School Development Plan priorities 2017-2018

 

Our School Development Plan (SDP) is written annually. At Stirchley we look at our data to identify areas of development which may includes new initiatives. This is followed by a discussion with our staff and school governors, where their thoughts and opinions are added. The Senior Leadership Team then collates the information together so we all know what we are working towards.

 

Early Years Foundation Stage

  • Plan regular interventions for EAL children focusing on language acquisition and application of skills.
  • Ensure EAL children have an extra 1-1 read weekly.
  • Provide a range of speaking and listening opportunities.
  • All of EYFS staff to meet weekly to discuss and plan continuous provision(child led) activities across the unit.
  • Create a timetable detailing where and when staff members will lead activities and outdoor sessions to ensure consistency and improve communication.
  • Create a separate continuous provision proforma that can be used as a working document and displayed in both classrooms for all practitioners to use.
  • Create an investigation/UTW area with the Reception classroom.
  • Continue to develop the use of natural resources within the classroom.

 

English Action Plan

  • To continue with rigorous moderation and assessment procedures for writing.
  • Ensure that staff are aware of the data for their class, whole school and the national expectations regarding groups within their classes.
  • Staff to use knowledge of the performance of the groups within their class to support their planning for writing – eg – if boys is an issue in their class – thinking about adapting medium term plan to cater for the interests of this group.
  • Ensure that staff are aware of the data for their class, whole school and the national expectations regarding pupil premium children.
  • All English monitoring to include sample of PP children.
  • PP writing group to be created on CM – used to closely monitor progress and gaps for this group
  • Pupil progress proformas handed in half termly to show that it is being used as a working document. New targets to be added on as the one is completed.
  • English scrutinies (planning, books, T and L walks etc.) to include a sample of pupil progress children.

 

 

Mathematics Action Plan

  • Ensure that staff are aware of the data for their class, whole school and the national expectations regarding gender.
  • KC to produce attainment grids for boys and share with class teachers.
  • PUMA maths test used to measure progress.
  • Staff meetings/training to consider class/whole school ways of developing maths for boys particularly.(competitions, units of work planned with a focus on boys interests). Possible ideas to be implemented depending on the results.
  • Audit KS2 boys –“What would make maths better for your learning?” Implement any suitable and achievable suggestions.
  • All maths monitoring to include sample of underperforming boys.
  • SENCO(VP) to introduce the maths continuums for SEND boys.
  • Ensure that staff are aware of the data for their class, whole school and the national expectations regarding pupil premium children.
  • KC to produce attainment grids for PP children and share with class teachers.
  • PUMA maths test used to measure progress.
  • All maths monitoring to include sample of PP children.
  • Further classroom monitor training/PUMA analysis training to demonstrate filtering so staff can plug gaps more effectively.
  • Staff to ensure that Pupil progress children are majority PP and Boys.
  • One SMART target set by the teachers based on analysis.
  • Pupil progress proformas handed in half termly to show that it is being used as a working document. New targets to be added on as the one is completed.
  • Maths scrutinies (planning, books, T and L walks etc.) to include a sample of pupil progress children.

 

 

Special Educational Needs Action Plan

  • Introduce the Birmingham A2E Toolkit for Core and Supplementary Maths Framework to track the progress of our SEND children are working significantly below ARE.
  • Maths and Language and Literacy tool kits to be completed on Classroom Monitor to move away from paper based tracking.
  • Phonics support session to be completed to support SEND children who are working below Phase 6 at the end of KS1.
  • Research spelling and writing interventions for KS2.
  • Teachers and TA’s to meet when updating the continuums
  • SENDCO and teachers to set IEP targets together.
  • SENDCO to meet with SEND children’s parents on a termly basis to discuss IEP targets.