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					                          KINGS FURLONG JUNIOR SCHOOL

                SCHOOL IMPROVEMENT PLAN 2009 – 2012

                            STRATEGIC PLAN 2009 - 2010

                             Growing and Learning Together   1


REVIEW OF 2008-9











                          Growing and Learning Together   2
                                          MISSION STATEMENT

                                ‘Growing and Learning Together’

                                         AIMS OF THE SCHOOL

                                               To promote
                                            positive personal       To provide a caring and
      To develop the child                   attitudes, values      stimulating atmosphere,
       as a whole person,                  and beliefs which          where everyone feels
       supporting them to                       respect the         secure and motivated to
       fulfil their potential             religious, moral and          participate in the
       and celebrating the                  cultural values of        processes of learning.
         achievements of                    others in society.

                                                                  To maintain a Rights
                                                                  Respecting culture in
                                                                      school, where
                                                                       children are
 To provide                                                       responsible members
   equal                                                            of the school and
opportunities                                                      wider community.
   for all

                                                                  To develop positive
    To have high                                                 teacher/parent/child
 expectations, work                                                relationships and
     hard, both                                                      establish open
 independently and                                               partnerships between
 with others, and be                                               school and home
    prepared for

                                           To develop self-       To develop lively,
                                             respect, self-      enquiring minds and
                                         confidence and self-     a love of learning,
                                          reliance, showing       with the ability to
    To encourage children                                          question, discuss
        to acquire the                   awareness of and a
                                           sensitivity to the    rationally and think
    knowledge, skills and                                           independently.
     concepts needed as                    needs of others.
        good life-long

                                Growing and Learning Together                                  3
                     School Improvement Plan – Review of 2008 – 2009
After a very challenging year during 2007-8 which began with Mr Wellington‟s long term absence 2
days before an Ofsted inspection, 2008-9 has seen the school move into a far more settled period.
Mr Wellington took early retirement in December 2008 which enabled the Governors to successfully
recruit a „new‟ Head teacher from April 1st 2009, in the form of Miss How who had been Acting Head
for the duration of Mr Wellington‟s absence. This meant that the posts of Assistant heads could be
formally ratified by the Governors, and from June 1st 2009 Miss Dunn and Mr Hanson were able to
continue in the roles which they had „acted‟ so competently for over a year. Our long standing SENCo
(Special Educational Needs co-ordinator) also retired at Christmas and we have been fortunate
enough to appoint a very experienced replacement who fulfils the role on a full time basis now, and
„tops up‟ the Senior Management Team (SMT) with her whole school overview. 2 temporary class
teachers have now been made permanent; 3 teaching assistants have left and 3 new ones been
appointed - the school can now proceed into 2009-10 with a stable and committed staff.

Over the year, a clear framework for distributed leadership has been established through the acting
assistant heads and SENCo who have held their teams accountable for the progress of the children
in their care. They have also led improvements in teaching and learning through mentoring and
coaching their teams and increasing the number of „good‟ lessons observed. Thus we have continued
to focus on the outcomes of the 2007 Ofsted inspection when the school was graded as
„Satisfactory‟ overall and given the following targets:
     Improve the quality of teaching and learning by providing work that meets the needs of all
         Improve the rate of pupils‟ progress in English and mathematics particularly in Years 5 and 6
         Provide more challenging, whole school, targets in core subjects
Once again, these targets have formed the basis for all school improvement initiatives over the last
year and continue to influence our strategic plan for the next three years.

Review of actions undertaken 2008-9
    Whole staff „Vision and Values‟ INSET day at the start of the year to establish a shared
      understanding of what we would like the school to be like in 3 years time; followed by year
      team action planning and a revision of the school Teaching and Learning Policy.
    Subject manager interviews in September in order to consider how each subject could
      contribute to the achievement of whole school targets; in particular the improvement of
      standards of achievement and rates of progress in maths and English. This was followed by an
      INSET day in February for subject managers to evaluate standards and achievement in their
      subjects, review their action plans and prepare their budget bids. There has been a significant
      drive to provide good cross curricular opportunities for maths and English. This will continue
      during our curriculum review next year.
    Year 6 booster classes to provide targeted support for children with barriers to learning that
      might prevent them achieving level 4 at KS2.
    Rigorous performance management for all staff with targets which link to school improvement
      drivers. This has ensured a commitment from all staff to raise standards and improve rates of
    Regular lesson monitoring through observations conducted by the Head teacher in order to
      provide feedback about effective teaching and learning. Focus: are class teachers providing
      work that meets the needs of all pupils? The „flexible‟ maths lesson, developed last year, has
      now been embedded in practice and teachers are better able to use formative assessment to
      effectively differentiate work and increase the personalisation of learning for all pupils.
    The implementation of writing A.P.P.s (Assessing Pupil Progress - from the National Strategy)

                             Growing and Learning Together                                                4
          in order to improve teacher assessment of writing and provide a clear idea of „next steps‟ for
          each writer. These are shared with the children in their writing targets.
         The local authority funded a literacy consultant for 2 twilights and one day in order to
          support English planning – in particular, planning for differentiation in writing.
         Staff INSET on speaking and listening has increased staff knowledge and understanding of
          speaking and listening objectives. Success criteria for „group discussion‟ have been developed
          and shared with the children who are able to evaluate their own progress where lessons have
          been planned to teach the group discussion objectives. This ties in well with our „Rights
          respecting‟ ethos and the TASC wheel (Thinking Actively in a Social Context) activities
          introduced last year.
         Monitoring of reading by the English manager has highlighted the need to plan structured
          reading opportunities for the whole class while the class teacher/T.A. is reading with the
          guided group. Further work to develop staff expertise in levelling reading using the reading
          assessment foci has taken place, enabling staff to improve their planning of reading activities
          taking place within the groups. This will support the use of reading A.P.P.s to be developed
          next year.
         Book sampling by the English manager and Head teacher highlighted the need to review and
          revise the marking policy. This has further supported the use of A.P.P.s to level children‟s
          work (in both maths and English) as teachers need to use their marking to leave an evidence
          trail that will support their levelling decisions. This also acts as formative assessment which
          provides clear „next steps‟ to be shared with the children.
         Termly progress meetings involving the leadership team, SENCo and class teams. Class data is
          tracked carefully so that we can celebrate success and share strategies to support children
          not making appropriate progress in reading, writing and maths. These children are monitored
          by the assistant heads during lessons and followed up at regular team meetings.
         The implementation of French teaching and learning in Years 3 and 4. This has been supported
          by funding from the L.A., gained by establishing a MfL network with cluster schools, which has
          enabled us to buy quality resources and engage with training.
         With 20% ethnic minority children and 15% of pupils with English as a second language (EAL),
          the school has been pleased to receive the support of the local authority EMTAS team (Ethnic
          Minority and Traveller Achievement Service) through its „Project 32‟ involvement. Pre-
          tutoring home-link books have been established which enable EAL children to get to grips with
          vocabulary and concepts before they are taught. This has increased their engagement with
          the learning and improved their chances of success. These books have also been found to be
          effective in supporting other children with barriers to learning identified during progress
         A very successful intercultural week was held in March. EMTAS were able to provide us with
          bi-lingual support assistants who gave language tasters in Polish, Bengali, Mandarin and Nepali.
          We drew on the talents of our EAL children who also gave their peers a taste of their home
          languages and cultural backgrounds. A French theatre group performed to the school in
          French and challenged stereotypes; and a Bollywood dance group provided workshops for each
          year group which, judging from their evaluations, the children thoroughly enjoyed.
         ICT provision has been enhanced by the purchase of 34 laptops for use in the classrooms. This
          was paid for through extended schools funding which also provided the installation of a
          wireless network. Using this funding has enabled us to decommission our former ICT suite and
          refurbish it as a community room for use by extended schools services and the wider Kings
          Furlong family. EMTAS have provided a tutor for a group of EAL parents who already use the
          room for 2 hours a week. We hope to provide parenting courses as well as literacy and
          numeracy courses that will support parents with helping their children at school. This will be
          further developed over the coming year.
         Extended schools „Capacity Building‟ funding was successfully applied for and used to pay
          support staff to run a Family Library Evening once a week, and a Healthy Eating (Cookery) club
                             Growing and Learning Together                                              5
          once a week, for a year.
         One of our mum‟s has established a mum‟s netball club using the school grounds in the Summer
         Having already gained Rights Respecting School status at level one, we are continuing to
          embed Rights work in our school practice. Each year group now has a Book Study for each
          term which not only covers literacy objectives but also draws on issues related to the UN
          Rights of the Child. The School Rules have been redrafted as a Rights Respecting Charter
          which the PSHE manager developed in collaboration with the children. This has filtered into
          lunchtime behaviour management procedures where a new lunchtime behaviour form is now
          being trialled by the lunchtime supervisory assistants to help children reflect on the
          consequences of their behaviour. Our Behaviour Management Policy has now been reviewed by
          the whole staff, and updated to take account of these Rights respecting elements.
         Improved liaison with Cranbourne Business and Enterprise College (CBEC) has enabled the
          School Council to work with CBEC‟s Anti-Bullying Crew to develop their understanding of what
          bullying is and what can be done about it. School councillors led workshop activities back in
          their own classes during National Anti Bullying week, and later developed a school anti-bullying
          leaflet which was distributed to all children. Following on from this, a team of 48 volunteer
          peer supporters („Smiley Faces‟) were trained by Childline in order to help develop their
          problem solving skills (active listening, positive mediation) so that all children can find support
          from their peers at break times. All classes now have well established worry boxes.
         To support Healthy Schools/Eco schools all Year 6 children have had the opportunity to take
          part in Bikeability training. Bike stands have been installed using travel plan money and
          children have Bike passes which entitle them to cycle to school.
         The Head teacher has completed the National Professional Qualification for Headship
         The Head teacher has been on a local authority Child Protection Liaison Officer (CPLO)
          update course, and all teaching staff have received Child Protection training from the
          Basingstoke Locality Team.
         6 members of staff, including the Head teacher, have been restraint trained in order to deal
          with a child who has very challenging Autistic Spectrum Disorder.
         The Head teacher and Admin Officer have attended Safer Recruitment training, along with
          the chair of the Governors Personnel committee.
         Thanks to the hard work of the Admin Officer a nd a small team of Governors, the school has
          been accredited with the Financial Management Standard in Schools (FMSiS)
         A Health and Safety working party comprising the Head teacher, caretaker, Health and
          Safety staff rep. and two members of the Governors Premises committee, has steadily
          worked its way through the raft of new Health and Safety initiatives from the County. All
          staff have undergone Fire Safety training courtesy of our accredited Fire Marshall (Mrs
          Webber, caretaker)
         Book Week and School Grounds Week were celebrated as usual. These events offer us a
          brilliant opportunity to broaden the curriculum and present learning opportunities that are
          more cross curricular.
         The Home School Association still lacks any parental support but, despite this, the school ran
          its second fundraising day with Sponsored Super Sports Skills in the morning followed by a
          picnic at lunchtime and the children‟s Enterprise Fair in the afternoon. Liaison with CBEC
          provided support from Year 10 children who helped our children develop their business plans.
         In recognition of the unrelenting pressure on staff to improve outcomes for the children, a
          „Wellbeing of the Workforce‟ staff meeting, to which all staff were invited, took place.
          Outcomes from this will need to be embedded in practice over the coming year.

                              Growing and Learning Together                                                 6
                           SCHOOL IMPROVEMENT PLAN
                             Rationale for 2009 – 2010

This year we have undertaken a major staff consultation (on a professional day closure) and surveyed
the parents, governors and children (via the School Council) in order to gain the views of all
stakeholders before revising the School Improvement Plan.
The progress of the School Improvement Plan (S.I.P.) is reviewed at meetings of the Governing Body.

The school recognises the continued need to increase rates of progress in English and maths across
the key stage and within year groups in order to improve standards and achievement at Kings Furlong
Juniors. The Senior Management Team and Local Authority advisers have planned a variety of
strategies to do this, under the following headings:
    Securing attainment in Year 6
    Developing teachers‟ understanding of pupils‟ learning
    Improving progression
    Developing literacy across the curriculum
    Developing enquiry based teaching through science

The end of Key Stage 2 results for the school year 2007-2008 showed that Maths attainment had
improved on the previous year‟s results (CVA 100.1 – 100.3). However, further analysis of Contextual
Valued Added data showed that similar children in similar schools are doing better. Performance in
English was significantly below that of similar schools in similar contexts although there were huge
issues surrounding the marking of the KS2 writing papers last year. In all subjects apart from
English, attainment is broadly in line with National Average. Attainment in English is significantly
below the National Average. Science attainment and achievement remain high but lower than in
previous years. The focus on scientific enquiry for testing purposes necessitates very wordy
questioning which is challenging for children under achieving in English, as well as for those with
special needs or who have English as an additional language. English and maths therefore continue to
be top priorities for school improvement planning, as reflected under the strategies listed above
which are developed in further detail in the strategic improvement plan.

Providing work to meet the needs of all pupils has become a major focus for staff development since
the Ofsted inspection in September 2007. Assessment for learning in order to plan „next steps‟, then
structuring a „flexible‟ and well differentiated lesson will remain a priority for all teachers. Our
School Improvement Partner (S.I.P.), Andy Heyes, will deliver INSET on effective learning using a
„6D‟ lesson model. This will become a focus for monitoring observations and performance management.
Opportunities for P.O.T. (Peer Observation Time) will be provided so that staff can see how their
peers deliver the „6D‟ lesson to improve learning outcomes and rates of progress. The purchase of
video cameras will facilitate staff self evaluation and further improve the quality of teaching and
learning. The continuation of government initiated A.P.P.s (Assessing Pupil Progress) will support
teachers in developing their teacher assessment of Reading, Writing and Maths. Use of „The Big
Write‟ in English once a week will improve children‟s independent writing, their understanding of their
own „next steps‟ and refine teachers‟ subject knowledge.

We will continue to level and moderate standards in writing, reading and maths. This will be
supported by English and maths consultants and ensure consistency in assessment across the whole
school. Termly pupil progress meetings will continue to be held so that barriers to success, and how
to overcome them, can be identified and intervention strategies reviewed. English and maths
consultants and our S.I.P. will be engaged in this process to ensure that all staff are clear about
curricular targets for cohorts and individuals. The use of SIMs Assessment Manager 7 will enhance
the analysis of data and provide information about how different groups of learners, especially the
                           Growing and Learning Together                                               7
vulnerable groups, are achieving our challenging whole school targets of 2 sublevels progress each
In order to support improvements in English and maths across the school, the assistant heads will
focus part of their non contact days on working alongside staff to raise standards of teaching and
learning in English and maths and ensuring that progress becomes consistent across the key stage.
This will also provide greater opportunity for the rigorous monitoring of the quality of teaching and
The Senior Management Team (S.M.T.) will participate in a coaching project along with 3 other
schools which will develop the use of coaching skills as a leadership tool. This has been partly funded
by the local authority and will draw on the expertise of Dr Neil Suggett to lead the developments
over the next 2 years.

Building on last year‟s INSET we will continue to develop speaking and listening skills and strategies
in order to provide our children with opportunities not only to structure their ideas, but also to
problem solve, raise questions, develop vocabulary and refine their social skills. These apply to all
curriculum areas. Opportunities to explore Philosophy for Children (P4C) will be presented, in order
to foster communities of enquiry, and develop reasoning abilities in learners of all ages.
The TASC wheel and strategies for problem solving, such as heuristics in maths, will be revisited
over the coming year to promote the development of higher order thinking skills. We need to ensure
that the methodology is firmly embedded in practice. Further opportunities for „active learning‟ will
be researched, applied to curriculum planning and explored in the classroom.

The Senior Management Team (S.M.T.) will research different curriculum models in order to develop
a curriculum that best meets the needs and interests of the Kings Furlong learner, whilst
implementing the outcomes of the final Rose report on the curriculum. By ensuring that the
curriculum is developed in interesting ways and by motivating the children, we aim to raise standards
further. All subject managers will be ensuring that wherever possible cross-curricular links are
extended to make learning more relevant and interesting by putting learning in a context. Their focus
will be to contribute to the whole school target of increasing rates of progress in English and maths.
MAST (Monitoring and Support Time) will be provided to facilitate this. They will also further
develop the appropriate use of ICT.

„Pupil Voice‟ will continue to be developed through the School Council and Peer Support Team (The
Smiley Faces) whose role at break times will enable children to problem solve and resolve issues. This
should reduce any incidences of bullying.
Following their training in 2009, our „Young Interpreters‟ will play their part in inducting new E.A.L.
pupils to the school, so that they feel safe and happy, and can adapt well to their new surroundings
and make good progress.

In order to meet the needs of our high number of children on the Special Needs Register (31% SA
SA+) or with E.A.L. (English as an Additional Language) (15%) we need to continue to spend a large
proportion of our budget on “special needs” support. We plan to draw on the expertise of our
Teaching Assistants to implement appropriately diagnosed intervention strategies meaning that their
roles and relationships will be more flexible and diversified. We plan to introduce child-friendly
I.E.P.s (Individual Education Plans) in September, and use them to engage parents in reviewing the
provision for children on the special needs register at School Action/School Action Plus. We will
continue to work with E.M.T.A.S. on Project 32, which supports the teaching and learning of ethnic
minority/E.A.L. children.

There is a limit to the support available from the Educational Psychology Service, Behaviour Support
Team (BST) and Child and Adolescent Mental Health Service (CAMHS) and it is for these reasons
                           Growing and Learning Together                                                  8
that we continue to emphasise maintaining good standards of behaviour. To support this we continue
to promote the values of Rights, Respect and Responsibility (RR & R) which underpin our ethos. We
have one trained Emotional Literacy Support Assistant (E.L.S.A.) who has designated time to support
vulnerable children, but would like to train another to share this ever increasing role.
We are continuing to work towards Rights Respecting School level 2, Healthy School Status and Eco
School status (Green Flag)

Kings Furlong Junior School wishes to be placed firmly at the heart of the community that it serves.
In order to strengthen our links with the community we will promote the use of our new community
room with the extended schools services and other organisations that can provide appropriate events
to support engaging our parents and the wider Kings Furlong family. We will continue to work closely
with our cluster schools (Kings Furlong Infants, Cranbourne Business and Enterprise College
(C.B.E.C.), St. John‟s Primary, Manor Field Infants and Juniors, Chalk Ridge Primary, Oakley Infants
and Juniors) and are delighted that our new Parent Support Adviser (P.S.A.) will be able to use our
community room to work from when she has her time with us.
We look forward to continuing our strong relationship with C.B.E.C.s Welfare Officer, Lisa Stokes,
who has been so pro-active in sharing her Anti Bullying Crew and Peer Support expertise with us. Our
close links with C.B.E.C. will also support our Enterprise projects as well as the now-established
annual Cluster Student Council Conference and Kings Furlong Transition Council which looks at the
issues surrounding transfer between all Key Stages.
We will continue to head-up the Foreign Language network which will improve transition between the
network schools (Oakley Juniors, St John‟s Primary, Park View Juniors) and their KS3 partners. In
order to strengthen our links with the global community we will actively seek to make links with other
schools in the U.K. and Europe, via the Comenius project, and the wider world through the British
Council/Global Gateway.

Last year saw an increase in the Governors involvement in strategic developments (Financial
Management Standard in Schools (F.M.S.i.S.), health and safety, personnel (safer recruitment and
succession planning) and community cohesion (extended schools provision)). Their knowledge of the
day-to-day goings has been enhanced by the introduction of a Weekly Governors Bulletin, written by
the Head teacher and forwarded by e-mail at the end of each week.
This year the Governors will increase their interface with the school community through strategies
such as link-governors (linked by subjects or by class) and Governor of the Month, who will visit
school and engage with us in different contexts.

The school‟s marking policy will be reviewed and revised so that guidelines for the collection of
evidence to support teacher assessments can be established.

                           Growing and Learning Together                                             9
School Improvement Planning July 2009 – Pupil Consultation Responses – all classes.
           Suggestions/ideas                                                     Response/Impact
   1. More bins and litter signs            1. This will really improve our environment – if we can stop people dropping litter at
   2. Vegetable patch for children to           break time
       look after                           2. Lovely idea – it is important for children to learn how to grow and care for things.
   3. Decorate the wall in the quiet        3. This would brighten up the quiet area, but it would be very expensive.
       area                                 4. Good idea – how could we organise it?
   4. Healthy tuck shop                     5. We have no more room for a bigger football pitch!
   5. Bigger football pitch                 6. Lovely idea but incredibly expensive to run. We can use Cranbourne‟s pool.
   6. Swimming pool                         7. We have lots of trees for shade. Children should be indoors if it‟s raining.
   7. Gazebo for sun/rain protection;       8. Lovely idea – but we have no spare rooms to use.
   8. Fun/chill out room with bean          9. Great idea: children could use the school grounds for learning a lot more often – we
       bags /activities for class of the        would need to do some serious fundraising!
       week                                 10. We have lots of plants both inside and outside school, which make our school grounds
   9. Outside classroom                         interesting and pretty – not sure what this means.
   10. Plants                               11. The playground is looking very old and worn out so we are going to have it resurfaced
   11. Markings                                 and have new markings. This will make playtimes interesting and fun.
   12. Solar panels on the roof             12. Brilliant idea – very environmentally friendly. Need to research this!
   13. Teachers walk to school if they      13. Most teachers who can, do walk to school. This helps the environment, but we have
       can                                      lots to carry!
   14. Pond/wild area                       14. We already have a lovely wild area in the corner of the field. A pond would be very
   15. Activity centre                          educational but they do take a lot of looking after. We also get vandals at night and
   16. Zip wire                                 during the holidays. It‟s a big commitment for any school.
   17. New bench                            15. 16. Need more details
   18. bird feeders                         17. We are getting new benches when the playground is resurfaced. The benches under
   19. Bridges                                  trees will also be repaired. This will improve break times.
   20. Trees and flowers                    18. Bird feeders would be great to encourage wild life – very educational. Can Year 5
   21. Brighter colours                         make us some?
                                            19. 20.21. Not sure what these mean – more info needed.

                          Growing and Learning Together                                                                                 10
                       Suggestions/ideas                                                         Response/Impact
            1.    More school trips                       1.     These are very educational, but can be very expensive. We need to make sure
            2.    More learning outside of the                   everyone contributes towards the cost, otherwise we can‟t go.
                  classroom; more nature–related          2.     Excellent idea. The teachers will try to plan more of this into their topic plans.
                  work                                    3.     Great idea. We hope to do a lot more of these because we know children learn a lot
            3.    More „project work‟; more topic                from them
                  based days; science day                 4.     If we give children the opportunity to plan their own projects, then they will have the
            4.    Learn about Egyptians;                         chance to study things they enjoy – like those things mentioned.
                  prehistoric animals                     5.     Teachers do try to plan drama in where possible. We know children enjoy role play
            5.    More drama opportunities                       and learn a lot from it
            6.    More „hands on‟ TASC wheel type         6.     Teachers will try to plan more of these too – it improves learning.
                  activities; make lessons more fun       7.     ) We hope to plan more cross curricular activities in our topic work in the
                  – learn through games and               8.     ) future. We know children really enjoy these subjects.
                  activities                              9.     We always buy lots of reading books each year to keep our stock fresh and
            7.    More science and history                       interesting. We will be buying lots of new Home Readers next year.
            8.    More arts and crafts                    10.    Some year groups already do cooking, and we do have a cookery club. Teachers will
            9.    More reading books                             see what other opportunities there are for cooking.
            10.   Cooking                                 11.    We have just introduced French in years 3 and 4. This will continue into Years 5 and
            11.   Languages                                      6. We also do other language tasters from time to time (Intercultural week)
            12.   Easter art swap day                     12.    The teachers will see what they can do!

                                 Growing and Learning Together                                                                                             11
              Suggestions/ideas                                                     Response/Impact
     1.   More homework                      The range of responses here shows how personal „Homework‟ is. As a school we have to try
     2.   Project work/independent           and plan things to suit the majority of people – this includes the pupils, teachers and
          research/more practical            parents.
          activities/research-based          Responses in other areas have shown us that children like project work and research, so we
          questions                          will try to put more of that type of homework in, and give more time for it to be completed.
     3.   Make it challenging and more fun   Homework club to support children is a great idea, and we will see what can be organised.
     4.   Monthly homework                   Homework is here to stay! It lets parents know what is going on and gives them a chance to
     5.   Homework club                      support their children. It is very useful for practising the „basics‟ – reading, times tables and
     6.   Homework out on Mondays, in on     spellings are very important.
     7.   Less homework
     8.   Make homework easier

                             Growing and Learning Together                                                                                       12
               Suggestions/ideas                                                    Response/Impact
     1.   Introduce themselves and what      The governors realise that not many people know who they are and what they do, so they
          they do                            have planned a few activities:
     2.   Meet them                                      Governor of the Month – will come in and meet children
     3.   We don‟t know what they do!                    2 governors will be linked to each year group – and follow those children
     4.   „Come in and see children‟ week                   through school
     5.   Know their names                               The chair of governors will come to a school council meeting to talk about her
     6.   We don‟t know who they are                        role in supporting and challenging the school
          (meet them)                                    Governor afternoon tea – to meet with parents and staff
     7.   Visits – get to know them                      Governor photos on display
     8.   Help out in lessons                This will help the Governors to find out more about us too! Governors have a really important
                                             part to play in improving the school.

                             Growing and Learning Together                                                                                   13
Community links
            Suggestions/ideas                                                       Response/Impact
   1. Open school at evenings and             1. The school is owned by Hampshire County Council and they have strict rules about
       weekends for „fetes‟ etc. invite           who can use the building and grounds. People can use them – we have to be very
       everyone; use field at weekends            careful who wants to use them in case they can‟t be trusted.
   2. More local authors to come in/          2. We are always on the look out for local authors/famous people. We don‟t have a lot to
       famous person – Basingstoke                choose from!
   3. Adopt a „pet‟ from Marwell              3. There are lots of schemes run by zoos to „adopt‟ animals. They usually cost money, so
   4. Local services (fire etc) to come           we would have to decide that they were good value for money, and that every child
       in more often                              would benefit.
   5. Have a Christmas festival for           4. We usually have lots of community visitors over the year – they come as often as
       older people – save up, get                they can. Remember – they have other schools to go to as well.
       sponsors; at Christmas/Easter          5. It‟s a lovely idea to do something for the old folks. We help them out at harvest time,
       invite mums and dads and set out           but it would be nice to do something at Christmas. Perhaps our choir could sing for
       tables with Christmas                      them? Does anyone know of an old people‟s home that we could make links with?
       things/harvest links                   6. It would be lovely to have enough support to start up the Home-School Association
   6. Try to reintroduce HSA                      again. Perhaps you can persuade your parents to help?
   7. Parents in assemblies                   7. Next year, parents will be invited in to the whole school sharing assemblies on a
   8. Animals                                     Friday afternoon. We think it would be great to get mums and dads in to see what
   9. Sports                                      we‟re getting up to.
   10. Bakery for cooking club                8. and 9. Not sure what these have got to do with Community links. Need more detail.
   11. Help the community                     10. I don‟t know of a local bakery that could help out with cookery club. Do you?
   12. History visitors                       11. Good idea – we like the idea of our pupils helping out in the Community. Please keep
                                              your eyes and ears open for any opportunities
                                              12. We try to get in as many visitors as we can for every topic. If you know of any good
                                              visitors that live locally, let us know!

                          Growing and Learning Together                                                                                    14
          Suggestions/ideas                                                         Response/Impact
  1. People to take us to class when          1.   There are far too many children who arrive in school late. Mrs O‟Brien and Mrs
      we‟re late                                   Walker are too busy to do this job. Children need to come to school on time!
  2. Miss How to teach each class for         2.   Miss How really misses being in class and would love to have the time to teach every
      1 hour                                       class for one hour. She‟s pleased that children would like her to teach more. She will
  3. They‟re helpful                               do her best to teach a few more lessons next year!
  4. When children need medicine,             4.   There are lots of children who need medicines – Mrs O‟Brien and Mrs Walker would
      the office staff should come to              not have time to leave the office to go and give out medicines round the school.
      them                                         That‟s why it‟s better to have children come to them.
  5. Cash system                              5.   Not sure what this means
  6. Lost property person                     6.   If all children had their clothing named, it would be easy to return lost property to
  7. Letters for children (newspaper)              the owner and then time would not be wasted looking for it. Children need to check
      [See next section]                           that everything is named.
  8. Get to know them and find out            7.   It‟s not really necessary to give children information by letter – we can usually tell
      what they do                                 them everything they need to know. We like the idea of a children‟s newspaper, which
                                                   children can write letters to. It would take quite a lot of organising – I wonder if any
                                                   children would be keen enough to set one up?
                                              8.   It would be great if Mrs O‟Brien and Mrs Walker could be invited into class circle
                                                   times next year. Then everyone could get to know them - any offers?

                          Growing and Learning Together                                                                                       15
            Suggestions/ideas                                                        Response/Impact
   1. Texts – more/problems with              1.    We have had lots of positive support for our text messaging system. It‟s very quick
       internet – would prefer                      and cheap – and we know that the message has reached its target – unlike paper
       letters/E-mail better – mum gets             letters! Parents can always request a paper copy of the newsletter if they wish.
       annoyed with text messages             2.    We always give as much notice as we can of events before they come up. Sometimes
   2. Earlier notice – important events             we get it wrong – for which we apologise.
   3. Children‟s webpage                      3.    A children‟s web page is a brilliant idea. There is a children‟s page on our website. It‟s
   4. Dinner ladies to use walkie-                  very easy to put things on there – you need to pester your teacher!
       talkies to communicate                 4.    We have got some walkie-talkies in school. We need to check they‟re working and get
   5. Good already                                  the dinner ladies to give them a try.
   6. More adverts –for example               5.    Brilliant!
       awareness of other activities          6.    We try to let everyone know what‟s going on. Sometimes there are lots of adverts
       happening                                    around the school, but children don‟t take good care of them - they get torn and drop
   7. Write our letters in Home-                    off the wall then children walk on them and don‟t think to pick them up. When
       School books                                 children take greater responsibility for keeping the school looking nice, we will be
   8. Children to be allowed to bring in            able to put up more posters.
       mobile phones in case of               7.    It would take much too long for children to write letters in this way.
       emergency to or from school (to        8.    We cannot take responsibility for children‟s valuables in this way.
       be held by the teacher)                9.    Parents are always welcome to get in touch with their child‟s teacher if they want an
   9. More frequent communication                   update on progress
       with parents about child‟s             10.   We like the idea of a children‟s newspaper. It would take quite a lot of organising – I
       progress                                     wonder if any children would be keen enough to set one up?
   10. School newspaper

                          Growing and Learning Together                                                                                          16
Behaviour, attitudes and values
            Suggestions/ideas                                                       Response/Impact
   1. Punishments for talking in              1.    Children who talk in assembly are supposed to miss their playtime. Not sure what the
       assembly (but better words?)                 last part of your suggestion means
   2. Choose who you sit next to              2.    There are occasions when children are allowed to choose who they sit next to. If
   3. Severe punishments – more –                   children could be relied on to make the right choice, it would not be a problem. That‟s
       when you get a yellow form; lose             why we leave it up to teachers to make the final decision.
       all privileges                         3.    Getting a yellow form is a really serious thing – that‟s why we let parents know. We
   4. Nicer dinner ladies                           hope that parents support school by taking away privileges at home. This will have a
   5. To develop the rewards system –               greater effect on changing bad behaviour.
       an activity bag if they get „star      4.    Our dinner ladies do a really difficult job and need to be treated with respect. When
       of the day‟                                  they are not treated respectfully it makes their job even harder to do – which can
   6. Mopeys/smileys made better –                  affect how they might seem to children. They are all lovely people who want children
       when „good‟ get stickers for a               to have a happy lunchtime. They need children to be kind and helpful.
       chart at the end of the day            5.    Our rewards system is well developed and there are lots of opportunities for people
       which builds up to a reward                  to earn certificates and stickers. Please discuss with your class teacher any other
   7. Prizes for good behaviour                     ideas you might have.
   8. Teachers send children in if they       6.    As above
       swear or are unkind                    7.    As above
   9. More male teachers                      8.    That is what they are supposed to do!
   10. Time out area (in class?)/„Time        9.    There are more women than men in teaching. When a teacher applies for a job at our
       Out‟ spot                                    school, our first job is to make sure that they are a good teacher. We would never
   11. „No Bullying‟ signs                          appoint a teacher just because they are male.
                                              10.   „Time out‟ comes after a child has persistently disrupted a class. It is important for
                                                    the child to be sent to another class so that the class can get on with their learning.
                                              11.   Good idea! Perhaps we can make some during „Anti-Bullying‟ week next year?

                          Growing and Learning Together                                                                                       17
After school activities
           Suggestions/ideas                                                    Response/Impact
   1. Football club – girls and boys      What a huge range of things that you are interested in!
   2. Y5/6 cooking club                   We are always on the look-out for people to run a range of after-school clubs. Some
   3. Drama club                          teachers volunteer to run a club in their own time – so we are very lucky.
   4. Cricket club                        We will see what else we can organise in the future.
   5. Bat and ball games
   6. Language
   7. Dance club
   8. After-school club in school to
       avoid travelling
   9. Swimming
   10. Fun clubs and activities
   11. Tennis
   12. Multi-skills
   13. Design technology (make things)
   14. Y3/4 football
   15. Kick boxing
   16. Clubs to share toys
   17. Get active thing
   18. Chance to talk about problems

                          Growing and Learning Together                                                                         18
What things please you most about Kings Furlong?
       We‟re pleased because…                                                Response/Impact
  1. Do quite a lot of sport           There are a lot of positive statements here, which is very pleasing. We need to keep these
  2. School trips                      good things going, and build on them to make things even better.
  3. Teachers
  4. Good areas for creatures
  5. Opportunities to do swimming
      and go to Stubbington
  6. Kind pupils and teachers
  7. Friendly
  8. Good subjects
  9. Trips and privileges
  10. Golden Time
  11. D & T
  12. Playing
  13. We are an educational school
  14. You get certificates if you
  15. PE provision
  16. Enterprise activities
  17. Choir
  18. Peer supporters
  19. Quiet area
  20. Teachers are friendly
  21. Assemblies are good
  22. Everyone is fair
  23. Dinner time staff – good
  24. Y6 duty rota

                          Growing and Learning Together                                                                             19
What do you think we could do better?
           Suggestions/ideas                                                        Response/Impact
  1. More languages and cultures              1.    We have just introduced French in years 3 and 4. This will continue into Years 5 and
  2. More PE, history, geography                    6. We also do other language tasters from time to time (Intercultural week)
  3. Diary (planner)                          2.    We hope to plan more cross curricular activities in our topic work in the future. We
  4. Nicer dinner ladies                            know children really enjoy these subjects.
  5. Make lessons more fun – learn            3.    More details needed – need to know what it would be for.
      through games and                       4.    Our dinner ladies do a really difficult job and need to be treated with respect. When
      activities/subject games                      they are not treated respectfully it makes their job even harder to do – which can
  6. Less duties in Y6                              affect how they might seem to children. They are all lovely people who want children
  7. Children to improve their                      to have a happy lunchtime. They need children to do the right thing.
      behaviour                               5.    We know that children like to be actively involved – we will try to find more games
  8. Improve ways of „telling children              type activities to go with each subject.
      off‟                                    6.    Year 6 children play an important role in leading by example in Year 6. They are the
  9. Have cups if you forget your                   most able to do things the right way, and by Year 6 they should be ready to
      water bottle                                  contribute to our school community with the few simple duties that they do on a rota
  10. Equipment – PE/playground                     basis.
  11. Allowed to use library at               7.    We would love some children to improve their behaviour – that‟s why we spend such a
      break/lunch time                              lot of time supporting children in learning to do the right thing. That‟s why we need
  12. Gazebos/more shelter in                       Year 6 to carry out their duties, and the peer supporters to help with play times.
      Summer.                                 8.    More details needed please!
                                              9.    It is important that each child has their own water bottle, however there should be
                                                    cups available for children to use if they forget it. All children should be able to have
                                                    a drink of water if they need it.
                                              10.   More details needed.
                                              11.   Great idea. We need the librarians to help out in there – perhaps have a rota for
                                                    librarians, and a rota for classes?
                                              12.    We have lots of trees which provide huge areas of shade all round the school field.

                          Growing and Learning Together                                                                                         20
Any other suggestions…
           Suggestions/ideas                                                           Response/Impact
   1. Tidy up the courtyard                    1.    It would be great to have a little working party to tidy up the courtyard. The
   2. Have mentors                                   caretaker would be delighted for some volunteer helpers. Let her know!
   3. No grey walls                            2.    Your teacher is your mentor. However, the peer supporters are trained as mentors.
   4. Old school dinner potatoes back                If you need to talk something through, just let them know.
   5. More visitors to classrooms              3.    We have plans to decorate the „grey‟ stairwell, so that should help – we won‟t paint it
   6. A class/school pet                             grey again!
   7. Year 3,4,5 should play football all      4.    Not sure what this means, but I will ask the school cook.
       day                                     5.    We usually have lots of community visitors over the year – they come as often as
   8. Maybe we could have a book club                they can. Remember – they have other schools to go to as well. Look out for the
   9. Somewhere for peer supporters                  Governors coming in next year!
       to meet                                 6.    Lovely idea – I will investigate!
   10. First aid dinner ladies marked          7.    If this is what you want, then why come to school?
       for easy identification                 8.    We have 2 book clubs that run in school. Please ask Mrs Scott if you are not sure.
                                               9.    We are very short of space in school. We do not have a room that peer supporters
                                                     could meet in. However, if they have any problems, they should see their class
                                                     teacher or the Head teacher.
                                               10.   All dinner ladies are trained in first aid

                           Growing and Learning Together                                                                                       21
School Improvement Planning June 2009 – parental responses (12 = 5.5%)
              Strengths                Areas for development                      Response                             Impact
 Attractive, orderly, good; big   More involvement from pupils;      Gardening club; playground to be     School environment valued as a
 field; looks well maintained;    repaint the playground so the      resurfaced/repainted Summer          learning resource and a special
 lovely quiet area; flowers look  grids and templates are clear;     09; children able to use trees       place to relax and play. Clear
 lovely; grounds extremely well   needs a makeover, school looks     for shade when it is sunny;          expectations of respect for the
 kept; impressed by work that     cold and unfriendly from the       caretaker and children               environment impact on children‟s
 goes into cleanliness and the    outside; covered areas for shade frequently clear rubbish;              attitudes and behaviour. All
 garden; gorgeous plants.         when it is sunny; lots of rubbish  children reminded of their           stakeholders working
                                  around the entrance door;          responsibility to use litter bins;   collaboratively to raise funds to
                                  climbing equipment.                fundraising for adventure            improve provision, enhances
                                                                     playground launched on               community cohesion.
                                                                     Fundraising Day 09; exterior re-
                                                                     cladding 2003.
              Strengths                Areas for development                      Response                             Impact
 Has everything in it that is     Too much emphasis on tests and     Government APPs (Assessing           Teachers will have clear
 needed; seems inspiring and      assessments from as early as       Pupil Progress) will develop         knowledge of „next steps‟ for
 varied; good; OK; good range of  Year 3.                            teacher skills in ongoing teacher    each child and can differentiate
 school outings to support                                           assessments and reduce the           work appropriately.
 curriculum, interesting and                                         need for formal testing.             The curriculum becomes more
 informative; generally good                                         The school plans to review and       personalised and engages all
                                                                     revise the curricular provision in   learners.
                                                                     collaboration with the children
                                                                     so that it reflects their
                                                                     interests and backgrounds.

                          Growing and Learning Together                                                                                       22
             Strengths                    Areas for Development                       Response                             Impact
 The amount of homework is          A little inconsistent at times.      The homework policy to be           Consistent, whole-school
 acceptable; OK; fine; consistent   Daily reading – difficult to         reviewed/revised so that            approach to homework ensures
 and always marked; project work    motivate a reluctant reader,         practice is consistent across the   that all teachers, parents and
 stretching over a couple of        would rather this could be           school. We will take into account   children know the expectations.
 weeks has been fun; my child has   extended to cover things such as     the comments mentioned here         Homework provides an essential
 enough homework that they can      newspaper articles/non-              and ensure that there is no         support to children‟s ongoing
 cope with; the level of homework   fiction/internet research;           expectation for homework to be      progress.
 is always good and the spellings   sometimes there is loads and         done at weekends or over half
 and multiplications seem well      other weeks there is none; a bit     term holidays. Remind parents
 differentiated; we all like the    surprised that my daughter does      that they can talk to the teacher
 teacher‟s comments as it values    not get maths homework weekly        or use the Home-School book to
 the child‟s work.                  despite getting it last year; more   communicate issues surrounding
                                    „project‟ work stretching over a     reluctant readers at home.
                                    couple of weeks; prefer that
                                    homework is set to be done
                                    during the week so that children
                                    have weekends free; homework
                                    over half term holidays quite
                                    demanding if you also happen to
                                    be going away; the homework
                                    often has mistakes in it and
                                    sometimes photocopies are
                                    illegible; give more homework for
                                    children; homework to be given
                                    out on a Monday to be handed in
                                    and tested on a Friday so the
                                    weekend is free time to spend
                                    with the family having fun.

                          Growing and Learning Together                                                                                        23
 Community links
              Strengths                    Areas for development                     Response                             Impact
 The links are good especially        Are there any except CBEC? Not     Ensure that community links are    Parents aware of the school‟s
 with the Infants School and          very clear about what is done?     communicated clearly to parents    place in the community,
 offering of out of school            Perhaps this could be              via the website. Investigate       especially through the provision
 activities; OK; seem good.           communicated via the website?      opportunities for curricular       offered via the community room.
                                      Wonder if there might be an        community activities.              Children aware of their role
                                      opportunity to get children out                                       within the community, and how
                                      into the community as part of                                         they can contribute to
                                      curriculum?                                                           community cohesion.
             Strengths                     Areas for Development                      Response                          Impact
 Seems good and very responsive       Personally I have found that       Remind children of their           Money is kept safe at all times.
 if we need to ask questions etc.;    money for school trips has „gone   responsibility to use the school
 good. Love the new texting           astray‟ on more than one           system for placing money in the
 system as a reminder – so nice to    occasion and have had to insist    message box immediately.
 receive a positive message about     payment was made (usually found
 good class work; OK; I think the     later in classroom)
 new texting system is an
 excellent idea. I also like access
 to the letters on the website

                           Growing and Learning Together                                                                                       24
               Strength                    Area for development                        Response                            Impact
 New text message system good        Text messages go to the absent       Remind parents to make sure        Clear and timely communication
 in principle; good mostly; good –   parent so do not always receive      that we have correct contact       between all stakeholders ensures
 love the texting service;           them; not always (good) between      numbers; remind all staff to       that all parties kept informed
 teachers approachable;              parents/teachers when there          keep parents informed of any       and feel part of the Kings
 introduction of text messages       are any problems with other          problems via Home-School book;     Furlong community.
 very helpful. Always get a          peers; teachers often busy so        remind parents of KFJ „open
 personal response via Home-         more frequent „parents time‟         door‟ policy – teachers always
 School book very quickly; good      would be good for those that         available for consultation via
 communication from my child‟s       need it. 10 mins x 2 a year          phone or in person; ensure
 teacher; Home-School book is a      sometimes isn‟t enough; we have      parents given frequent
 great idea…                         found a few problems i.e. not        reminders that events, dates,
                                     being given dates of events until    times are posted on the website;
                                     quite late on even though we         staff to remind children to take
                                     have been told of the event          Home-School books home and
                                     itself beforehand. Would be nice     bring them back to school.
                                     to see the class teacher more; to
                                     be given out well in advance of
                                     event with time and date clearly
                                     stated (this due to last disco not
                                     being told of time until last
                                     minute); Home-School Book
                                     never comes home! Can you push
                                     for this please? I often feel left
                                     out of the loop; clearer and more
                                     timely communication e.g. disco
                                     details were provided 3 days
                                     before disco. Communication is
                                     not always clear to new families
                                     e.g. Year 3.

                           Growing and Learning Together                                                                                        25
 Behaviour, attitudes and values
              Strength                     Area for development                        Response                             Impact
 Generally happy; my child‟s         There are a couple of children      Children with behavioural issues     Children‟s social skills are
 friends seem well-behaved and       with behavioural issues and I       are dealt with on an individual      enhanced through structured
 have a good attitude; excellent –   don‟t think that other children     basis. Children may be asked to      play; children safe and enjoying
 we feel really confident that our   should be used as „mentors‟ or      play inside with a friend            school life; volunteers able to
 child is getting clear and          „carers‟ i.e. at lunchtime. Don‟t   (volunteer) so that social skills    contribute to school life and
 appropriate messages about          feel it is fair or safe; I don‟t    can be enhanced. A member of         have self esteem raised.
 working hard. Showing respect       agree with the whole class being    staff is always present; staff       Children know that staff are fair
 and being kind to others;           punished and losing their           always endeavour to be fair and      and consistent when dealing with
 unfortunately there will always     playtime or other things when       consistent when punishing            all behaviour; good trust
 be some child who is out of         only one or a few children are      children and will avoid, where       established.
 control but this is largely not     causing problems or not tidying     possible, punishing the whole        Children understand what
 school‟s fault- as long as bad      up; a male child in Year 3 causes   class when only one or two           bullying is and have strategies
 behaviour is never seen to go       concern; I find some children       children have been doing the         for dealing with it.
 unchecked regardless of             who behave well go unnoticed        wrong thing; a recent review of
 individual; OK. I have heard so                                         the school behaviour policy has
 many rumours around bullying                                            revised the need to ensure the
 and that it is not acted upon.                                          children are recognised, valued
 Luckily to date my children have                                        and rewarded for their good
 not experienced this; behaviour                                         behaviour; peer supporters able
 is mostly good from the majority                                        to support the school‟s behaviour
 of children; excellent – fully                                          policy and help establish positive   The school has a Rights
 supportive of the behaviour                                             playtime experiences for all         Respecting Charter drawn up by
 report sent home.                                                       children; maintain school‟s zero     the children which guides them
                                                                         tolerance for any incidents of       to make the right choices and
                                                                         bullying – promote anti-bullying     supports the staff when dealing
                                                                         week to raise children‟s             with behaviour.
                                                                         awareness of bullying and how we
                                                                         deal with it.

                          Growing and Learning Together                                                                                           26
             Strength                       Area for development                        Response                            Impact
 OK; assume they‟re doing a good      I have never met any at the          Feedback to Governors. Raise        Children and parents understand
 job; very smooth handover from       school; don‟t know – never met       the profile of the Governors        strategic role played by
 Mr Wellington to Miss How.           any; regret to say that I have no    amongst the children and their      Governors. Governors have
                                      idea who they are or what they       parents. Governors present at       increased knowledge of how the
                                      bring to KFJ; cannot comment as      parents evenings; link governors    school functions. Improved
                                      do not know much about them or       to classes; governor of the         outcomes for all children and
                                      who they are; no knowledge.          month – report to parents.          their families.
                                                                           Governors stall at the Enterprise
                                                                           „Meet the Governor‟ afternoon
                                                                           tea, after school.
 ‘After-school’ activities
              Strength                       Area for development                       Response                             Impact
 I think there is a good range of     Could be better especially for       The range of clubs offered in       A good range of clubs catering
 activities; French club has gone     sport. Most activities seem to be    school caters for all ages. Most    for all ages helps to engage the
 down well! Great to have a choice    exclusively for Year 5 & 6 – don‟t   after school clubs are reliant on   children with a wide range of
 of activities; excellent after-      see why; it does seem to be          the good will of staff; there can   other activities and broaden
 school activities; we love the       limited and I would welcome          be no expectation that any staff    their interest and skills.
 activities you do – French club is   more choice especially sports        member has to provide an after
 great.                               skills or other languages; after     school club. The school will
                                      signing up/showing an interest in    investigate other outside
                                      cooking club there was no            providers for possible sports
                                      information about this until the     clubs/language clubs. All cookery
                                      end of term 2. Feedback              club children who expressed an
                                      required that child is on waiting    interest were given letters
                                      list and when they might be          explaining the waiting list
                                      included.                            system.

                           Growing and Learning Together                                                                                          27
 What things please you most?
 The teacher is always welcoming and friendly (which is so important to parents!) My child has progressed really well and the work is at a
 good level; children are happy; my child is doing well in school. My child is happy and strives to work hard and to do their best. A pat on the
 back for the teaching staff; clear, fair leadership seems to have translated through to everyone. My child‟s teacher is lovely. Openness and
 positive relationships my child has with the school; friendly professional staff. On the whole children seem happy with life in school.
 Problems are dealt with swiftly. Golden Time is a lovely incentive, and „show and tell‟ is a nice idea; teachers are approachable; the warm,
 friendly environment. The leadership of the school is excellent; links to secondary education and to infant schools – good transition.
 Children, as a whole, seem happy.
 What could we do better?
             Area for development                                           Response                                          Impact
 Please treat the children as individuals – I     Children are exposed to a wide variety of reading             Children read widely for both
 have had 3 children linked to KFJ – 2 of         materials and encouraged to select things they find           pleasure and purpose.
 whom were avid readers. Current child at         interesting. Remind parents that they can talk to the         Parents able to communicate
 KFJ is a very capable reader but gets bored      teacher or use the Home-School book to communicate            concerns and resolve issues
 easily with „traditional‟ reading material;      issues surrounding reluctant readers at home.                 quickly. Parents able to see
 More opportunity to see what the children        Remind parents of KFJ „open door‟ policy – teachers           children‟s achievements in
 have been doing. I know there is open            always available for consultation via phone or in person:     school.
 evening once a year – maybe this could be        parents welcome to make an appointment to see what
 more often;                                      their children have been doing. Parents evenings once a
                                                  term. Class assemblies to parents termly.
                                                  Review „meet and greet‟ protocols with admin staff and
 Office staff to ensure all visitors receive a    agree best practice.
 friendly welcome.                                Both schools have tried everything in their power to get All visitors made to feel
 The parking issue is a massive problem.          parents to park sensibly. Some parents are incredibly         welcome.
 People are constantly parking illegally.         rude to our neighbours and have total disregard for
 Children‟s safety is at risk and the school      children‟s safety. A fire engine or ambulance would not
 has seemed to turn a blind eye. It‟s a bad       be able to reach the schools if needed. The police and
 example to set to children who see adults        traffic wardens are aware and call regularly. These
 getting away with breaking the law. I believe parents have to take responsibility for their bad
 the school should be more involved in sorting behaviour – the school cannot.
 the problem out;                                 We are always looking for opportunities to organise
                                                  appropriate educational visits. However, when not all

                           Growing and Learning Together                                                                                           28
 Perhaps another Year 4 trip? Another             parents contribute, the school has to subsidise visits and
 „longer‟ homework project? A „visit‟ to an       events to quite a high extent which deprives all children      Children engaged in child
 appropriate community project?                   of other resources. This year so far, the school has           initiated projects will increase
                                                  subsidised visits/events to the tune of £842.                  engagement with school and
                                                  We will certainly consider planning „longer‟ child initiated   enjoyment of learning.
                                                  homework projects in all year groups.
                                                  The caretaker and children frequently clear rubbish;
                                                  children are reminded of expectations to use litter bins.
                                                  We are enormously proud of our school, our children and
                                                  their families; even though some parents sometimes
                                                  send their children to school dressed inappropriately.
                                                  Children are always reminded of the rules when not
 Smarten the school up, have stricter             wearing uniform and newsletters regularly remind
 guidelines on school uniform as other schools    parents of expectations. As in all things, we are reliant
 do. If parents are concerned about cost,         on a supportive partnership with parents in order to
 Asda is great value. I have noticed children     achieve our aims.
 in washed denim jeans, plimsolls, vivid multi-   Teachers are entitled to half a day PPA (Planning
 coloured tights etc. They are not the            Preparation and Assessment) time each week therefore
 neatest looking children; you should take a      each class has a minimum of two teachers each week. We
 leaf out of some of the other junior schools.    have a small number of regular, excellent, cover
 Basing schools look very smart and it shows      teachers for these purposes who work incredibly hard to
 they are proud of their school, the children,    provide interesting and stimulating lessons. They know
 parents and teachers;                            the school and its routines well and support the schools
 Better communication, classes to be not so       standards for behaviour. In order to train staff and
 disrupted with lots of different supply          manage the school effectively, other teachers may
 teachers as it affects the children, explain     attend courses or have management time. Whenever
 homework better.                                 possible, we use these regular staff for these purposes
                                                  too, to minimise the disruption for the children.

                           Growing and Learning Together                                                                                            29
 Any other suggestions?
              Area for development                                         Response                                        Impact
 More academic study for the children from         The area Ethnic Minority Service (EMTAS) run an
 the ethnic minority (new arrivals especially)     after school club on Mondays, in our Community Room.
 Reading books – class readers – my child is       Please ask the office for details.
 very good at reading but seems to be losing       Children are exposed to a wide variety of reading
 interest – more books including information       materials and encouraged to select things they find        Children read widely for both
 (non-fiction) books and more to suit age of       interesting. Remind parents that they can talk to the      pleasure and purpose.
 children – taking home very long books that       teacher or use the Home-School book to communicate         Parents able to communicate
 they then lose interest in. Maybe more            issues surrounding reluctant readers at home. Staff to     concerns and resolve issues
 supervision of the books they are choosing.       monitor Home Reading regularly and conference              quickly.
 When you buzz to enter the office no-one          children. Family library evening every Thursday.
 actually checks who you are, you never have to    The office staff have a good view of who is
 use the intercom                                  approaching the door before they buzz to be let in and
 I would like the children to have lessons         will challenge strangers.
 outside if the weather permits – I know this      We would like to use our school grounds for more
 has been beneficial in the Infants, and more      educational purposes too. School Grounds Week is a         Children enjoy and achieve
 PE would be great! School photos – have you       good opportunity to get children outside and learning in   through active learning
 seen the Infants class photos? They will          their environment. We plan to review and revise our        opportunities within the school‟s
 probably sell loads as they are so good. Could    curriculum to incorporate more active learning (and        outdoor learning environment
 you please do similar?                            outdoor) opportunities.

 Please publish all dates (terms, half terms,      Our recent school photos have been done in the same
 INSET days etc) on the website as soon as         way as the Infants – this tends to be the norm now!
 possible for next year, and text that the         All dates are published on the website as soon as we
 information is available – thanks.                have them.

 On the whole I feel the school is serving its     Thank you – this means a great deal to us all.
 children well. Miss How and all the staff are
 doing an excellent job.

                           Growing and Learning Together                                                                                          30
                                      Key Targets
                               Kings Furlong Junior School
                          School Improvement Plan 2009 – 2010

The following key targets have been identified as a focus for whole school improvement.

Key Targets

     1. Increase rates of progress in Maths and English across the Key Stage and within year groups.
         Success criteria:
                 100% of pupils make one or more fine levels progress each year and all pupils
                   without special needs make 2 fine levels progress each year.
                 At the end of KS2 (09/10) in the NC tests, 80% of Y6 children will have achieved 2
                   whole levels of progress in English and 90% in maths. 81% of pupils will reach level
                   4+ in both English and maths combined.

    2. Improve the quality of teaching and learning in order to raise standards and achievement
       in English and maths
         Success criteria:
                  80% of all observed lessons to be judged good or better.

                            Growing and Learning Together                                            31
Key Target
Increase rates of progress in Maths and English across the Key Stage and within year groups.
Secure attainment in Year 6 (2008/9 Y5 cohort)
Success criteria
 100% of pupils make one or more fine levels progress each year and all pupils without special needs
 make 2 fine levels progress each year.
 At the end of KS2 (09/10) in the NC tests, 80% of Y6 children will have achieved 2 whole levels of
 progress in English and 90% in maths. 81% of pupils will reach level 4+ in both English and maths

Strategy / Activity               Personnel                           Resources          Timing
1-1 tuition started with 7 year   Val Bottomley, Alison Ashby, Emma   DCSF funding       May – July 09
5 pupils                          French, Maggie Hiller

Y5/Y6 booster groups after        Val Bottomley, Helen Payne, Fiona   Staffing budget  2 mornings per
NC tests 2 mornings per           Chapman, Sue Redgell                Use of community week summer
week                                                                  room             term, 3
                                                                                       mornings per
                                                                                       week Autumn
                                                                                       and Spring.
English consultant to             Current Y5 CTs, receiving Y6 CTs,   Supply cover x 3 Summer term
undertake a review of all year    HIAS consultant for English         one day          09
5 pupils’ current work through
progress reviews including
the identification of gaps in
learning (cohort and
individual) and next steps for
Maths consultant to               Current Y5 CTs, receiving Y6 CTs,   Supply cover x 3   Summer term
undertake a review of all year    HIAS consultant for Maths           one day            09
5 pupils’ current work through
progress reviews including
the identification of gaps in
learning (cohort and
individual) and next steps for
SIP to review Y5 attainment       Andy Heyes/Janice How/Lee           Supply cover x 2   30th June 09
and progress (using tracking      Hanson/Sue Redgell/Fiona            half days
documents and the most up-        Chapman
to-date assessments) with
the HT, to ensure the right
pupils are targeted for
intervention and that
expectations within targets
are appropriately high (FFT D
pupil level data). SIP and HT
to ensure programme of
booster work is appropriately

                              Growing and Learning Together                                             32
Key Target
Improve the quality of learning and teaching in order to raise standards and achievement
in English and maths
Sub Target
To develop teachers’ understanding of pupils’ learning.
Success Criteria
80% of all observed lessons to be judged good or better.

Strategy / Activity              Personnel           Resources       Timing
PPI to lead INSET day on         All CTs and TAs     I.5 days HIAS   21st September 09
what good learning and           Andy Heyes          Lunch
good lesson structure looks
like, scaffolding learning and
links to AFL. Time included
to support CTs in
implementation of this
through planning.
AHTs to model, monitor and       Lee Hanson                          21st September onwards
coach the 6D lesson              Sue Dunn
Key targets used to set          HT/SMT              3 day NCT       Between 21/9 and half term.
performance management           CTs
objectives.                      Tracy James
HT monitoring observations
against success criteria (as
PPI to follow up on above        CTs             ½ day HIAS          25th November 09
through staff meeting.           Andy Heyes
POT time to support the 6D       Tracy James and Video camera        Fridays from 25th November
lesson.                          CTs             1 day NCT per
PPI and Karen Nye to                                                 2nd February 10
monitor the impact of above
training through lesson

                               Growing and Learning Together                                       33
Key Target
Increase rates of progress in Maths and English across the Key Stage and within year groups.
To ensure that pupil progress reviews impact on pupil outcomes in English and Maths across the key
Success criteria
100% of pupils make one or more fine levels progress each year and all pupils without special needs make
2 fine levels progress each year.

                          Strategy / Activity                    Personnel       Resourcing      Timing
 English consultant to support pupil progress reviews in Year   English          Supply x 3     24
 3 and 4 during Autumn term 09.                                 consultant, Y3   Consultant     November
                                                                and Y4 staff,    cost?
                                                                HT and AHT
                                                                lower school
 English consultant to support pupil progress reviews in Year   English          Supply x 3     TBA
 5 and 6 during Spring term 10.                                 consultant, Y5   Consultant
                                                                and Y6 staff,    cost?
                                                                HT and AHT
                                                                upper school
 Maths consultant to support pupil progress reviews in Year 3   Maths            Supply x 3     24
 and 4 during Autumn term 09.                                   consultant, Y3   Consultant     November
                                                                and Y4 staff,    cost?
                                                                HT and AHT
                                                                lower school
 Maths consultant to support pupil progress reviews in Year 5   Maths            Supply x 3     TBA
 and 6 during Spring term 10.                                   consultant, Y5   Consultant
                                                                and Y6 staff,    cost?
                                                                HT and AHT
                                                                upper school
 Andy Heyes (PPI) to support English and Maths pupil            PPI HT AHT       1 supply       17th Nov
 progress reviews in Y5 and Y6 during autumn term 09            upper school     HIAS
                                                                Y5 and 6 staff
 Andy Heyes (PPI) to support English and Maths pupil            PPI HT AHT       1 supply       TBA
 progress reviews in Y3 and Y4 during spring term 10            lower school     HIAS
                                                                Y3 and 4 staff
 Team leaders and HT to continuously monitor outcomes of        CTs              AHT NCT        weekly
 progress meetings through working in classes and individual    SMT
 and team meetings to track progress towards meeting
 SENCO and TA team to support outcomes of progress              SENCO            TA hours       weekly
 meetings with appropriate intervention programmes.             TAs

                                Growing and Learning Together                                          34
Key Target
Increase rates of progress in English across the Key Stage and within year groups.
To develop teacher knowledge of different writing genre and how to forge cross-curricular links in order to
improve the teaching and application of English across the curriculum.
Success Criteria
100% of pupils make one or more fine levels progress each year and all pupils without special needs make
2 fine levels progress each year.

                          Strategy / Activity                      Personnel        Resourcing      Timing
 Staff meeting to train staff in writing genres.                  English          Consultant       Spring
                                                                  consultant       cost             10
 Staff to plan appropriate English/cross-curricular links.        CTs              Staff meeting    Spring/
                                                                                   time             Summer
 English manager to monitor impact on writing in other            English          ½ day supply     Spring/
 subjects in workbooks.                                           manager                           Summer
 Leadership team to monitor progress through progress             SLT              AHT NCT          Spring/
 meetings and work in class.                                      CTs                               Summer

Key Target
Improve the quality of teaching and learning in order to raise standards and achievement
in English and Maths.
To develop teacher skills to facilitate enquiry based learning focussing on developing children’s
investigative skills in science in order to improve their engagement with learning.
Success Criteria
80% of all observed lessons to be judged good or better.

                          Strategy / Activity                      Personnel        Resourcing      Timing
 Science inspector and manager to undertake an audit of           Science          Consultant       Spring
 current provision and to write new action plan                   inspector        costs            10
                                                                  Science          2 day supply?
 INSET lead by inspector ½ day input on investigative skills      Science                           19/4/09
 and half day support for planning                                inspector
 To deliver enquiry based lessons which focus on developing       CTs                               Ongoing
 children’s investigative skills.
 Science inspector to support science manager in monitoring       Science                           Summer
 impact of INSET/planning.                                        inspector                         10
 Transfer enquiry based learning to other subject areas           CTs                               Autumn
 ensuring that specific cross curricular links to maths                                             10
 investigations are planned and work on non-fiction genres in
 English relate to enquiry based learning in other subject
 Monitor enquiry based learning in other subject lessons as a     All managers     MAST time        From
 context for site of application of English and Maths.                                              Spring

                                Growing and Learning Together                                            35
Key Target
Improve the quality of teaching & learning in order to raise standards and achievement in English and

                    To deliver a cross-curricular, context-based, real, practical, flexible, relevant curriculum in
                     order to inspire all learners in school.

Success criteria
                          o   80% of all observed lessons to be judged good or better.

Strategy / Activity                                                    Personnel       Resources        Timing
1. Review KFJ curriculum in light of Rose review of the                SLT             AHT NCT          09/10
     National Curriculum.                                                              Successful
Leadership team to investigate curriculum models from                                  schools
successful schools. Share ideas with whole staff to aid
further development. Consider links with Primary Years                                 PYP from the
Programme from the International Baccalaureat                                          IB
 2. Curriculum manager to meet with                                    Curriculum      MAST             2010 onwards
           Science                                                    Manager                          INSET day/
           Geography                                                                                   staff meetings
           History
           RE managers
  to explore potential cross curricular links in the form of
 ‘Topic themes’.
3. English manager to map out genre opportunities in line              English
   with the new framework.                                             manager
4. D.T., Art, Music, PE, Maths managers to plan cross                  Subject
   curricular opportunities that fit in with the above Topic           manager
5. Year groups to plan activities for each term to cover the           Year teams
   objectives as required by the curriculum review. Activities
   need to be
            context based
            practical where possible
            flexible – to include topical themes as relevant
            enquiry based
            TASC oriented
5. Working party to consider formats for recording long,
   medium, short term planning.
6. Governors to be kept informed of any changes.
7. Full audit of all resources. Review requirements of new             Whole staff     Budget for       INSET 2
   curriculum. Place orders for needed resources.                                      curriculum       days?
8. Implement new curriculum.                                                                            2011
9. Review curriculum                                                                                    2011

                                   Growing and Learning Together                                                       36
                                    Current and New Initiatives

Rights Respecting School award – level 2
The school needs to take an audit of their RRR work using the UNICEF criteria. This will then give
us an action plan.

Healthy Schools/Healthier living & learning
We are working towards the 4 elements of the „Healthy Schools Status‟.
These elements are:
    PSHE including Sex Education
    Healthy Eating
    Physical Activity
    Emotional Health & Well being
        PSHE including Sex Education
                     The new P.S.H.E. plans now contain links to S.E.A.L.S. and R.R.R.
                     Sex and Relationships Education is has been updated using the new DVD resources.
                     SRE has been taught and reviewed (staff and child feel it was a success). New T.A.G.
                     sheets were in place for the start of the year with a P.S.H.E. section in the report to
                     parents used for the first time.
                     Policy development is a key issue for next year, including consulting both parents and
                     children. To improve standards in English, opportunities for S&L objectives within
                     lessons will be encouraged.
        Healthy Eating
                     Fresh drinking water is available and children have the option of a balanced school
                     dinner. Measures to encourage trying school meals and eating a variety of foods are
                     being taken.
                     A children‟s task force will be set up to monitor and then, if needed, improve the
                     choices children make for snack and packed lunches. This could include a leaflet for
                     parents and information on the website.
        Physical Activity
                  The government target of 2 hours of PE is being met. Monitoring of teaching and
                  learning will be undertaken and will inform future developments. There are a variety of
                  out of hours clubs available being run by specialist outside groups such as Basingstoke
                  Football Club. Class teachers have been asked to develop their use of the „Activate‟
                  programme to promote well being in the classroom.

        Emotional Health & Well being
                  Rights, Respect and Responsibility play an important part in our school life, as recognised
                  by UNICEF. We now have a whole school rights respecting charter drawn up by the
                  children that we use throughout the school to support behaviour management. Each
                  class is able to break these down further to include the responsibilities required by all.
                  Our „Yellow form‟ (time out sheet) has been recently reviewed to include links to RRR.
                  Each lunchtime supervisor visited a class to discuss RRR in the classroom.
                  Our School council worked with CBECs anti bullying crew to produce a leaflet for
                  children. Peer supporters, trained by Childline have been established as playground
                  Our next steps will focus on the Emotional Health and Well Being of staff. We have
                  already had one INSET and intend to use an outside agency to help process a staff
                  survey on their EHWB. From this an action plan will be produced using a range of staff

                                 Growing and Learning Together                                                 37
                  as key people.

Other Areas under Development
Extended Schools
Following a survey of both Kings Furlong Infant and Junior parents, extended schools services will
help to provide a variety of activities that will engage the wider community with the school and
enhance the life chances for our pupils e.g. Triple Parenting, multi-agency meetings, literacy and
numeracy skills etc.
Our new cluster based Parent Support Adviser will be able to use our Community Room as base for
meetings with parents and will be able to address key issues such as attendance and behaviour.
We will continue to maintain strong links with our cluster schools through School Council meetings,
Foreign Language network meetings and Anti-Bullying Crew liaison meetings and workshops.

Eco Schools
An eco-star team has worked throughout the year and has been taking part in the Generation Green
initiative. In September 2009 we are aiming to continue with this group and promote our activities
more widely within the school to work towards our „Green Flag‟.

Dyslexia Friendly Schools Initiative (DFS)
Since January 2009 the new SENCo in conjunction with the LSAs have been working towards
establishing a coherent approach to the identification and support of pupils with SpLD. This falls in
line with the general SEN approach of fitting the support to match the individual needs of pupil if
they have been identified as needing help to move forward academically. The SENCo will be attending
the SpLD traing provided by Hampshire LEA in January 2010 to become conversant with new
initiatives and the general strategies to support pupils with dyslexia.

Leadership Development
The Head teacher has completed the National Professional Qualification for Headship (NPQH).
The Assistant heads have completed the „Making Headway‟ course. The Senior Management Team are
involved in a coaching project which will take place over the next 2 years under the guidance of Dr
Neil Suggett, Head teacher of Hayes Park Primary School where coaching is used successfully both
as a leadership style as well as a management tool across the whole school –staff and pupils.

Peer Observation Time (P.O.T.)
Peer observation is an important part of continuing professional development for all teachers and
learning support assistants. Opportunities for P.O.T. (Peer Observation Time) will be provided so that
staff can observe how their peers apply the „6D‟ lesson model to be introduced in the Autumn term.
The purchase of video cameras will facilitate staff self evaluation and further improve the quality of
teaching and learning.
After the S.M.T. have developed their coaching skills through their coaching project, we plan to
develop the P.O.T. model to include „coaching‟
Teaching assistants (T.A‟s) will be able to observe one another in consultation with the SENCo. T.A‟s
will feed back at one of the regular Special Needs Team Meetings.

Health & Safety and Child Protection
The welfare of all children remains a priority.
A governors‟ working party, set up to ensure that the school complies with all the County Health and
Safety guidance, will continue to monitor Health and Safety updates and initiatives.
After their Child Protection training this year, all staff are aware of their role in safeguarding the
                                   Growing and Learning Together                                      38
welfare of all children.

Modern Foreign Languages
Following on from the successful implementation of French teaching and learning in Years 3 and 4
this year, Years 5 and 6 will join in from September 2009. We have used network funding to
resource this initiative and provide training for our MfL co-ordinator, Miss French.

Air conditioning
Improving the working conditions in the Summer for both pupils and staff who work upstairs, remains
a priority. We have spent a great deal of time researching the options and have had the go-ahead
from County to use „Procool‟, a comfort cooling option. County will take this on as a project and
oversee the installation so that we comply with all the relevant buildings/health and safety regs.

This year the school needs to decide on a learning platform option to set up by September 2010. We
will liaise with our KS1 and KS3 partners to tie in with them.

                           Growing and Learning Together                                           39
                              Kings Furlong Junior School

Outline of Subject Manager Action Plans

Work was sampled from EAL, SEN, FSM and Gifted and talented groups of children to ensure
standards. Pupil conferencing has impacted on display, the children now have the opportunity to
select work of which they are proud – so the Art Gallery has changed to „Work to be Proud of‟.
Medium term planning objectives, the National Curriculum and art books were cross referenced to
ensure there was appropriate coverage across the key stage.
Art will be developed as part of the curriculum changes we will be undertaking within the next year,
putting children at the centre and developing enquiry based learning.

All classes used APPs in writing for 6 children. It was felt that this had been a good opportunity to
provide independent writing tasks more frequently. This will continue next year, alongside other
strategies which will provide an evidence trail in the children‟s books to support teacher assessment.
In maths, staff meetings will be used develop our skills in assessing pupils work using the maths APP.
Advice from county is to start with a small number of children.
Two children will also be used to develop the use of the reading APP materials. This will run alongside
the developments introduced by the English Manager.

With all the developments that have taken place over the last year, the need to review our
curriculum planning remains a priority. Increased subject monitoring has enabled subject managers to
evaluate standards and achievement in their subjects, and they recognise that cross-curricular links
are the key to planning contextual activities that inspire and motivate our children. The outcomes of
the independent review of the curriculum (the Rose report) lead us to believe that this year must be
spent in evaluating different models of curriculum planning, but our focus will be on those models
that nurture the child as a learner, acquiring skills, knowledge, attitudes and concepts that facilitate
lifelong learning. Staff will continue to be encouraged to take risks in planning activities that have a
child centred focus which will enable them to have easy access with a high challenge.

Rewrite planning to include identified writing opportunities, and to add TASC wheel activities where
appropriate. Planning will also be updated to identify further ICT links and use of interactive
There are 3 areas to be developed:
   1) Knowledge of attainment and progress – attainment across year groups is to be confirmed by
      checking TAG sheets, and progress of specific target groups (boys, girls, EAL, FSM and SEN)
      is to be checked by monitoring a sample of Year 6 books, to identify whether good or
      satisfactory progress is being made. Also, as Year 6 have now finished their new „Fairground‟
      project, the termly assessment planning sheet is to be completed, and evidence photocopied.
   2) Teacher knowledge and understanding - 2 lessons are to be observed as part of the
      monitoring process.
   3) Planning – Year 5 planning is to be written/rewritten.

We are lucky to have continued support from EMTAS for the next academic year.
                           Growing and Learning Together                                             40
EMTAS brief is to share and demonstrate best practice and advise in all areas of EAL teaching.
We are already signed up to video conferencing which is being developed to support pupils with
English as a second language and have trained eight pupils as young interpreters. These pupils, two
from each year group have been trained by Mrs Perry the HT at Kings Furlong Infant School and
have provided an opportunity to develop links with the Infant school and hopefully other schools in
the area.

The main focus for improvement continues to be raising standards in reading and writing. This year
APP for writing has been trialled for six children by all teachers. Several pieces of work have been
assessed, both by individual teachers and by year group teams. This will continue next year. Staff
have been shown how to use the APP as a tool for moving children on, by identifying gaps in learning
and planning for next steps. Staff have begun trialling “Big Write” and next year, all children will
have the use of individualised writing packs to support this approach to writing. Staff have also been
using pre-tutoring books to scaffold the writing of EAL children. This has proved successful and
could be extended to other children next year.
Following the monitoring of reading, a “Guided reading policy and guidelines” has been written. An
action plan for the introduction of reading APP has been written and approved by the English
Inspector. APP reading will now be trialled with two children by each teacher. Also guided reading
sessions will continue to be developed so that evidence can be gathered on children‟s reading to
support APP judgements. Finally, a new planning sheet has been developed for guided reading which
uses the framework Assessment Foci as its focus.

To continue to develop and strengthen French across the school creating cross curricular links where
possible. To ensure the five key strands; literacy, oracy, intercultural understanding, knowledge
about language and language learning strategies are all met appropriately.

A new geography unit of work has been planned for Year 3 which will be used in September 2009.
This promotes cross-curricular links (a link to a French speaking locality) and supports our work as a
Rights Respecting School, linking work in literacy based upon a picture book. All year groups now
have exciting units of work which encourage more creative, child centred learning opportunities.

 For September 2009 each year group has been given a list of the objectives which need to be
covered in each unit of work. The aim of this is to make each unit fresh and invigorated to improve
the quality of teaching and learning in geography.

Our policy needs to be revisited (LH and Mrs Hunt – Gov will work on this). Once shared with staff
we will then be in a better position to create a register, plan for these children‟s needs and monitor
their progress.

Pupil conferencing has shown that children enjoy their history studies. Staff aim to deliver history,
using a variety of approaches. The introduction of laptops has made research easier and work can
now be presented in many formats. Staff have been informed of useful websites – many of which are
interactive or give access to primary sources - to enhance learning.
Monitoring has raised certain issues which will be worked on next year. Firstly, using key questions

                           Growing and Learning Together                                              41
from medium term planning, emphasis needs to be moved from activity and content to historical
skills. Also as greater cross-curricular links are introduced, marking of written work will need to
have an English and History foci.
Children have enjoyed trips to Willis museum, Milestones, Butser Hill and Hampton Court. There
have also been two visits by “Learning in Action” to support work on the Ancient Greeks and Britain
since 1930.

The ICT suite was decommissioned to make way for a community room, and 2 trolleys of wireless
laptops were purchased for ICT to take place within classes.
Next year, monitoring will focus on „Sharing and Exchanging Information‟ and will also consider
changes in the light of the Rose Report.

Year groups have continued to develop their use of good maths practice: assessing next steps using
our KFJ assessment grid; setting work that is appropriately pitched; delivering work with a „flexible‟
approach; moving learners on at pace (when ready).
To support this further, we will look at how APPs can further help identify next steps. We will also
use the new „Rising Stars‟ books to support teacher assessment.
As a staff we need to revisit our guidelines on teaching strategies and the order at which they are
Year 5 will trial the use of pre tutoring with a group of level 2a children to support increased
Over the last year, each year group has developed their own way of recording what learning they will
deliver. As a school we will need to develop a uniform approach.

Music has become more cross curricular and focussed on developing children‟s thinking skills.
This year resources need to be audited to ensure that the children‟s compositions and written work
are supported appropriately, including the use of I.C.T. Provision of music based activities outside of
lessons will also be looked at, to ensure greater opportunities are offered.
Liaison with PPA teachers will take place regarding new planning, resources and assessment. Work will
be collected from different year groups as evidence of the implementation of new planning.

Pupil conferencing has highlighted the enjoyment and enthusiasm of our children for PE. P.L.T.
funding is once again going to be used to allow staff to participate in training to match their
individual needs.
New units of work involving developing core skills such as co-ordination, balance and agility have been
introduced which will be used initially in Years 3 and 4. We also hope to promote the use of our
digital cameras to involve each class in collecting evidence of standards within P.E.

Pupil conferencing has shown that the children enjoy the variety of activities in RE. Greater writing
opportunities were evident during the monitoring of RE books. Work sampling needs to continue to
build a portfolio of good, average and below average standards in each year group. A Collective
Worship policy with guidelines will be established using a thematic approach.

                           Growing and Learning Together                                              42
LSA allocation in September will be as follows.
LSAs will be TAs in the morning. Each class has been allocated 15 hours of TA support. In the
afternoons LSAs will be directed towards short term interventions that will draw on their strengths
and the individual needs of the identified pupils; this may mean that LSAs are not supporting the
same class teacher as in the morning.
As we need time to identify pupils with specific additional needs the LSAs will primarily be hearing
pupils read. This will hopefully establish good routines for reading and raise the profile of reading in
the school.
It is hoped that this will establish a flexible model of support.

Targets for 2009 identified so far:
    Organise SEN meetings for parents if appropriate.
    Organise training sessions for LSAs
    IEPs written and shared with parents.
    Review SEN Policy
    Establish short term programmes to support individual needs.
    IDP training for staff and LSAs
    Organise regular meetings with SEN Governor and HT
    Possible training for LSAs in SEAL and ELSA
    Standardisation of SN forms used in school.

Monitoring to cross reference children‟s books, medium term planning and the National Curriculum to
check coverage and standards has taken place. Pupil conferencing highlighted issues with group work
skills, which will be addressed using the speaking and listening objectives in the English framework.
Next year we will receive support from HIAS to audit the subject before INSET on enquiry based

                           Growing and Learning Together                                              43
       KINGS FURLONG JUNIOR SCHOOL                          -     SCHOOL IMPROVEMENT OVERVIEW 2009-2012

                           2009-2010                                                2010-2011                                              2011-2012
       1.Improve rates of progress in English and Maths so       1. Continue to improve rates of progress in             1. Continue to improve rates of progress in
       that all pupils without special needs make 2 fine         English and Maths so that all pupils without            English and Maths so that all pupils without
       levels progress each year                                 special needs make 2 fine levels progress each          special needs make 2 fine levels progress each
                                                                 year                                                    year
       2. Improve quality of learning and teaching so that all   2. Continue to improve the quality of learning and      2. Continue to improve the quality of learning and
       lessons are satisfactory or better and 80% of lessons     teaching so that all lessons are satisfactory or        teaching so that all lessons are satisfactory or
       are good or better                                        better and 80% of all lessons are good or better        better and 80% of all lessons are good or better
       3. Research learning platforms and liaise with KS1 &      3. Train staff and establish ‘learning platforms’ for   3. Enhance learning platform provision through
       3 to ensure continuity of provision.                      all children. Review and evaluate.                      the use of good quality ICT resources
       4 Place the school firmly within the community by         4. Establish the school’s place within the global       4. Visit partner schools and develop projects
       opening the new community room to the wider               community by exploring opportunities presented          based on issues shared by all communities.
       community and providing access to a range of              within the UK, Europe (Comenius) and the World
       activities that will engage parents with the school and   (Global Gateway) in order to establish links with
       improve outcomes for KFJ children.                        other schools which enhance the Rights
       5. Achieve Rights Respecting School award at level        Respecting culture in school and improves
       2 through embedding the R.R. principles within the        community cohesion
       6. Whole school review of the curriculum in light of      6. Continue to improve standards and
       the findings of the Rose Report. Research curriculum      achievement in Maths and English through
       models and revise curriculum planning as                  embedding cross curricular opportunities within
       appropriate                                               the revised curriculum plan. Implement revised
                                                                 curriculum plan and evaluate.
       7. Foster the development of leadership skills within     7. Develop coaching skills amongst other school         7. Embed the practice of coaching as a
       the SMT through a 2 year coaching project, and            teams and further distribute leadership across          leadership tool that enables all stakeholders to
       develop coaching as a leadership tool.                    the school                                              problem solve and lead the school forwards.
       8. Extend French teaching and learning into Years 5       8. Introduce foreign language assessment.               8. Refine foreign language assessment to
       and 6. Use network liaison meetings to establish          Evaluate KFJ students at end of KS2 against             support improved transition to KS3.
       KS3 transition requirements.                              KS3 transition requirements
       9. To encourage healthy lifestyles by working             9. Initiate the ‘Wellbeing Project’ for all staff.      9. Embed ‘Well being’ practice and evaluate.
       towards the Healthy Schools’ Award: explore the           Establish practices that enhance well being.
       ‘Wellbeing Project’ for all staff.
       10 To achieve Green Flag status through the               10. Improve safe access to the school by
       implementation of initiatives within the School Travel    continuing the footpath through the main gates
       Plan:                                                     on the Junior school side; installing electric gates
       11. Improve the quality of life in upstairs classrooms    to prevent unauthorised traffic inside the
       by installing environmentally friendly comfort cooling    grounds.
                               Growing and Learning Together                                                                                                                  44
                         Week 1                  Week 2                   Week 3                         Week 4                                   Week 5                          Week 6
 Term 1          Set up class TAG        SN review meetings        Moderation Twilight    Twilight writing moderation           Twilight reading moderation.               Performance
                 sheets (linked to key   with CTs                  – Maths (whole                                               Teacher assessments in Reading,            Management 
                 assessment / reports)                             staff)                 SENCo to report to SMT on SEN         Writing, Maths completed. Pupil
 Autumn          Salford Reading                                                                                                progress sheets updated individual         Parents Eve. – share
  Term           baseline – Yr 3                                   SMT monitoring         SMT monitoring Quality of             targets set. Intervention strategies       pupil progress info. and
                 Begin evidence trail                              Quality of Teaching    Teaching and Learning                 organised. SMT monitor and update %        targets.
                 for teacher                                       and Learning                                                 children on track. FFT Y5
                 assessment and
                         Week 7                   Week 8                   Week 9                      Week 10                                  Week 11                           Week 12
                 Pupil progress          Pupil progress meetings   Moderation Twilight    Performance management (internal      Target setting for Y5 end of KS2.
                 meetings                upper school Subject      – writing (whole       monitoring).
                 Peer observation        monitoring (work          staff).                Update SEF report for Governors
                 focus: 6D lesson        sampling / sample         Peer observation:
                 model                   planning /                6D lesson model
                                         Peer observation: 6D
                                         lesson model
                          Week 1                  Week 2                  Week 3                       Week 4                                    Week 5                            Week 6
 Term 2                                  SN review meetings        Moderation Twilight    Twilight moderation - writing         Twilight Maths moderation.                 Subject monitoring
                                                                   – Reading (whole                                             Teacher assessments in Reading,            (work sampling / sample
                                                                   staff)                 SENCo to report to SMT on SEN         Writing, Maths completed. Pupil            planning/ conferencing)
 Spring                                                                                                                         progress sheets updated individual
  Term                                                             SMT monitoring         SMT monitoring Quality of             targets revised. Intervention strategies   Subject managers
                                                                   Quality of Teaching    Teaching and Learning                 reviewed / revised. SMT monitor and        INSET day
                                                                   and Learning                                                 update % children on track. FFT Y5
                        Week 7                  Week 8                   Week 9                       Week 10                                   Week 11                           Week 12
                 Pupil progress          Peer observation          Peer observation       Performance management reviews.       Parents Evenings – update parents re
                 meetings                                                                 Update SEF report for Governors       pupil progress and targets.
                 Peer observation
                 focus: quality of
                 teaching and learning
                        Week 1                   Week 2                   Week 3                        Week 4                                   Week 5                             Week 6
 Term 3                                  SN review meetings        Moderation Twilight    Twilight maths moderation             Twilight reading moderation.               Pupil progress sheets
                                                                   – writing (whole                                                                                        updated.
                                                                   staff)                 SENCo to report to SMT on SEN         QCA assessments (Y3, 4, 5) Peer            Individual targets
Summer                                                                                                                          observations                               revised. Intervention
 Term                                                              National Curriculum                                                                                     strategies reviewed /
                                                                   Tests Year 6                                                                                            revised.
                                                                                                                                                                           SMT monitor.
                                                                                                                                                                           Peer observations.
                        Week 7                   Week 8                  Week 9                        Week 10                                  Week 11                            Week 12
                 Peer observation        SMT monitoring Quality    End of year reports.   INSET day – transition information.   Open Evening – review progress and
                 focus: quality of       of Teaching and           SMT monitoring         Pupil progress meetings using final   targets.                                   Update SEF report for
                 teaching and learning   Learning.                 Quality of Teaching    teacher assessments                   Final performance management               Governors.
                                                                   and Learning.          SMT analysis of NC test data for      reviews.
                                                                                          Headteacher / Governors.              SMT to update cohort tracking and year
                                                                                          Subject monitoring (work sampling     on year tracking.
                                                                                          / sample planning / conferencing).

                                   Growing and Learning Together                                                                                                                                      45
                                        Staff Meetings and INSET 2009 – 2010
                                                      Autumn term
   Date                                          Focus                               Led by
8 Sept           Presentation guidelines                                       LT
15 Sept          Analysis of age-related expectations – R.Wr.Ma                LT
21 Sept          INSET DAY – Andy Heyes. Looking at good learning              AH
22 Sept          Assessment. How do we know what progress has been made?       LT
29 Sept          INSET follow up                                               LT
6 Oct            French                                                        EF
13 Oct           Maths moderation                                              LH
20 Oct           PARENTS EVENING
23 Oct           INSET DAY – CBEC French workshops for network schools
                               First aid for support staff
Half term
3 Nov            Writing moderation                                            SR
10 Nov           Reading moderation                                            SR
17 Nov           Special Needs                                                 JD
25 Nov           WEDNESDAY Andy Heyes – follow up from INSET                   AH
1 Dec            Setting children’s targets                                    LT
8 Dec            Health and safety                                             SB
15 Dec           Subject monitoring feedback                                   all
                                                    Spring term
5 Jan            tba Collective worship
12 Jan           tba Global Citizenship
19 Jan           tba Gifted, Talented and Able children
26 Jan           tba Learning platforms
2 Feb            tba Maths moderation
9 Feb            tba Writing moderation
12 Feb           INSET DAY – Subject management/school improvement planning
Half term
23 Feb           tba Reading moderation
2 March          tba Special Needs
9 March          PARENTS EVENING
16 March         tba Health and Safety
23 March
30 March         Subject monitoring feedback
                                                 Summer term
19 April         INSET DAY – Dave Whittle - Science                            DW
20 April
27 April
4 May
11 May
18 May
25 May
Half term
8 June
15 June
22 June
28 June          INSET DAY - Progress meetings and transition
29 June
6 July
13 July          OPEN AFTERNOON – not Tues, Weds Thurs (non contact/PPA)
20 July

                                 Growing and Learning Together                                46
                          Growing and Learning Together   47

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