Draft School Development Plan

COVID-19 Recovery Plan 20/21

Areas for Development

Priority 1 Aim: Re-integration of staff and children following COVID-19 Lockdown.

Priority 2 Aim: To further raise standards across Curriculum areas (post Covid-19 Lockdown).

Additional Aims: Wider school to school support and BeWell@Work Award.

Termly Monitoring and Review

Date Timing Format (by whom)
01/09/20 INSET Day Presentation to Staff and Governors
Autumn 2020
Spring 2021
Summer 2021
Priority 1 Aim: Reintegration of staff and children following COVID-19.
Key Objectives
1.1 Re-integration of staff
and children following
Covid-19.
1.2 Provision of online
and offline resources for
children in the event of
Leadership Actions Success Criteria Dates Financial
implications
Julie Allen Follow detailed Operational Return to School Action Plan ~ Action Plan to be shared with Start Date: Subscription
Prioritise the development of children’s physical, social, emotional all staff on INSET day led by to My Happy
Gill Lawson and mental health (Barnsley Planning Principles) TM and ED 01/09/20 Mind project
See detailed Risk Assessment re safe practices All staff provided with copy of
Re-engage with ‘Routine, friendship and social interaction, Risk Assessment Ongoing Funding for
provision of opportunity and freedom’ (Prof Carpenter) Planning overviews include RULER
Research the RULER approach to social and emotional learning (5 timetabled opportunities for project
skills of emotional intelligence: recognising, understanding, labelling, children to talk
expressing and regulating emotions) Children have clear behaviour
Focus on support for children expectations relating to post
Provide timetabled opportunities for Circle time / P4C / Ask it and Covid-19
reflection Thrive principles understood
All staff Provide timetabled opportunities for physical health and embedded
Start each day with a carefully planned activity that builds familiarity Impact: Children feel safe,
and safety settled and happy and are
EYFS engage with ‘My Happy Mind’ resources therefore ready to learn.
Additional support provided for SEND children on needs basis
Additional support for reintegration of pupils with complex needs There is an ‘open culture’ and
BF to organise SEND training focusing on Autism, ASD and FS1/2 ethos of talking openly about
Richard Davis
starters the impact of Covid-19
Linda Taylor
RD and LT provide additional support for children as needed personally and professionally.
When children are ready, assess in order to provide Catch-up Safeguarding concerns and
support disclosures follow policy and
Revise Behaviour and Discipline Policy (coronavirus addendum) procedures
Behaviour expectations and consistent systems in place throughout
school, with due regard to Covid-19 Impact: Staff health and mental
Focus on support for staff well-being is a priority.
Discussion on INSET day about staff ‘Hopes and Fears’ to be led INSET day
by BF and collated by RR. Outcomes to be revisited at end of 01/09/20
Autumn 1
Staff meetings to focus on wellbeing of staff and discuss any
children of concern Staff may
Staff to be prepared for increase in new disclosures relating to require
safeguarding access to
BF to provide safeguarding updates (including SMSAs) with new counselling
changes to KCSIE (related to COVID-19) in case of increased services.
disclosures
Whole school Thrive principles training provided
Thrive/Behaviour Management briefings regularly and time to
reflect/talk about significant behaviour incidents
Tom Markham Access to online and offline resources If child/member of staff Start Date: Application in
Revised question on Data Protection parental forms to ascertain displays symptoms and/or place to
Emma Davis access to online learning tests positive ~ follow If child or access
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Julie Allen / August 2020
positive testing. Access government funding to provide a remote learning platform LA COVID-19 Outbreak member of government
Niall Sandwith and provision of remote education plans Control Plan for Schools staff tests funding.
Class Dojo established for EYFS Those self-isolating are able to positive.
Provide printed resources for relevant Bubble/s (when/if needed) access online and/or offline
Set assignments that ensure access to meaningful and ambitious resources
work daily in a number of different subjects (when/if needed) Impact: There is no further
Explore possibility of children loaning devices to support remote negative impact on children’s
learning learning.
1.3 Establish revised SLT Revise policy which has due regard to statutory guidance Appendix New RSE Policy adheres to Start Date: Yasmin and
Relationships, Health and to include additional Sex Education, cross referenced with Science, statutory guidance Ongoing Tom
Sex Education Policy All staff Computing, Citizenship, Computing and PE Training for staff to support endorsed by
Continue to raise online awareness / internet safety children’s and staff mental September PSHE
Parents / Governors and Collaboration schools work closely together to health and all elements of 2020 Association ~
(Statutory from 09/21) carers establish consistent approach RHSE resources
Staff Meetings led by LW Resources collated sourced to
Governors Structured overview for delivery ie Autumn Term focus on health Culture of the school is support Sex
and well-being, especially mental health; Spring Term ~ Focussing embedded in relation to Education
Louise Wilkie
on relationships and different family structures supporting mental health with
Julie Allen High quality resources sourced to support teaching and learning of respect, kindness and trust Individual
Relationship, Health and Sex Education (statutory and non- Parental consultations led by membership
Niall Sandwith statutory) LW and JA when safe ensure of PSHE
To be proactive and reactive in response to children’s mental health that policy and practice is fit for Association
All staff by providing ‘a safety netting’ classroom where children are purpose
comfortable to ask and learn (Sarah Stevens, 1Decision) How will children’s learning be INSET day
Consultation with Children, Staff, Parents and Governors (RSE and evidenced? costs
Health policy) ~ respond to context, thereby mirroring the Training for staff to deliver
community and fit for purpose (INSET day 02/11/20?)
Standing item on Full Governors’ Agenda to inform policy, practice
and community Impact: Children and staff
have clear guidance in relation
to relationships, health and sex
education. Staff feel confident
to support children’s mental
health and well-being.
Key monitors Monitoring Strategy Date Evaluation
Julie Allen Annotated Risk Assessment
Annotated Operational Return to School Action Plan
Ben Froggatt Planning clearly shows timetabling of ‘time to talk’ and physical health
Revised Behaviour and Discipline Policy
SLT Catch-up support plan implemented as soon as funding identified
Online learning platform in place (TM and ED)
Middle Leaders Class Dojo supporting parental engagement in EYFS (ED)
Safeguarding updates/reminder of protocols delivered (BF)
Relationships, Health and Sex Education Policy reviewed and implemented

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Julie Allen / August 2020
Priority 2 Aim: To further raise standards across Curriculum areas (post Covid-19).
Key Objectives
2.1 Curriculum and
Middle Leadership further
developed.
‘Prioritise identifying gaps
and re-establish good
progress in the essentials
(phonics and reading,
increasing vocabulary,
writing and mathematics)’
‘Ensure that the curriculum
remains broad, including
sciences, humanities, the
arts, PE/sport, RE and
RHE.’
‘Teachers should identify
which aspects of the
curriculum have not been
taught in the summer term
and dovetail this content
into their catch-up planning
for the autumn term,
prioritising the teaching of
missed key vocabulary.
This should ensure that a
recovery approach is taken,
not just the teaching of the
missed curriculum.’
Leadership Actions Success Criteria Dates Financial /Resource
implications
All Curriculum leaders drive their subjects and initiatives Senior and middle Start Date: Staff meeting time
curriculum Curriculum to include opportunities for global learning, leadership training including twilights
leaders RRSA (GL/AB) undertaken/mentoring September
National Curriculum coverage to be reviewed and gaps NC coverage and next 2020 Curriculum lead time
identified following Covid-19, thereby establishing a steps clear
Curriculum Recovery Plan ‘Progress is knowing more Ongoing Meetings with
Alex Betts Updating information on the website combining Curriculum and remembering more’, Governors
Rationale and Recovery Plan teaching builds upon
Prioritisation of missed key vocabulary (see subject children’s store of
vocabulary progressions) knowledge in the long term
Assessment of all Foundation subjects to be agreed memory
Planning scrutiny termly by curriculum leaders (focus on Key vocabulary gaps
English and Maths) identified and addressed Teacher
Dialogue between Subject Leader and Class Teachers re Further developments led Appraisal
planning /book scrutiny by Curriculum Leaders Cycle
Review of Pupil Progress Meetings ~ focus on ‘Progress, Governors and Curriculum
Knowing and Remembering More’ Leaders upskilled
Lesson Observation Criteria to be reviewed ~ relate to Artsmark Gold achieved
Curriculum Ambition Goal
Appraisal cycle to focus on ?? Impact: Curriculum
Work towards Artsmark Gold Leadership roles further
Curriculum leaders to be proactive in driving their developed; gaps in learning
subjects, monitored by AB/JA: addressed and standards in
o English ~ Team led by RR all areas raised.
o Maths ~ Team led by TM
o RE ~ AB
o Computing ~ NS
o History/Geography ~ LC and AP
o Art and DT ~ JB and LW
o PE ~ TM
o Science ~ SS
o Music ~ ES
Subject Leader/Governor Conversations sharing updated
5 Key Successes (Autumn 2):
o English and Maths ~ KW
o ICT ~ TT
o Science ~ HG
o SEND ~ PS
o Curriculum ~ JR and MW
o EYFS ~ RB
o Safeguarding ~ PS
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Julie Allen / August 2020
 o Assessment ~ PS
o Humanities ~ FD
o PE/Dance ~ PS
o Arts/Music ~ TT
2.2 Further develop Katy Ward Provide and evidence additional support for bottom 20% Early Years goals delivered Start Date: £3k approx
outstanding learning Identify gaps in children’s learning and address through using creative, child
opportunities for children Kelly Jenkins pre-teach, booster and catch up sessions. Children have focussed approaches and September
in EYFS. the opportunity to practise and consolidate daily therefore key skills 2020
Emma Davis
Focus on early reading skills development developed
Julie Allen Further develop EYFS provision Indoor and Outdoor to Reggio Emilia principles Ongoing
reflect Reggio Emilia principles embedded
EYFS team ‘In the Moment’ writing and learning opportunities further Children start to catch up
developed as soon as they are ready,
Further develop ‘Helicopter stories’ settled and happy. Focus
Further develop Maths provision indoor and outdoor on core skills and PSED
Further develop FS2 to Year 1 transition Summer 2
o Parent/Carer Meetings Impact: GLD increased and
o Transition Day and Morning outcomes closer to National.
2.3 To ensure that English Team Provide and evidence additional support for bottom 20% Sarah Lythe to deliver Start Date: Catch Up support
English skills and Identify gaps in children’s learning and address through Comprehension training funding from
knowledge are further Rachel booster and catch up sessions. Children have the (Autumn 2) September government.
developed across all key Rennison opportunity to practise and consolidate daily JA to action outcomes 2020
stages. Niall Sandwith
Focus on disadvantaged, SEND and vulnerable children from Deep Dive with
Prepare for KS1/2 SATs and Phonics screening checks support staff Ongoing
Focus on Catch-up Alex Betts Reading Phase 1 Phonics refresher
support. Focus on early reading as a priority and language training delivered
Katy Ward development (EYFS and Y1) TA support in every class
Audit of reading books undertaken and all books all day
‘Read widely, develop Laura catalogued. Gaps identified and books purchased ie Support staff to focus on
knowledge and vocabulary.’ Hayward poetry, playscripts independent and guided
Continue to develop higher order reading skills reading as a priority
Gill Lawson appropriate to year group
Reading comprehension training to ensure children are Impact: Gaps in learning
using the text to evidence narrowed/addressed.
Re-reading of texts to develop comprehension
Mastery elements in Reading identified, monitored and
delivered
Outcomes from Deep Dive followed up with support staff
Reading focus for appraisal of support staff
Foster importance of reading at home
Phonics
Review phonics provision for those children ‘not meeting
the required standard’ in Y3
Prepare Y2 children for Phonics Check in the Autumn 2

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Julie Allen / August 2020
 Address gaps in learning in Y1
Phonics streamed across Y1 and 2
Assess children and GL to deliver interventions
Children applying new phonics learning
Personalised phonics packs to parents of FS2 and Y1
(based on identified gaps)
Supportive phonics resources in all learning environments
(based on identified gaps)
Phase 1 phonics refresher training
Writing
Key skills identified for each year group and embedded ~
writing genres
Big Write linked to NC objectives
Moderation across year groups to confirm judgements,
including greater depth and working towards
Moderation across key stages to confirm judgements
SPaG
Ensure consistent assessment of PaG
Speaking and Listening
Ensure that high quality Ask It/P4C/Circle Time teaching
takes place daily initially focussed on reflection
P4C links to real world issues

Engagement with parents/carers ~ workshops in FS1,

FS2, Y1 and Y2 phonics when safe
Consider transition from FS1 to FS2/ FS2 to Y1
2.4 Continue to raise Julie Allen Provide and evidence additional support for bottom 20% Progression clear through Start Date: TT Rockstars
standards in Maths, Identify gaps in children’s learning and address through all key stages Ongoing subscription and
including Mastery. Tom Markham booster and catch up sessions. Children have the Gap narrowed between PP rewards
opportunity to practise and consolidate daily and non-PP September
Kelly Jenkins
Focus on Catch-up DfE Mathematics Guidance: Key Stages 1 and 2 ~ Y4 children confident and 2020
support. Alex Betts address throughout year groups the ‘ready-to-progress’ prepared for Timestables Priority ~ Additional
criteria Tests support for Y1/Y2/Y6
All staff Revise delivery of manipulatives and lesson structure New linked framework ~ Booster and Catch
Use of terminology eg ‘we are mathematicians’ supports pupils’ mastery of Up classes,
Assessment (Autumn and Summer), outcomes collated the primary mathematics intervention groups
and shared curriculum (DfE and
Deep Dive undertaken National Centre of Richard Davis to be
Further embed Mastery elements Excellence in the teaching focussed in Y6
All year groups to further develop Timestables Rockstars of Mathematics)
Children prepared for statutory timestable testing, KS1 and 2 Maths SATs Gill Lawson Y1
including keyboard skills outcomes are closer to
Prepare for KS1 and 2 SATs (Catch Up support) National
Impact: Pupil progress is
good or better.
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Julie Allen / August 2020
2.5 Additional curriculum Scott Science Progression clear through Start Date: Investigative
developments. Summerfield Use of terminology eg ‘we are scientists’ all key stages Ongoing disposable resources
To ensure end of module assessments are being carried Gap narrowed between PP
Science Niall Sandwith out across KS2 and analysed and non-PP September Scheme books and
ICT Tom Markham
Knowledge organisers included in books at the start of Good practice science 2020 supporting resources
PE and Dance Julie Porter each module investigations shared PurpleMash,
Art and Design Josh Wattam Share good practice of investigative science E-Safety messages shared Microsoft, BugClub
Technology ICT/Computing half-termly with children and TT Rockstars
Jill Birch Upskill staff re software programmes eg PurpleMash and at whole school events subscriptions
Louise Wilkie Continue to embed the use of Film It with parents/carers
Software, schemes, programmes, Smarboard training School is recognised for Use of PE and Sport
revisited outstanding contribution to Grant Funding:
Julie Allen Parental knowledge of E-Safety developed PE and Sport 2019/20 allocation
PE and Dance Children are healthy and fit was £18,640
To consider swimming catch up for Y4 children in the short and long term
To work towards the School Games Platinum Award
Sports qualifications attained Impact: Pupil progress is
Art and Design Technology good or better.
Observations of colleagues
DT training provided for all staff
Sketch books maintained for all year groups
Working towards Arts Mark Gold
Key monitors Monitoring Strategy Date Evaluation
Julie Allen Data:
Targets set within Educater/STAT Sheffield ~ staff and children aware
Ben Froggatt Educater tracking analysis
Termly pupil progress meetings evidence
SLT Tracking of vulnerable groups
Curriculum Leadership:
Middle Leaders Curriculum Recovery Plan (uploaded onto school website)
Planning scrutinies Reading, Writing and Mathematics
Termly Foundation Subject planning scrutiny
Observation of colleagues in Foundation Subjects (when safe)
Termly planning scrutiny to review coverage
Short, Medium and Long Term Planning scrutiny
Formal and informal lesson observations
Governor/Curriculum Leader interviews
Governor/Staff Meeting Minutes
Generic:
Staff Meetings
Pupil interviews
Appraisal cycle
Learning environments

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Julie Allen / August 2020
 Additional Aims:
Behaviour Support (Behaviour and Attitudes), wider school to school support and BeWell@Work Award.
Key Objectives Leadership Actions Success Criteria Completion Financial / Resource
Date implications
3.1 To provide wider SLT JA’s continued involvement with the Helen Hamlyn Best practice shared with Start Date: JA ~ all expenses paid
support for colleagues. Trust and UCL others, thereby standards September
BF providing 1 day pw SEND support for LA raising in other schools 2020 1 day allowance
Continued SLE support offered by AB,TM and NS received for BF to
Impact: Research informed Ongoing support LA
practice shared with wider
sector.
3.2 Work towards Tom Develop role of Champion Tom Markham Staff well-being high profile Start Date:
BeWell@Work Award Markham Work closely with LA to establish opportunities Opportunities provided to September
Display board in staff room offering range of relax with other colleagues 2020
opportunities (yoga)
Ongoing
Impact: Staff have a healthy
work/life balance.
Key monitors Monitoring Strategy Date Evaluation

Julie Allen Outcomes from HHT feedback to staff/governors

Feedback from LA
Ben Froggatt Feedback from other schools
Feedback from staff
SLT

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Julie Allen / August 2020