore
$roup
Teachers
support
staff
"eptember
+,-. onwards
>on-fiction
texts
• !lanning scrutiny with focus on spelling
• "crutiny of pupils0 spelling work
• :eedback from staff and pupils
• 1esson observations
• 1earning walks
• Improving test results E"+
• !upil progress meetings
To improve
attainment in
writing for all pupils
based on
constructive
feedback
• !rior I>"T @good practice to be embraced and
valued by all staff as a powerful and
constructive method to enhance pupils0 outcomes
• 5egular monitoring to be made explicit
• !lanned tutorials to take place for new staff and
>DTs
• #ontinued staff training 6including support staff8
and input to achieve enhanced outcomes for
individual pupils based on feedback
nglish #ore
$roup
3hole staff
including
support
staff
"eptember
onwards
• #ommon errors evidenced in writing to be
targeted whole class @ nglish
planning)arly Hird activity.
• Time allowed for pupils to respond to
individual feedback on areas for
improvement @ evidenced in writing books.
• "uccess #riteria embedded practice
facilitating peer and self-assessment.
• !rofessional dialogue re impact with
evidence of progress over time.
• !upil conversations and feedback on
improvements as a result of constructive
feedback
• 1esson observations
• !upil progress meetings
• ;ssessed writing results improved on class
trackers
Improve handwriting
throughout school
• I>"T to ensure consistent approach
throughout school including support staff
• Hest practice celebrated through learning
environment 6e.g. central display8
• nsure dedicated handwriting lessons are
planned and implemented for all groups of
children
#A
3hole school
• !lanning and work scrutiny, looking at
progression
• 2onitor use of line guides throughout school
• 2onitor learning environment 6learning
walks8
To ensure that
reading for
en*oyment becomes
a strength of the
school.
• #ontinue to access "chools0 1ibrary provision for
non-fiction topic related books.
• <pgrade and re-structure non-fiction library
• #ontinue and embed library borrowing system.
• !urchase kindles for use with groups of children
@ to be piloted in Fear G initially.
• Implementing the continued involvement with
%oncaster Hook ;wards.
!"
#!
#ore group
"eptember
onwards
• 2onitor $uided 5eading groups and have
conversations with children regarding their
reading choices.
• Improved test results.
• !upil voice: are children en*oying reading
• ;udit current non-fiction books, purchase
new as appropriate
To ensure staff are
implementing the
new curriculum
• I>"T on >ew #urriculum in nglish.
• ;ccess to document on Teacher %rive
• Fear groups implement the new curriculum into
planning
• Training &Talk for 3riting0 introduced ;utumn
term -.
• nsure new curriculum involved real purpose,
using &Talk for 3riting0
!arent :orum
nglish #ore
$roup
Teachers
"upport
staff
"eptember
onwards
• "taff have made themselves familiar with
new documentation and are aware of the
changes for their year group.
• >ew guidance evidenced in planning.
• "taff seek support, where necessary, from
sub*ect leaders evidenced in professional
dialogues.
• "taff are confident in implementing the new
curriculum for the new academic year
To review
assessment
procedure in line
with government
reforms
• 5esearch new methods of assessment through
partnership work with !artners in 1earning
• stablish clear expectations of new assessment
methods
• 1ink with other schools and authorities to
research best practice
• I>"T for all staff
%")"H
nglish core
group
"eptember
onwards
• 1iaison with assessment coordinator
• vidence of implementation
• !rofessional conversations re
implementation of new assessment
• !upil progress meetings


H!/"HORP! PRIMAR: SCHOOL
AC"ION PLAN
SCI!NC! ? 2014/2015
0+*%et allocat$on
PK,,,,
O+tcome./Impact
• 5aised attainment)en*oyment
• <se of outside learning environment
• 5aise profile of "cience throughout the school
• Improve learning and understanding through self-assessment
A$m Act$on to 8e "a2en @ho @hen Co.t Mon$tor$n%
To monitor usage of
outside learning
area

#ross reference medium term plans

"taff to review usage through (uestionnaire

valuation of available resources

1iaise with outdoor learning team
#ore team
41 team
Termly - • Duestionnaires
• !upil feedback
• !hotographs
• !lanning
To review
curriculum planning
in line with new
framework

1earning walk @ focus on classroom displays

%iscuss curriculum changes at Inset session @ units of
study and progression

%isseminate planning @ annual plan based on new
framework

1iaise with :oundation to look at content @ 3hat does
"cience look likeM

1iaise with :oundation and Fear - to discuss transition
progression
#ore team ;utumn -.
4n-going
- • !hotographs
• #ross ref planning
• 2inutes from Inset
To monitor
ob*ectives in line
with new curriculum

#ollate long)medium term planning to ensure coverage
of new curriculum

:eedback to staff at Inset

2onitoring)work scrutiny
#ore team "eptember
-.
- • !ortfolio
• 3ork scrutiny
• #ross ref planning
• :eedback to staff
To develop
effective
marking)feedback
strategies

!upil (uestionnaires

3ork scrutiny

"kills based target setting)feedback
#ore team ;utumn -. - • 3ork scrutiny
• :eedback to staff
To maintain "cience
profile through
"cience week

"ee previous plan

2arch -K
th
@ ++
nd

1iaise with !yramid schools @ 3averley and dlington

1ook into specialists educational visits)outside
agencies
;ll staff "pring term
-/
P+,,,, • !hotographs
• 3ebsite
• Duestionnaires
• %isplay board to celebrate
To assess work with
regards to new
assessment
• 5esearch best practice in line with !yramid schools
• 5esearch best practice in 1ocal ;uthority and others
• 1iaise with assessment co-ordinator
#ore team 4n-going
"tart in
"eptember
P/,, • #!% related to "cience assessment
• :eedback to staff
• 2eetings with head)"1T)governors
guidelines • %evelop model for discussion -.
To monitor
curriculum coverage
in Fear G to ensure
it meets new
statutory
re(uirements
• To meet with Tina 2etcalfe 6Halby #arr8 to discuss
changes to new curriculum
• %iscuss planning and evaluations
• 1iaise with Tina 2etcalfe to ensure "cience provision
for Fear G will continue
"cience
#o-
ordinator
;utumn -. - • 2eet with Tina
• :eedback to Fear G
To look at provision
for more able in
"cience
• :ind out when national "T2 week is
• Identify more able pupils in each year group
• 1ook into the possibility of a "cience club
#ore team 4n-going
target
- • 2ore able challenges in "cience week
• 3ork scrutiny @ differentiation
• !lanning for more able
• "cience based homework tasks
H!/"HORP! PRIMAR: SCHOOL
AC"ION PLAN ? I" 2014/2015
0+*%et allocat$on
P+.,,,,
O+tcome./Impact
5aised attainment in I#T
Improved staff knowledge
$reater emphasis on cross curricular use of I#T
; bright and interactive learning environment
A$m Act$on to 8e "a2en @ho @hen Co.t Re.o+rce. Mon$tor$n%
To raise attainment in
maths and nglish
through the use of IT
 !urchase additional tablets)
netbooks
 Increase use of mobile devices in
class
 "taff to ensure relevant programs
are used to enable children to meet
their needs
;ll staff 4ngoing P+,,, Tablets
>etbooks
 1earning walk
 "ample of planning
 :eedback from staff
To monitor assessment
procedures
• ;ssessment sampling
• Track progression between year
groups
IT #ore
group
4n-going >il ;ssessment files  ;ssessment file sampling
To continue to develop
staff skills in new
technologies.
• ;udit staff needs
• I>"T session on 5aising Hoys
attainment in writing using IT
• "taff training as re(uired
• Tablet training
• >ew software)hardware training
2H ;utumn Term >il Handouts  :eedback from staff
 1esson planning
 1esson observations
To increase number of
animation cameras
• !urchase -, additional web cams
• <pgrade animation software
%# "ummer P.,, ;nimation
cameras
 :eedback from staff
 "ample of planning
To ensure that a cross
curricular approach to
I#T is being applied.
• 4bserve lesson)classroom planning
• "ample planning
• I>"T session on cross curricular
planning
IT #ore
group
4n-going >il !lanning books
2edium term
plans
3eekly plans
 1esson observations
 "ampling of planning
 #urriculum stroll
To extend wireless
broadband to
community)staff room
• 4btain (uotes
• ;rrange installation
• "taff training
%# "eptember tba >etworking
e(uipment
 nsure best value (uotes are
obtained
 valuate installation to ensure that a
high standard has been met
To achieve IT 2ark • #omplete >;;# I#T 2ark
framework
IT #ore
group
"ummer +,-/ P/,, Time  ;ssessment by >;;# assessor
To achieve -safety
2ark
• #omplete KG, degree diagnostic
• "et up a portfolio of work
• 2onitor -safety in terms of
teaching and learning
• "afer Internet %ay
• #ontinue to hold parent workshops
IT #ore
group R
>5
4n going P/,, Time  !ortfolio of work
 ;ssessment and award granted
To develop staff skills in
+,-. with regards to
delivering the new
computing curriculum
• !lan I>"T and further training
sessions
• ;ccess #!% for IT #ore group
• %evelop &drop-in0 sessions with %#
to develop staff sub*ect knowledge
IT #ore
group
4n going >il >ational
#urriculum
Time
Training session
 :eedback from staff
 1esson observations
 1earning 3alks
 1esson planning
H!/"HORP! PRIMAR: SCHOOL
S!N3 AC"ION PLAN 2014 # 2015
0+*%et allocat$on
PK+,GGO
O+tcome./Impact
• Improve results for ">% pupils
• >ew systems R documentation in place to match the new #ode of !ractice
• 5aised attainment
A$m Act$on to 8e "a2en @ho @hen Co.t Re.o+rce. Mon$tor$n%
To ensure systems are
set up in light of new
">% legislation.
• ">% register to be reviewed to
unite ";)";Q under the one
heading.
• >ew classroom ">% folders
)dividers ordered
• ">% folders set up
• #hanges made to school provision
map to reflect ">% changes.
• Initiate single page profiles for
pupils with statements and an
acknowledged disability.
• ">% policy reviewed, agreed R
updated
• :eedback to support staff through
1"; meetings
H"
#A Q
learning
mentors
$overnors Q
staff
">% team
Auly -.
"ept -.
"ept @ %ec
-.
4ct -.
PG, :olders R
dividers
"ingle page
profile template
R folder per pupil
• :olders set up for classes, reviewed
termly
• !rovision map updated termly R
details shared with each year group
• !upil conferencing.
• :eedback to "1T R 1"; meeting
• !olicy monitored by governors
To ensure all pupils who
re(uire additional
support to evacuate the
building do so safely.
• 1iaison with 5E
• !upils identified
• >ew !! drawn up
• 5elevant support staff notified
• !!" updated, signed by all
parties and displayed
• !! reviewed on a termly basis
#A
5E
!arents of
identified
pupils
"upport
staff as
appropriate
Auly -.
Aan -/
Auly -/
>il 2eeting time
!! format
• :eedback to 1"; meeting R
governors meeting.
• Termly monitoring sheet completed
with 5E
To be up to date with
the implementation of
new ">% legislation
• #ross pyramid liaison
• ;ttendance at 1; ">#o network
days
• 4wn research on Ha# plans)
thresholds etc
#A
H"
>ov -. Q +
further
dates
PK,, K days per year • :eedback to all staff in Inset
sessions
To add a new section to
the school website
containing ">%
information
• "chool local offer written and on
website after researching other
school websites.
• 1inks made to %oncaster 1;
website information.
• 5esearch into other ">% areas
that parents)carers may find
useful R links)contact details put
on website
#A
#H
H"
IH
Hy "ept -. >il • !arental feedback through !arents0
forum group R individual parental
conferencing.
To identify groups of
pupils who are identified
as having a special
educational need or
disability for targeted
intervention
• <se ;Cmag tracking and dyslexia
information to identify pupils
re(uiring intervention from "ept -.
• ;ssessment of E"+ pupils who
appear to have dyslexic tendencies
6see %yslexia ;ction plan8
• 1iaison with learning mentors) class
teachers to identify pupils with
behaviour )emotional difficulties.
• 1iaison with behaviour core team on
a S termly basis to assess progress
• #lear programmes planned for
individuals and time appropriately
allocated. 5esources updated as
necessary.
• #onsider purchase of systems such
as !;""
">% team
":
12
%H
Auly @ "ept
-. then
reviewed
termly
>il ;Cmag tracking
system
%yslexia analysis
disc
-hr per pupil to
carry out testing
! level document
about behaviours
• %iscussion with class teachers
• Teacher assessment) discussion
• 2inutes from meetings
• #ontext of monitoring sheets
To monitor progress of
">% pupils R the
effectiveness)value of
interventions
• Termly monitoring of pupil ;!"
through use of ;Cmag programme
• 1iaison to take place with #losing
the $ap co-ordinators R support
staff leading on intervention
strategies
H"
#H
#A
5> Q-
"HM
;utumn
term R
ongoing
>il • %iscussion with class teacher R
other relevant people.
• %ocument scrutiny
To ensure school ca
account for individual
provision for ">% and
a wider range of pupils
• #osted provision map updated on a
termly basis
• 1iaison with $RT R ;1 R pupil
premium leaders to ensure
!"
2H
H"
#A
Auly R
ongoing on a
termly basis
4ct -.
>il %edicated
meeting time on a
termly basis
• :eedback to ">% governor
provision for a wider range of
pupils is in place and ">% team is
aware of how much this is costing
• %edicated meeting time put into
place
Aan -/
Aune -/
To ensure staff are able
to meet the needs of
pupils with specific
difficulties in maths
• 3hole school training on dyscalculia
• #lass teachers to identify pupil who
seem to fit the profile
• Investigate appropriate additional
resources
• >etworking with other pyramid
schools
• ;dditional provision for pupils with
dyscalculia noted on planning
;ll staff "eptember
-.
P.,,
P/,,
Training day time • Ierbal feedback from staff
• !lanning scrutiny
To improve the
availability of resources
for ">% pupils
• !resent resources audited
• ">% team research
• #onferencing with ";Q)" pupils R
discussion with class teachers R
those leading intervention
strategies
#H
">% team
Auly -.
"ept -. R
ongoing
PJ,, "et of books
needed for 1<
• valuation proforma for staff
• ">% team to create list of pupils
who potentially need further
support
• !upil conferencing on resources
available
To ensure clear
differentiation for all
">% pupils
• !lanning should pupils with ">%
are specifically planned for in the
classroom
">% team 4ngoing >il • !lanning scrutiny
• #urriculum stroll to focus on people
with a disability
• :eedback to ">% governor
• %ata analysis
H!/"HORP! PRIMAR: SCHOOL
3:SL!/IA AC"ION PLAN # 2014/2015
A$m Act$on to 8e "a2en @ho @hen Co.t Re.o+rce. Mon$tor$n%
To monitor the current
provision for children
identified to have
dyslexic tendencies in
each class.
• %evelop the class weekly
recording sheet for children
identified to have dyslexic
tendencies
• %iscuss with all staff in each year
group how they can be supported
further
#H
#
H"
;utumn
+,-.
# <pdated weekly
recording sheets
• "taff conferencing at the
I>"T)1"; meeting
• !upil conferencing
To develop new staff
and update previous
staff knowledge and
understanding of
dyslexia and dyslexic
tendencies.
• %eliver an I>"T for all staff on
dyslexia and dyslexic tendencies.
• $ive all new members of staff
dyslexia checklists detailing
dyslexic tendencies children may
demonstrate in each year group
• "how examples of resources and
activities used to target specific
areas such as visual memory,
auditory memory, phonics, spelling
or reading
• %iscuss the updated weekly
recording sheet for E"+ to
complete on a weekly basis
#H
%$
#H)#A)H"
;utumn
+,-.
;utumn 1";
meeting
# %yslexia
checklists
;ctivity
resources
<pdated weekly
recording sheets
• "taff conferencing at the
I>"T)1"; meeting
• 3eekly collection of the updated
recording sheet for E"+
To have screened all
children in E"+ for
dyslexic tendencies.
• Teachers and support staff in FK
and F. to identify any children in
their class who may have dyslexic
tendencies
• Teachers and support staff in
other year groups to identify any
new children who may have
#H
;utumn
+,-.
#
1;"" O---
#omputer
programme
• <pdate the %yslexic Tendencies
folder showing reports of all newly
screened children
• #ollection of weekly recording sheets
and pupil discussion
• #hildren with dyslexic tendencies to
be grouped on ;C-2ag
0+*%et allocat$on
1inked to nglish
O+tcome./Impact
• "taff secure in delivery of curriculum for children0s identified to have dyslexic tendencies
• Increased knowledge and raised staff confidence through staff development
• 5aised attainment of children0s identified to have dyslexic tendencies.
dyslexic tendencies.
• ;ll identified children to be
screened for dyslexic tendencies
using 1;"" O--- computer
programme
• 3rite a report for parents and
staff showing strength and areas
for each child to develop
%$
#H
4ngoing
:or all children
identified to have
dyslexic tendencies in
E"+ to be screened for
coloured overlays.
• "taff in Fear K or other year
groups with new pupils to identify
children who they think may have
dyslexic tendencies 6as above8
• Identified children to be screened
for coloured overlays
• !urchase any additional coloured
overlays
;ll E"+
staff
#H
!urchase of
additional
coloured
overlays
coloured overlays
• <pdate the overlay screening folder.
• 1earning walks to ensure children are
using their coloured overlays
:or all children with a
coloured overlay to have
the correct colour
suited to them.
• #hildren with an overlay to be
retested to see if they need to
change the colour or shade of
their overlay.
• !urchase any additional coloured
overlays
#H
%$
4ngoing
!urchase of
additional
coloured
overlays
#oloured overlays
• "crutiny of overlay recording sheets
and overlay folder
To monitor the available
resources for children
with dyslexic tendencies
• ;udit current resources in school
• %iscuss with staff any resources
they my need.
• !urchase additional resources.
#H ;utumn
+,-.
!urchase of
additional
resources
• ;udit of resources
• %iscussion between support staff
and teachers.


H!/"HORP! PRIMAR: SCHOOL
AC"ION PLAN
0+*%et allocat$on
P/,,,,
O+tcome./Impact
• 5aised staff awareness
• Increased capacity through the use of support staff
• Increased independence of pupils
• Hetter (uestioning in classrooms
ASS!SSM!N" R!COR3IN' AN3 R!POR"IN' # 2014/2015
A$m Act$on to 8e "a2en @ho @hen Co.t Mon$tor$n%
To consult staff
regarding ways of
tracking pupil
progress in line with
new curriculum
• Inset sessions to be organised to support staff with
the new tracking system
• ;dditional sessions throughout the year updating staff
on how to use assessments and moderation meetings
%"
2H
"H
3hole
staff
Throughout the
year
PK,, • Tracking folders
• "taff feedback
• !arental feedback at 54;s
To continue to
develop staff
awareness of
tracking pupil
progress 6new
performance to be
used8
• ;dditional sessions throughout the year updating staff
on how to use the new tracking system
%"
2H
"H
3hole
staff
Throughout the
year
- • Tracking folders
• "taff feedback
• !arental feedback at 54;s
To continue to
develop the use of
;:1 strategies
within the classroom
• Inset to share and discuss strategies already being
used
• :amiliarise new staff with ways to use strategies in
the classroom
;ll
staff
Throughout the
year
- • 1esson observations
• !lanning scrutiny
• "taff feedback
• !upil feedback
• #lassroom audits
To revisit and
research the use of
(uestioning
• "taff awareness @ difference between high order and
low order (uestioning
• "taff make explicit in classroom
• %evelop classroom practice
• Duestioning to be reflected with the learning
environment
• "taff to develop pupils (uestioning skills
%"

5
"eptember -.
4n-going
- • 1esson observations
• !lanning scrutiny
• "taff feedback
• !upil feedback
• #lassroom audits
To develop staff
understanding of
• Inset to give staff information on background research
and developmental marking
"H
%"
"eptember -.
4n-going
- • 1esson observations
• !lanning scrutiny
developmental
marking and
feedback
• $ive staff information on effective developmental
marking strategies to be used in class

2H
• "taff feedback
• !upil feedback
• #lassroom audits
5evise old marking
symbols throughout
both key stages in
all sub*ects
• Training day Inset @ staff to revise marking symbols
• ;gree new sets
• 2ake explicit to children
• %isplay in all classrooms
"H
%"

2H
"eptember -.
4n-going
- • 3ork scrutiny
• :eedback from pupils
• #urriculum trail
• 1earning walk
H!/"HORP! PRIMAR: SCHOOL
AC"ION PLAN
!AL PROISION 2014/15
0+*%et allocat$on
P-/,,,,
S+cce.. Cr$ter$a/Impact
• "taff, pupil and parental raised awareness
• Improved resources for ;1
• Increased participation in extended services
• Improved attainment for ;1 pupils in core sub*ects
• Improved attendance of ;1 pupils 6cross referenced with attendance action plan8
A$m Act$on to 8e "a2en @ho @hen Co.t Mon$tor$n%
To monitor
effective systems
in school for
monitoring the
progress of ;1
pupils in core
sub*ects
• 2onitor use of baseline assessments on entry to school
for ;1 pupils
• 2onitor progression on the >;""; steps until the pupil
is securely on ># levels
• 5emind all staff of use of >;""; steps
• #ontinue use of &Hexi"teps0 to monitor early progression
in maths, monitor this as a pilot scheme
• :ollow up research of use of >;""; steps on ;Cmag
tracking system
!"
3hole
school
staff
4ngoing • 2onitoring of lessons
• :eedback from staff
• :eedback from H#;s
• 2onitoring of participation in extended
school activities
To ensure 2T;"
staff are used to
best value
• ;rrange H#; hours and organise timetable on termly basis
• 5eview practice with 2T;" on a termly basis by holding
team meetings
• $ather feedback from school staff on a regular basis
• 2onitor attendance of H#;s
• Informal observation of H#;s in classrooms
!"
2T;"
staff
;utumn
Term
and
ongoing
• :eedback from H#; meetings
• :eedback from staff)pupils
• 2onitoring of lessons
• ;ttendance records of H#;s
To maximise the
support of ;1
parents and to
develop a more
informed
understanding of
the curriculum
• Hold termly meetings for ;1 parents with H#; support
• Have translated letters available for ;1 parents or
ensure H#; inform parents verbally
• :acilitate translation service within school through
timetabling of school H#;s
• 2eet with H#;s in school to look at homework
arrangements for ;1 pupils
2T;"
staff
!"

4ngoing • !arents evaluation sheet)feedback
• Translations used for key documentation
in school i.e. homework, trip letters etc
• Timetabling of translations built into
weekly timetable
To ensure ;1
resources are
• ;udit use of ;1 teaching resources
• Identify gaps in provision @ order new material
!"
3hole
4ngoing • ;udit)catalogue of resources
• :eedback from staff)pupils
being used
effectively
• 2onitor use of resources in classrooms
• %evelop use of continuous provision boxes, talking books
and talking pads
• 5esearch other resources
school
staff
• 1esson planning scrutiny
• 1earning walks
To highlight ;1
provision more
specifically in daily
lessons
• Inset for staff to update best practice
• Iisits to other schools to research best practice
• ;1 provision to be more specifically highlighted on
weekly planning grids
• Initial consultation meeting with 2T;"
!"
2T;"
%!
4ngoing • :eedback from staff)pupils
• "crutiny of lesson planning
• %iscussion with H#;s
• 1esson observations
To ensure that
;1 pupils are
targeted more for
after school clubs
• 5eview after school nglish clubs for E"-)E"+
• Identify targeted children
• ;rrange for documentation for parents
• 2eet with H#;s to discuss programme
!"
%!
"
$E
4ngoing • 5ates of participation
• Impact on attainment especially nglish
• :eedback from staff and children
• #osting review
To ensure the
induction
programme is being
used effectively
• <se the induction materials for pupils and parents
• 2onitor new pupils
• Induction programme with new pupils after + weeks in
school with H#;s)!"
!"
3hole
school
staff
4ngoing • #heck materials are being used with new
pupils
• :eedback from pupils
To keep informed
about training
materials for ;1
pupils)school staff
and new initiatives
• ;ttend ;1 network meeting and meet with 2T;"
staff- disseminate to all staff
• Iisits to other schools
• Involvement of !" on >!D"1 programme - focus ;1
provision 6&Talk for 2aths08
• &Talk for 2aths0 training for targeted staff 62T;"8
!" 4ngoing • :eedback from meetings
• %ocumentation from >!D"1 course
• %iscussion with staff
H!/"HORP! PRIMAR: SCHOOL
AC"ION PLAN
A""!N3ANC! ? 2014/2015
0+*%et allocat$on
P+,,,,
O+tcome./Impact
• Increased attendance of all children and better punctuality
• Increased attendance of targeted vulnerable groups especially ;1 pupils
• 5aised awareness of importance of attendance for all stakeholders
• 5aised awareness of policies and procedures regarding attendance
• 5educed holiday leave
A$m Act$on to 8e "a2en @ho @hen Co.t Mon$tor$n%
To continue to
review all
procedures
regarding
attendance in line
with 1; policy
• 5eview current procedures with 1; ;ttendance
officer
• #heck against 1; guidelines
• <pdate documentation on a regular basis
• <pdate documentation to parents through
newsletters and website
• ;rrange for translation of documents in various
languages
• Hold regular core group meetings with nominated
governor for attendance
"Ha
%!
34
""
very
half
term
>il • 5egular meetings on termly basis as arranged
• :eedback from staff and 34
• :eedback to governors via HT0s report
• ;mendments made to school policy
To make the
importance of good
attendance explicit
to all stakeholders
• 5eview reward systems and update. #onsultation
with "chool #ouncil and !arents0 :orum
• 5egular weekly update on web site
• 5egular updates on parents newsletters
• 5egular weekly awards in #3
• "taff to make it a feature of circle time
• 5eview school environment as to making
attendance more explicit
• Highlight in :oundation -- consult with staff re
reward systems
3hole
staff
4n going PK/,
2edals)
gift
vouches)
pri=es
• 5egister checks
• 54; traffic light system
• nd of year reports
• #ore group attendance meetings
To improve the
attendance levels
of targeted groups
and individuals
• Identify children from +,-. with attendance
below J/B including authorised)unauthorised
• ;ccess strategy support from 34 e.g. %eep
%ive
• Implement more stringent daily and weekly

%!
3hole
school
4n going >il • "ims data base
• :eedback from !H1s
• %ata analysis of attainment linked to attendance
procedures with targeted families
• 5esearch best practice
To reduce the level
of unauthorised
absences and
extended leave
• ;gree procedures with core team for
unauthorised absence with particular regard to
holidays in term time
• 2ake explicit to parents via documentation and
website 1; policy including fixed penalty notices
• xplore best practice

%!
4n going >il • 5egular checks of holiday)leave re(uests
• nsure holiday)leave re(uests are backed by relevant
evidential documentation
H!/"HORP! PRIMAR: SCHOOL
AC"ION PLAN
6OUN3A"ION ? 2014/2015
0+*%et allocat$on
PK,7,,
O+tcome./Impact
• #ontinue to improve attainment against the new F:" in the !rime ;reas of 1earning with rapid progress
• #ontinue to improve attainment against the new F:" in the "pecific ;reas of 1earning in 1iteracy and
2athematics with rapid progress
A$m Act$on to 8e "a2en @ho @hen Co.t Mon$tor$n%
To audit maths planning
and resources alongside
whole school action plan.
• H% masters and middle leadership training will
focus on developing mathematical skills in young
children
• H% to deliver training on 2athematical development
in the early years
• To audit maths resources in the :oundation unit
• To purchase new maths resources
• ;ll staff to attend the training day focusing on &Hig
maths little maths.0
• To invite parents in to observe and participate in
maths activities with their children
H%
;ll :oundation
staff
;utumn ;)H
4ngoing
"pring ;
PO,, • 2onitoring planning
• 2onitor participation and use of
e(uipment on a daily basis
• ;udit of resources
• :eedback form staff after training
%H to continue to
develop her nurture
work with the most
vulnerable pupils as
identified in the :-
data. ;s well as
supporting new children
who enter into :-.
• Identify %H training gaps
• Identify children achieving well below in !"% on
baseline to :-
• To monitor progress of children through I!s and
IH!s
• H% to monitor %H planning and tracking
• %H to work with support staff and students to
share skills and knowledge on supporting children
H%)>2)53)
%H
;utumn ;
:+)F5-
;utumn H
:-
4ngoing
- • ;uditing 1etters and "ounds)phonics
programme
• 1#)53)H% to monitor sustained and
rapid progress
To develop and improve
the provision for
!hysical %evelopment in
:- @ $ross motor and
• "pecific targeted and planned physical activities
once a week with the continuing use of the
outdoors.
H%)C#)FH ;utumn H
ongoing
throughout
year
- • ;uditing !% progress against F:"
• To monitor sustained and rapid progress
in !%
• 2onitor use of e(uipment
fine manipulative focus
;s !hysical development
was an area that
children in :- made the
least steps progress,
when they enter :+ this
will become a focus
• &:ive a day0 will be planned into the timetable before
children begin their working day to encourage them
to be physically active
• 3eekly dance and drama sessions introduced to link
to the topics and themes being carried out in the
unit and linking to children0s interests
>2)53 4ngoing
thought-out
the year
- • ;uditing !% progress against F:"
• To monitor sustained and rapid progress
in !%
:- to trail mag data
system throughout the
year
• "taff training for :- only initially H% to lead ;utumn ;
ongoing
throughout
year
Initial
cost of
• To look at the impact of tracking
children0s progress
• To record individual children0s progress
53 to deliver a reading
workshop to all new :+
parents
• 53 has already created a fantastic !ower!oint
presentation to deliver to parents to encourage and
support them in developing their child0s early
reading skills
53)>2 ;utumn H
ongoing
throughout
year
- • 1etters to parents
• Hook hall
• #reate (uestionnaire to record parents
feedback
• To monitor sustained and rapid progress
in reading
To continue to build on
and develop parent
volunteers as readers in
the :oundation <nit @
extend into :- to
encourage sharing
stories
• Iolunteer letter to be sent out to parents
re(uesting their support
• Timetable of volunteer support created
53 ;utumn H - • 1etters to parents
• Timetable parents volunteers
• To monitor sustained and rapid progress
in reading
To develop High "cope
to focus on K specific
areas in :oundation
indoors, outdoors and
creative and for areas
to have a more specific
learning focus with the
opportunity for children
to access enhanced
provision. This will be
renamed &!lan, 1earn,
5eview0
• Initial planning time with H%)>2)53
• !lanning and tracking sheets to be created to
record children0s learning Training provided for the
rest of the :oundation team by H%)>2)53
;ll staff "pring ; - • 2onitor planning
• "taff feedback
• Track progress of children monitor
areas of provision they are accessing
through planning sheets
A$m Act$on to 8e "a2en @ho @hen Co.t Mon$tor$n%
To continue to develop
resources and learning
environment and new
topics
• ;udit of resources
• "et up role play topic boxes
• nsure that all resources are correctly
labelled and are freely accessible by pupils
• "taff training to revisit the characteristics of
learning
;ll staff 4ngoing
throughout
the year
;utumn ;
P-,, • !arental feedback and (uestionnaires
To introduce Husy
things and continue to
use ducation #ity for
home learning
opportunities for :-):+
• "et up passwords for all children
• !arent information leaflets
H%)53 Hy #hristmas
-.
- • !arental feedback)comments at
record of achievement
To continue to develop
planning to ensure a
balance of adult and
child initiated learning
opportunities using
assessment
observations of
children0s interests
• :ollowing evaluation of lesson, ensure >ext
"teps for 1earning are included on all plans
• <se these to plan the proceeding lesson
>2)53)H% 4ngoing
throughout
the year
- • 2onitoring of planning folders by
peers and "1T
To develop more
opportunities to
promote children0s
speaking and listening
skills throughout
foundation
• Introduction of weekly show and tell session
to encourage children to talk about something
which is of interest to them.
• ; picture of the day)week for children to talk
about with their peers)grown-ups
• #onversation corners to be created in all
:oundation classrooms including a
(uiet)sensory area in :- currently the
cloakroom
- •
#onsistent use of
outdoor classroom
across :+
• 2onitoring planning for outdoor provision
• "et up daily timetable for staffing and use of
:+ outdoor classroom
;ll
:oundation
staff
;utumn ;
ongoing
P/,, • !arental feedback and (uestionnaires
• !articipation rates
H!/"HORP! PRIMAR: SCHOOL
AC"ION PLAN
0!HAIOUR 2014/2015
0+*%et allocat$on
1inked to others
O+tcome./Impact
• Improved levels of behaviour around school
• Increase monitoring in the planning and teaching of !"H#
• Improved staff knowledge of factors affecting behaviour
• #ontinued consistency of classroom behaviour strategies and challenging behaviour strategies
A$m Act$on to 8e "a2en @ho @hen Co.t Mon$tor$n%
To review the
documentation
regarding
behaviour given
out to parents and
pupils
 5eview effectiveness of home school agreement
 5eview behaviour policy with !arents0 :orum
 #larity of behaviour sanctions made explicit to
parents through newsletter
2H - web
3hole
"chool
>5 )
4ngoing
>il
 :eedback from !arents0 :orum
 :eedback from parents at 54; meetings
 :eedback from staff
 !arents0 (uestionnaires
To improve
facilities for play
at lunchtimes and
break times
 5eview procedures for break
 Introduce more training of lunchtime supervisors
 5eview behaviour procedures and sanctions at
lunchtimes
 nlist training for playground leaders
 !roduce cards for use in challenging situations
E#))>5
%5; team
%H)52
;utumn term
+,-.
 "taff feedback
 :eedback from %5;s
 "chool #ouncil discussion
 Incident records
To review whole
school nurture
group provision
 5eview)adapt and use audit tool as a baseline
 Identify children in all key stages who would
benefit from nurture groups. #onsult with parents
 Identify key staff. 5eview timetables
Teaching
staff
%H)52)
;utumn +,-.
>il
 ;udit documentation
 "taff feedback
To review of whole
school use of
circle time
• ;udit planning
 Introduce more fre(uent, shorter &feelings0
circles as well as Thursday ";1s
 Introduce new planning pro-forma for circle time
 #ollate a selection of games)activities suitable
for use in #ircle Time E"- R E"+
 Introduce staff #ircle time
3hole staff
at Training
day
52)%H
;utumn @
"pring terms
>il
 2onitoring fre(uency through planning
 "taff feedback
 "chool #ouncil discussion
To organise and  5esearch resources available and disseminate. >5 ) >ovember P/,  :eedback (uestionnaires
review ;nti-
Hullying 3eek
+,-..
 $ather feedback on the week from stakeholders 3hole staff -.  %isplays ) photos
 :older evidence
 !upil (uestionnaires
To develop more
consistent
approaches to
dealing with
challenging
behaviours
• 5establish role of behaviour books with all staff
• 5eminders about procedures for dealing with
behaviour incidents @ all staff
• Inset behaviour thresholds
• 5evisit behaviour expectations with all external
providers
• Hehaviour expectations made explicit to parents
)#A )E# Training day @
"eptember -.
 #onsistency across school
 2ore pupil awareness of sanctions of poor
behaviour
 !arental awareness of behaviour
expectations
 2ore effective use of learning mentor time
H!/"HORP! PRIMAR: SCHOOL
AC"ION PLAN
0!HAIOUR 6OR L!ARNIN' 2014/2015
0+*%et allocat$on
P/,, training costs
O+tcome./Impact
• #hildren have an understanding of characteristics of learning in their own and others learning and how this impacts on
progress they make across all areas of the curriculum
A$m Act$on to 8e "a2en @ho @hen Co.t Mon$tor$n%
To give
children the
vocabulary
and
capacities to
improve
their
learning
• Introduce to staff the philosophy of learning which
underpins Huilding 1earning !ower
• Introduce the four characters for learning that will
support their understanding of how they learn and
strategies they can use to support their learning
o 5esourcefulness
o 5esilience
o 5eflectiveness
o #ollaboration
• ach classroom to have a display of the four
characters
• ach :riday worship to have a learning capacity
focus
;ll staff
)#! to
lead
"eptember
+,-.
xisting
resources
!hotocopying
#!% budget
• # and
• 1earning walk
• vidence of children being recognised
for using learning capacities
• !upil interviews
• Talk about learning capacities
• !upils speak clearly in #3 about their
learning
To provide
opportunities
for children
to use
learning
capacities
• !lan learning opportunities across the curriculum in
which there is a focus on a learning capacity
• Half term plans evidence the focus and the
opportunities where this can take place
;ll staff
)#!)"H
;utumn term
-.
"taff
meeting
!lanning
meeting
• #urriculum leaders and #R
• !upils work scrutiny
• %isplays evidence independence
• !lanning scrutiny

H!/"HORP! PRIMAR: SCHOOL
AC"ION PLAN
P! ? 2014/2015
0+*%et allocat$on
P/,GG7
O+tcome./Impact
• $reater participation in all physical activities
• Increased staff confidence
• 3ider opportunities for ! to be accessed by all pupils
• $reater pupil participation and en*oyment
A$m Act$on to 8e "a2en @ho @hen Co.t Mon$tor$n%
To ensure clearly labelled
and organised resources
easily accessible for all.
• ;udit current resources for !.
• 5e-organise ! store and e(uipment in line
with health R safety
• 1abel new resources from "ainsbury0s
voucher scheme
6;ll staff8
"ports
#oach
E#
"ept +,-. • 3eekly checking of the
organisation and storage of
e(uipment in the ! store by 22
To review the school !
policy.
• 5e-draft the policy in line with the new
school sport initiative.
E# "ept)4ct
+,-.
1eadership
time
• #ompleted policy
To effectively utilise !
and "chool "ports
premium.
• %iscuss ideas for delivering high (uality !
and sport. "hare plans with whole school
staff
• "et up code on budget system for funding
"ports
#oach
"H
E#
"ept +,-. • Inform whole school staff during
I>"T session about funding
available for ! and how this will be
used in school
• 2onitor through budget
To make school sport and
! high profile
throughout school.
• nsure staff confidence in the delivery of all
areas of !. Identify professional learning
opportunities to support staff
#A
"H
"ept +,-. I>"T time • :eedback to staff from courses or
support given for !
To continue to develop
opportunities for active
playtimes.
To build confidence and
encourage leadership via
playground leaders.
• !upils to be trained in organising and
delivering lunchtime physical activities
• %5; to be involved in the delivery of
sessions
E4
>5
E#
F /)G
;utumn +,-.
- ongoing
Through
sports
premium
• %iscussions with playground leaders
and pupils on a half termly basis
• :eedback from %5;0s
• Duestionnaire completed
To continue partnership
with Halby #arr "chool.
• %iscuss opportunities for H# school to work
with H!" on ! curriculum
• 1unchtime play provision
"H
;utumn +,-.
- ongoing
"ports
premium
• :eedback from Halby #arr staff
and students
To increase pupil
participation and
en*oyment for
competitive games in
school and to increase
participation rates in
after school activities
• 5eview timetables for !
• 2ake links with local schools
• Target specific children with unhealthy
lifestyles and non-participation patterns
including ;1
• ;ccess opportunities for provisional and
alternative sporting activities particularly
with regard to after school activities
• 1ink with #hildren0s <niversity
"ports
#oach
%!
"ept +,-. @
Aune +,-/
"ports
premium
• !upil (uestionnaires
• %iscussion with staff
To continue to enter
pupils in inter-sport
competitions through
partnership working,
other schools and other
local partners.
• 1iaise with "ports #oach, E"- and E"+ staff
and pupils regarding inter-school
competitions
• 5egular item for agenda on heads meetings
• "ports #oach to liaise with Halby #arr to
maximise opportunities
"ports
#oach
;utumn +,-.
- ongoing
"ports
premium
• :eedback from staff and pupils
involved in training and
competitions. :eedback from
"ports #oach on pupil progress
• !upil discussion
To develop intra-school
sport in E"- and E"+.
• nsure the house point system is being used
consistently in each classroom
"ports
#oach
E#
;utumn +,-.
- ongoing
• :eedback from staff
• %iscussions with pupils.
To plan R organise a whole
school sports week.
• %evelop enthusiasm and en*oyment from all
pupils and staff. Improve participation.
#lear understanding of expectations from all
staff
• House point system to be used
E#
6;ll staff8
Aune +,-. • %iscussion with pupils and staff
• valuation of (uestionnaires given
to each class. !hotographs showing
participation
To promote and enhance
pupil understanding of
healthy lifestyles.
$reater pupil
participation and
enthusiasm)en*oyment
from all pupils.
• 1iaise with E$ regarding cross curricular
provision for the teaching of health and well
being
E#
%!
"ept +,-. to
Auly +,-/
• !upil numbers monitored through
scrutiny of attendance registers
• 2onitoring en*oyment through pupil
discussion and)or (uestionnaires
H!/"HORP! PRIMAR: SCHOOL
R! AC"ION PLAN 2014 # 2015
0+*%et allocat$on
P-,,,,
O+tcome./Impact
• 5aised staff
• Increased visits to places of worship
• 1ink with spiritual moral cultural dimension of curriculum
• #larity and consistency across school
A$m Act$on to 8e "a2en @ho @hen Co.t Mon$tor$n%
To integrate 5.
curriculum with the
;rts to make a
cross-curricular
approach to teaching
5..
• Fear groups given 5. curriculum to plan
cross-curricular approach on planning days.
;ll staff. Auly +,-. on
year group
planning days.
>); • ;nnual planning sheets given to 5. co-
ordinator.
To support new staff
in teaching 5..
• Half termly support given to new members of
staff by 1; 6E"+8 and A1 6E"-8.
>ew members
of staff.
;ll year half
term planning.
>); • 5eview planning
To make community
links with :ather
"tephen) "t Aude0s.
• 5egular meetings with :ather "tephen.
• ;rrange termly visit to "t Aude0s for each
year group
A1
:ather
"tephen
"ept +,-.
Aan +,-/
2arch +,-/
>); • valuations sheet from each year
group after visits.
• !upil consultation sheets.
• 3ork "crutiny.
To monitor 5.
assessment schedule.
• :ormat the &I can0 statements into an
assessment schedule for the whole class
for each half term after completion of
each unit of work.
• 2atch every year groups0 unit of work to
the attainment targets, ready for
assessment.
A1
1;
5I
Aan 2015 N/A • ;ll teachers given assessment
schedules and given instructions by
5. co-ordinator.
• ;ssessment schedules to be taken
in "pring + to monitor progress in
each class.
To monitor
progression through
• #heck programme of study.
• 3ork sampling.
A1 "erml, N/A • 3ork sampling.
• 1esson observations- drop ins over
school. split breaks.
"o en.+re the +n$t.
o- (or2B a. a%ree*
($th the p,ram$*
are 8e$n% covere* $n
accor*ance ($th the
ne( c+rr$c+l+m&
• 5egular meetings with 5ichard Iball to
match the 5. curriculum for #hristianity,
"ikhism and Islam with our school units of
work.
A1
1;
5I
Nov# 2014# Aan
2015
N/A • %iscussed units of work with each
year group to ensure secure sub*ect
knowledge.
H!/"HORP! PRIMAR: SCHOOL
'!O'RAPH: AN3 HIS"OR: AC"ION PLAN 2014#2015
A$m Act$on to 8e "a2en @ho @hen Co.t Re.o+rce. Mon$tor$n%
To develop long and
short term planning in
regard to the new
>ational #urriculum
re(uirements and the
progression of skills&
• %iscuss at an I>"T with all
staff, the new >ational #urriculum
statutory re(uirements for both
history and geography.
• %evelop the whole school history
plan and whole school geography
plan to include the new >ational
#urriculum statutory re(uirements
and new topic areas for each year
group.
• nsure all teaching staff have a
copy of the >ational #urriculum
documents and are aware of the
new statutory re(uirements
#H Aune +,-. # -
• "crutinise planning to ensure that
the new statutory ># re(uirements
are being covered as well as the
skills and learning ob*ectives for
each key stage.
• $ive staff (uestionnaires to
complete for history and geography
to see if they need further support
or resources to develop their
planning.
To continue to develop
the use of investigations
and key (uestion
en(uiries in geography
and history.
• $ive an inset to show
examples of key (uestion
en(uiries for history and
geography.
• $ive staff an example of a history
and geography key (uestion
en(uiry as a model.
#H Aune +,-.
Auly +,-.
# xamples of key
(uestion
en(uiries
• 2onitor 2T! and short term
planning from ;utumn +,-.-+,-/ to
check that it includes either an
example of an investigation or key
(uestion en(uiries in all year groups&
O+tcome./Impact
• To increase the staff knowledge and understanding of the changes to the history and geography >ational #urriculum.
• To increase en*oyment and attainment across the curriculum through the use of new topics, en(uiry (uestions and resources.
0+*%et allocat$on
PK,,,,
To update the
assessment format and
document in line with
the new >ational
#urriculum ob*ectives.
• $ive each year group a new copy
of the example of skills and
coverage re(uirements for
progression at each level sheets
as a reference.
• 3ork with each year group to
choose + assessment pieces in
both history and in geography in
each year group focusing on the
new ># ob*ectives.
#H with
other
members of
staff in
each year
group
;utumn
+,-.
#
1ist of
progression of
skills and
coverage at each
level
• To monitor that staff are aware of
progression in history and
geography.
• #ollect in a sample of assessment
pieces each term.
To continue to collect
evidence of
differentiation and
progression from each
year group.
• #ollect from each class a marked
piece of work from a lower, middle
and higher ability boy and girl
either during or at the end of a
history or geography topic each
term 6can be a photograph or
written observation from
:oundation8.
• #ollect pieces of work from the
same + boys and + girls who will
now be in Fear K to keep as
evidence for progression. ;lso
collect work from + boys and +
girls from the current Fear - to
begin to show progression again.
#H and all
staff
ongoing
ongoing
#
#
xamples of
marked pieces of
work
• "crutinise work from each year
group to check for differentiation
for each ability group as well as the
re(uirements for each level.
To update the resources
appropriate to the new
history curriculum
• ;udit)order history resources.
#H ;utumn
+,-.
• %iscussion between support staff
and teachers.
To plan a whole school
cross curricular history
week.
• Huild up a bank of ideas
• "taff to take ownership of their
own planning of activities for the
week.
#H and all
staff
;utumn
+,-.
• %iscussion between support staff
and teachers.
• #hildren and staff to prepare a
presentation for the end of the
week.

H!/"HORP! PRIMAR: SCHOOL
AC"ION PLAN
'LO0AL CI"IC!NSHIP ? 2014/2015
0+*%et allocat$on
P/,,
O+tcome./Impact
• Increased capacity to develop global citi=enship in school
• 5aised awareness for staff, children and community
• %evelopment of IT skills for communication links
A$m Act$on to 8e "a2en @ho @hen Co.t Mon$tor$n%
To ensure pupils are
aware of the cultural,
religious and spiritual
festivals)events and
differences
celebrated in school
• 5esearch festivals throughout the year
• %isseminate information to staff about the various
festivals)events
• Inform staff of resources available
• 1ook at planning and displays
• #ollect feedback from staff and pupils
!" 4n-going >I1 • 5eview of #3 planning @ balance of diversity
• 2onitoring of #3
• !upil)staff feedback from cultural events
• #urriculum strolls
To strengthen
communication and
partnerships with
global link schools
• ;udit curriculum planning to ensure all year groups are
maintaining links with global link schools
• !romote global links on school website and through IT
• 5esearch and apply for relevant grants with potential
for visits between link schools
!" 4n-going >I1 • #urriculum planning
• "chool displays
• 3ebsite
• :eedback from staff and children
H!/"HORP! PRIMAR: SCHOOL
OU"3OOR L!ARNIN' AC"ION PLAN 2014#2015
0+*%et allocat$on
P7,,,,
O+tcome./Impact
• To increase the use of outdoor learning across the whole school
• To increase en*oyment and attainment across the curriculum through the use of outdoor learning opportunities
A$m Act$on to 8e "a2en @ho @hen Co.t Re.o+rce. Mon$tor$n%
To make outdoor
learning an
integral aspect of
every child0s
learning.
• %evelop other members of staff with regards to
outdoor learning, build upon expertise already in
school.
• "taff to commit to outdoor learning linked to the
core sub*ects.
• "taff meetings to share good practice.
• ;udit)order outdoor learning resources.
• Huild up a bank of lesson ideas and outdoor learning
opportunities.
• "taff to take ownership of the pro*ect within each
Eey "tage @ developing outdoor learning resources.
4utdoor
learning
team
65H, ;H,
1;, 53, 18
3hole
school
Hy
%ecember
+,-.
#ost of
outdoor
learning
resources
4utdoor
learning
resource in
shed
• 5egular meetings with the
members of staff involved.
• 2onitoring of planning
• "taff to self-evaluate the impact
of outdoor learning to inform
next steps in learning
To increase H1T;
and 1";
participation in
supporting
children0s learning
outside.
• Teachers to share planning and intentions with
support staff.
• "upport staff invited to staff meetings.
• 4pportunities made available for support staff to
visit other settings in order to see outdoor learning
in practise.
3hole
school
Hy
:ebruary
+,-/
#over for
visits
Hank of
ideas made
available
and shared
with support
staff.
• %iscussion between support staff
and teachers to share feedback.
To continue to
develop the use of
the outdoor
"cience area.
• 2onitor use of "cience area 6based on timetable8
• co-warriors to become involved in the upkeep of the
outdoor areas
5H, ;H, 1;,
53, 1
4ngoing #ost of
compost,
bird feed
etc
!lanting
materials
• 2onitor use of the "cience area
and address any issues.
• ;H to monitor upkeep of science
area.
To have a
focussed &outdoor
learning and
nature0 week.
• "taff to plan for a full week of activities using the
outdoor environment and local area in the summer
term.
3hole
school
Hy Auly
+,-/
>il 4utdoor
learning
resources.
• !upil, staff and parent
(uestionnaires at the end of the
week to evaluate impact and
en*oyment.
H!/"HORP! PRIMAR: SCHOOL
AR"B 3!SI'N AN3 "!CHNOLO': AC"ION PLAN 2014#2015
0+*%et allocat$on
P+,/,,
O+tcome./Impact
• To embed new art, design and technology curriculum into school practice.
• To ensure the attainment of art, design and technology is high
;im ;ction to be Taken 3ho 3hen #ost 5esources 2onitoring
To increase attainment
and en*oyment in art and
design
• 4rganise arts week for ;utumn +,-. 12 ;utumn ; Time and
resources
re(uired
!otential
visiting artists
%epending on topics
chosen, variety of art
supplies
#ost of visiting artists
to work with children.
• 4bservations during arts
week
• !upil interviews
• 3ork scrutiny
To increase H1T; and
1"; participation in
supporting children0s art,
design and technology
• Teachers to share planning and intentions with
support staff.
• "upport staff invited to staff meetings.
• ;udit of skills within support staff
Hy
%ecember
+,-.
Duestionnaire for
support staff
• %iscussion between
support staff and
teachers to share
feedback.
To ensure the new
curriculum is embedded in
delivery of art and design
• %iscussions with staff about skills being taught
• Timetable drawn up of when different classes
are teaching the art skills to create a formal
long term overview across school
• 2onitoring of planning and lessons throughout
the year
• 4rganise training for anyone that is struggling
with the teaching of the skills
4ngoing Time Time • !lanning scrutiny
• 3ork scrutiny
• !upil interviews
• "taff interviews
To ensure challenge and
progression for gifted and
talented pupils in art,
design and technology
• "taff to highlight $RT pupils in art and design
• 3ork with local feeder schools and Halby #arr
to find out what they can offer
2H Q Hy Auly
+,-/
Time Time • 2onitor progress of
selected pupils
To continue to show
progression of art and
design throughout school
• "taff to pass on good examples of work that use
the different skills in art and design.
• #ontinue the art and design portfolio
4ngoing Time Time • !upil portfolio to show
progression
To work with other
agencies to promote art,
design and technology
throughout school
• #ontinue the links with %;5T" and organise
more parent workshops
• stablish links with other artists ) organisations
in the community
4ngoing Time Time • 4bservations
• %iscussions with parents
and pupils
• !arent (uestionnaires
H!/"HORP! PRIMAR: SCHOOL
AC"ION PLAN
M6L # 2014/2015
0+*%et allocat$on
P+,,,,
O+tcome./Impact
• "taff confidence in this sub*ect area
• #onsistency of approach
• ;wareness of other languages
A$m Act$on to 8e "a2en @ho @hen Co.t Mon$tor$n%
To develop staff
confidence and sub*ect
knowledge in this area of
the curriculum
• #lass teachers in Eey "tage + to develop their confidence
and sub*ect knowledge through working alongside a :oreign
1anguage ;ssistant
:1;
"H
"eptember
-.
:1;
funding
• %iscussions with staff
• 1esson observations
To develop awareness of
other languages by
planning a celebration for
the uropean %ay of
1anguages 6+G
th

"eptember8
• ;ll teachers carry out activities linked to uropean %ay
1anguages within their classrooms to raise the profile of
2:1
• %iscuss with kitchen staff re: ;round the world dinner
theme to celebrate the day
• #reate a uropean %ay of 1anguages display to raise the
profile and promote that day
"H
!"
;ll
staff
Eitchen
staff
"eptember
-.
#over
resources
• Teacher and pupil evaluations
• %iscussions with staff and pupils
• photographs
To monitor E"+ planning
for languages
• #ollate E"+ medium term planning, which show :rench
ob*ectives
• #ompare planning and ensure that staff are using the
scheme 61a Aolie 5onde8 and using correct term0s ob*ective
"H "eptember
-.
2arch -/
#over • #ollect photographic evidence of
displays throughout school
• 2onitor use of resources
• planning and pupil work shows
progression in ob*ectives
To research the new
programme of study for
2:1 under the new
primary framework
• #larify timescales for change and implementation
• !lan for the new programmes of study
• #onsider the latest information from the %f
• ;ccess any #!% opportunities during the academic year
"H Aanuary @
2arch -/
>il
#ost of
#!%
• %iscuss changes in new curriculum
with staff
• :eedback from staff attending #!%

H!/"HORP! PRIMAR: SCHOOL
MUSIC AC"ION PLAN 2014#2015
0+*%et allocat$on
P+,/,,
O+tcome./Impact
• To increase staff confidence in teaching music
• $reater participation in music activities
• 2ore pupil en*oyment
• Introduce new music scheme - #haranga
;im ;ction to be Taken 3ho 3hen #ost 5esources 2onitoring
To introduce #haranga
as a music scheme in
school which shows
clear progression in
music skills.
• ;ttend training highlighted by the music service
highlighted by The Hub
• Identify gaps in provision
• !urchase of scheme if suitable
• Hegin to roll the programme out in FK initially
• 1ead Inset session on #haranga
A1
#A
A1
"ummer H
R ;utumn ;
;utumn ;
>o cost
P-/,
#haranga programme
#haranga programme
• IerbalL feedback from
staff
To increase H1T; and
1"; participation in
supporting children0s
music
• In house Inset for H1T; ) 1"; to increase skills
and confidence in supporting music
A1
#A
;utumn ; R
on going
>o cost 5esource pack for
H1T;)1";
• "taff feedback
• 1esson 4bservations
To ensure the new
curriculum is
embedded in delivery
of music
• %iscussions with staff about skills being taught
• Timetable drawn up of when different classes are
teaching the music skills to create a formal long
term overview across school
• 2onitoring of planning and lessons throughout the
year
A1 ;utumn H
R ongoing
>o cost "taff planning to be
available
• !lanning scrutiny
• 3ork scrutiny
• !upil interviews
• "taff interviews
To ensure challenge
and progression for
gifted and talented
pupils in music
• Introduce extra curricular activities
• "et up small musical ensemble
• Iisit other schools to access best practice
• !erformances in whole school)Eey "tage assembly
A1 4n $oing #ost of buying
suitable music.
5ange of instruments
for workshops
"heet
music)arrangements
• !upil feedback
To work with other
agencies to promote
music
• #ontinue the links with %;5T" and organise parent
workshops
• 5esearch additional providers for school workshops
• !rovide concerts for school by visiting musicians @
Eey "tage appropriate @ eg nsemble KG,
!rofessional musicians providing different genres
of music
A1 ;utumn ;
;utumn ; R
H
;utumn H
"pring H
"ummer H
#ost of
external
providers
!ossible ;rts
#ouncil grants
"uitable space
5e(uirements of
outside agencies
• !upil Duestionnaires
• "taff discussion
• ffect on curriculum
learning