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School Development Plan 2011 - 2012. Character and Ethos C4 Castlemorton- embedded in practice Care, commitment, cooperation, confidence Maintaining good,

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Presentation on theme: "School Development Plan 2011 - 2012. Character and Ethos C4 Castlemorton- embedded in practice Care, commitment, cooperation, confidence Maintaining good,"— Presentation transcript:

1 School Development Plan

2 Character and Ethos C4 Castlemorton- embedded in practice Care, commitment, cooperation, confidence Maintaining good, striving for outstanding. Curriculum drivers underpin ethos: Creativity Environment and Forest School Community and global partnership PSHE and sport Enterprise and ICT

3 Outcomes Pupil attainment :40 profile for reading, writing and mathematics in each year group. What we are doing to make the difference: Writing- focus on spelling. Reading- focus on intervention programmes, home support and reading comprehension. Mathematics- focus on calculations approaches and reasoning and dialogue. Pupils’ learning and progress- All children to make 2 whole levels plus a sub level across a key stage. What are we doing to make a difference: Comprehensive data tracking used to indentify specific groups/individuals for intervention/extension and support. Provision in curriculum motivates and inspires successful learning.

4 Outcomes SEN To maintain record for there to be no significant difference for SEN children with regard to attainment and progress. Extra time for parents- SENco chats, more time at parents’ evening, positive links with outside agencies, engaging with parents. Intervention programmes well managed. Accurate and comprehensive IEPS, reports and data tracking. Pupils’ achievement and extent to which they enjoy learning Children express a love of learning- curriculum design allows children to be directly involved in learning choices that develop understanding and enable them to practise skills exceptionally well. Personalised approaches to learning enable all pupils to succeed Concentration levels are good or better and children are rarely off task. Pupils develop resilience when tackling challenging activities in a range of subjects.

5 Outcomes Pupils feel safe Children contribute to class contracts. Children take responsibility seriously and know that the rules in school are there to keep them safe. Children know who to turn to for help and advice. Parents concerns are considered Pupils learning behaviour Pupils improve independent skills and parents support this Pupil attitude is respectful Practise into policy- whole school consistency

6 Outcomes Healthy Lifestyles- PSHE driver woven into curriculum choice. Whole school events- let’s be more healthy week… Contribution to school and wider community- Responsibility groups linked to drivers in curriculum. Community projects woven into topic/project choice. Whole school events- Three counties Garden, Gambia link, sports projects. Attendance- Target 96% Pupils’ develop workplace and other skills that will contribute to their future economic wellbeing – Enterprise to be included as a driver underpinning topic/project choice. Pupils and parents are punctual and support school times, uniform expectations and homework.

7 Provision Quality of Teaching Striving for outstanding- each teacher takes responsibility for improving their practice – inspiring pupils, exceptional progress, excellent subject knowledge, understanding pupils. Other adults are used effectively to support learning. Resources have make a marked contribution to the quality of learning. Assessment Assessment- accurate assessments are made that inform planning and ensure that learning is matched accurately to pupils next steps.

8 Provision Curriculum School maintains position as forefront of successful innovative curriculum design- PEP High quality learning, wider personal development and well being. Highly coherent and relevant curriculum- developing understanding and skills. Care, guidance and support All Safeguarding procedures are in place to a high standard Well targeted support is effectively monitored Parental engagement- clarity about sphere of influence

9 Leadership and Management Teaching and Learning: Strong sense of shared purpose- striving for outstanding, commitment to consistent approaches and whole school initiatives. Rigorous and extensive monitoring- peer checking Sharing best practice- taking responsibility to improve Governors Succession Planning – clear and well focused plans in place Governors engage well with pupils, parents and the staff as a whole and are knowledgeable of work of the school through monitoring. They use these views to inform strategic priorities for development.

10 Leadership and Management Engagement with Parents Maintain effective communication Consider sphere of influence and work hard on those things that relate to outcomes for pupils Provide consistency across school Effectiveness of partnerships in promoting learning and well being Continue to develop partnerships across pyramid, with others schools locally, nationally and internationally- strengthen national links, maintain Gambia link. Equal Opportunities- sophisticated systems in place for monitoring and evaluating practice- policy updated Safeguarding- All procedures are of a high standard. Risk assessments are reviewed. Health and Safety Audit completed and actioned where necessary. Community Cohesion- School plays a key role in the community and beyond. The sense of school community grows and strengthens- links with friends, events and visits. Community embedded as curriculum driver. Value for Money- Good financial systems are in place- New role of cluster business manager.

11 Early Years Pre-school and Reception Outcomes Children make significant gains in learning The children show high levels of independence, curiosity, imagination and concentration – parents support the development of these skills Children are caring, cooperative, committed and confident. Provision Questioning skills continue to develop thinking and understanding. New initiatives for early years profile are embedded into practice ECERS recommendations are implemented and the assessment tools continue to support outcomes for pupils. Environment is highly stimulating and reflects children’s backgrounds and wider community. Assessments are based on FS1 and FS2. Leadership and Management Continuity and progression across the foundation stage in monitored and evaluated Risk assessments are reviewed Planning significantly enhances outcomes for pupils. Overall Effectiveness All aspects are good with at least one outstanding.

12 Overall Effectiveness Striving for Outstanding Everyone involved, everyone responsible


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