Long Term Plans 2001 – 2004 by jog13800

VIEWS: 17 PAGES: 35

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   Mayfield Primary is concerned with the development of the whole child. We firmly believe that all children are entitled to
                        quality education that is delivered by talented, motivated and inspirational staff.


 We believe that children will learn best in an environment of mutual respect and trust, where self-esteem and confidence of
pupils is promoted. We believe that pupils learn best in an ethos and environment of high expectation, and when pupils have
                                                high self-esteem and confidence.


 Diversity resulting from age, gender, racial and social origin is seen as enriching to our school community and as a result of
                                              this, everyone is held in equal esteem.


   Through the curriculum, members of staff will encourage pupils in their awareness and appreciation of the many cultures
                                              which contribute to our society.

                                                   Nothing is as vast as our children’s potential.
                                            We take every opportunity to meet and extend that potential.

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                                                                             MAYFIELD PRIMARY AND NURSERY SCHOOL VISION

Our Core Purpose:                                                                                            MAKE A POSITIVE CONTRIBUTION………………….COMMUNITY
“Striving Together for a Brighter Tomorrow”                                                                      Staff, children, parents, carers and Governors work together to develop new and innovative
ENJOY AND ACHIEVE, ACHIEVE ECONOMIC WELL-BEING, BE HEALTHY, STAY SAFE, MAKE A                                       opportunities that positively promote the development and improvement of the school.
POSITIVE CONTRIBUTION……..CURRICULUM                                                                              Parents and the school work in partnership to support children in their learning.
      Teachers have high expectations of all learners.                                                          The school provides a range of appropriate services for the local community.
      Learners have high expectations of themselves in all aspects of life                                      Governors support the staff at the school and continue to be a “critical friend”
      Learners have enquiring minds and a spirit of curiosity                                                   Governors have a high profile at school events
      Learners have high self-esteem                                                                            Governors are knowledgeable abut the life of the school and fulfil their role in curriculum
      Learners respect religious views, moral values, other ethnic backgrounds and ways of life                    monitoring and strategic overview effectively.
      Learners are able to work independently and collaboratively, having an understanding of
          themselves as learners                                                                             BE HEALTHY, STAY SAFE……….CARE AND WELFARE
      Learners achieve to the best of their ability in all areas of the curriculum.                              Learners take adequate physical exercise and eat and drink healthily.
      Learners recognise their own learning strengths                                                            Learners have a growing understanding of how to live a healthy lifestyle.
      Learners recognise ways in which they are smart                                                            All learners feel safe from bullying and racist incidents.
      The curriculum is accessible to all children.                                                              Learners have confidence to talk to staff and others when they feel at risk.
      Learners are aware of their preferred learning styles and how to become more effective learners            Staff takes account of learner’s attitudes, behaviour and attendance.
          (Kathleen Butler’s work.)                                                                               Learners develop spiritually, morally, socially, emotionally and culturally.
      Resources are varied, used appropriately and relevant to teaching and learning                             Learners develop skills and personal qualities that enable them to achieve future economic well-
      All learners have high self esteem and self confidence. These principles are at the core of                  being.
          learning and teaching.                                                                                  Staff deal with health and safety issues confidently and competently.
      All learners meet with success and achieve.
      All learners leave our school with effective literacy and numeracy skills.
      Learning is interactive, motivating, stimulating, challenging and creative.
      Learning is connected, has purpose and relevance.
      Teaching is innovative, interactive and creative. It stimulates and engages pupils in learning.
      The curriculum is broad and balanced and children are offered a wide variety of activities to
          develop their talents.
      How children learn is high on the teaching and learning agenda
      Formative assessment informs teaching and pupil learning

BE HEALTHY, STAY SAFE……….ENVIRONMENT
     The environment is welcoming, stimulating and safe.
     The external environment is of a high standard and there are a range of activities and
       experiences for the children.
     The internal environment is developed to a high standard; efficient and effective use is made of
       available space.
     The environment is conducive to effective working for adults and children.




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                                                         HOW WE MEET THE FIVE OUTCOMES IN EVERY CHILD MATTERS MAYFIELD PRIMARY


        BEING HEALTHY                         STAYING SAFE                 ENJOYING AND ACHIEVIING                     MAKING A POSITIVE                 ECONOMIC WELL-BEING
                                                                                                                          CONTRIBUTION
PSHE curriculum                      Transition procedures               TA staffing levels                     Pastoral system, record keeping      Curriculum, focus on standards and
PE curriculum                        External agencies – child           Induction systems                      Transition procedures                achievement for all
Science curriculum                   protection/nurse/ESW                Inclusion team                         Behaviour policy                     Inclusion of all children
Out of school hours provision        PSHE curriculum                     Assessment procedures                  PSHE curriculum                      Free school meals
Secondary school sports              Collection procedures               Pastoral system                        School council                       External agency support
Partnership                          School security system              Effective learning – central to core   Inclusion policy                     Subsidy of trips and school
SEN provision                        Systems of communication – email,   ethos                                  International and multicultural      journeys
Inclusion                            newsletters                         Reception and Nursery mornings         events, visits and visitors
Chid protection                      Medical procedures                  Termly parents meetings                Integration of vulnerable children
Approach and interaction with        Fire procedures                     Reports                                PTA led events
children                             Pastoral record system              Target setting                         curriculum
Parent questionnaires                Attendance procedures               Foundation stage curriculum
Health questionnaires                Behaviour policy                    SEN assessment procedures
Healthy eating assemblies            Walk to school week                 EMA assessment procedures
Healthy tuck shop                    Road safety                         Monitoring systems
Fruit initiative for under 7 years   curriculum                          Swimming certificates
Healthy Cookery club                                                     Merit and star awards
School nurse referrals                                                   Punctuality awards
Risk assessments                                                         Attendance procedures and
Induction policies and processes                                         rewards
Fitness week
   AREAS FOR IMPROVEMENT               AREAS FOR IMPROVEMENT               AREAS FOR IMPROVEMENT                  AREAS FOR IMPROVEMENT                AREAS FOR IMPROVEMENT
Mentors – year 6 with other          Wet playtime                        Mentoring system                       Extended services – without
classes – training required          management/playground               Introduce MFL into KS2                 compromising existing provision
                                     management – stagger to give        Extend PE provision to 2 hrs a         and service offered by local child
                                     more space?                         week                                   minders
                                                                         Extend Nursery provision to 3
                                                                         hrs per session




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The Structure and Contents of the School Improvement Plan

The School Improvement Plan is aligned with the financial year so that strategic budgeting is relevant and pertinent to the needs of the school and the priorities
identified in the SIP.

Implementation of the Plan
The SIP underpins the progress and development of the school. Success of the plan will depend upon a corporate approach to its implementation. We are fortunate to
have a team of dedicated professionals, who can take full responsibility for their own individual action plans.

Monitoring of the Plan
Where the subject is the focus of the SIP - Coordinators will provide a termly summary of the progress of their Action plan in their curriculum area. These are shared
with the Curriculum Committee.
This ensures that the plan remains on track and that any amendments can be made to this working document.

Progress on the SIP is a regular agenda item at senior management team and staff meetings, as well as with governors. Designated members of staff have
responsibility to implement and monitor specific areas of the plan. The School Improvement Partner is also kept regularly up to date with developments.

Layout of the Plan.
This is in three parts
              1. AUDIT – NEEDS IDENTIFICATION (collaborative approach, parents, Governors, school council, staff and preparation and SLT discussion of Ofsted
                   SEF)
              2. STRATEGIC OVERVIEW OF SIP
              The plan is broken down into four distinct sections that relate to the five outcomes of Every Child Matters. These are:
                      Learning and Teaching (curriculum, Enjoy and Achieve, Stay safe, Be healthy, Make a Positive Contribution, Achieve Economic Well-being )
                      Organisation and management (Stay safe, Be healthy, support and care of the child)
                      Site (ethos and environment)
                      Governors, parents and the community (community & communication)
              3. ACTION PLANS
              These are collated as a separate document and provide the detail of the curriculum developmental areas in the SIP
         We feel that our development plan effectively addresses what the school needs to do to become even better. It is used as a working document and is central to
         all improvements that we look to make within the school.




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              Audit – identification of
   
                  School Needs
       School Council consultation
      Parent, Carer, Staff and Governor Consultation




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      PUPIL CONTRIBUTION SIP 2005/06

                                                                                      SCHOOL IMPROVEMENT PLAN
WHAT THE CHILDREN SAID:

                    WHAT IS GOOD ABOUT OUR SCHOOL?                                WHAT IS GOOD ABOUT OUR SCHOOL?                                    SCHOOL ACTION

                    Welcoming                                                     Library section in the classroom
                    Playground equipment                                          Drama club
                    Teachers and adult helpers                                    Personal trays
                    After school clubs                                            Good work assembly
                    Healthy tuck shop                                             Infant basketball net
                    Resources                                                     Mr Lea’s football training
                    Sometimes can use our own pencil case                         3* and a wish marking
                    No bullying                                                   We can take our books home at the end of year
                    Toilet monitors                                               Birthday assembly
                    Smart boards and projectors                                   Plays – class assembly, Christmas
                    Access to the internet                                        Non-uniform days
                    Display boards                                                School discos
                    Class rewards                                                 School trips
                                                                                  PE lessons
                                                                                  Merits and praise fish
                                                                                  Dance
                                                                                  School library

                    WHAT WE THINK NEEDS TO BE IMPROVED                            WHAT WE THINK NEEDS TO BE IMPROVED
                    Games run in juniors e.g. referee at playtime                 Have a grass patch in the playground                          New mats to be ordered and
                    More variety in school dinners – we get the same thing        Bigger football at playtime                                    installed in year 4 and year 5
                    every few weeks                                               Dinner ladies to be more helpful at sorting out                classes
                    Playing field – ask if we can get the land behind the fence   disputes at lunchtime – Iris does but other don’t.            Raise issue of school dinners with
                    Improve safety around the metal and wooden equipment          People tripping over balls used for football at playtime       Harrisons caterers
                    so children can climb on top e.g. resurface wooden            Make playground fence higher to stop things going             Replace fence in Infant playground
                    equipment floor                                               over                                                          Remind children about keeping our
                    Children to wipe their feet on mats so they don’t bring       Air flow balls hurt some people – maybe use sponge             school tidy
                    mud into the classroom                                        balls                                                         Improve playground facilities
                                                                                  Infants taking fruit home don’t always put their peel in
                                                                                  the bin and they need to in order to help keep our
                                                                                  school tidy.




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PARENT, CARER, GOVERNOR, STAFF FEEDBACK 2005/06


High Lane, Han well, W7 ART
Tel: 020 8575 9885

Fax: 020 8813 1108         e-mail:
admin@mayfield.ealinglgfl.net
Head teacher: Mrs B Ewart

Dear Parents and carers,

Please find attached the results of the school questionnaire and Healthy School evening. Your views are very important to us. We endeavour to build your ideas for improvement in to the School Improvement Plan
and act upon your ideas. Thank you for taking the time to complete our questionnaire and participate in the discussion with staff and Governors.

                                                                       HEALTHY SCHOOLS QUESTIONNAIRE AUTUMN 2005
How do your rate the school overall?
                                                  EXCELLENT              VERY GOOD                   GOOD                     FAIR                   POOR
                                                      20                     42                        9                       1                       0

Please tell me everything you like about the school
                         Anti-bullying policy                                                                Environment
                         Friendly                                                                            Social interaction
                         Professionally run                                                                  Welfare and care of my child is excellent
                         Good communication at all levels                                                    Fantastic extra-curricular – art and drama especially
                         High expectations                                                                   Open door policy
                         Ethos of respect and sharing                                                        Good special needs provision
                         Good resources                                                                      Relationship between teachers, parents and pupils
                         Teachers                                                                            Clear goals
                         Strong leadership                                                                   Very inclusive
                         Security                                                                            Excellent Nursery
                         Curriculum – newsletters, website                                                   Approachability of staff and Head teacher
                         Teaching, standards                                                                 Everyone makes you feel welcome
                         Good academic performance                                                           Great opportunities for children to develop self confidence
                         Discipline                                                                          and independent skills
                         Quality of teachers is high                                                         Water policy and fruit
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                         Administrator                                                    Themed weeks e.g. art week, maths week, book week,
                         My child feels appreciated                                       Clean and tidy
                         Friends of Mayfield Primary School                               Pupils are happy
                         Music instrument provision                                       Family values


Please tell me anything you dislike or think could be improved
                         Same children seem to be picked for lead roles                   Lack of outdoor play and support facilities, size of playground
                         Playground supervision                                           More time to discuss child’s progress at parents evening
                         After school provision                                           More out of hours provision
                         School as a community support                                    Longer lunch break for KS2
                         Shelter in the playground                                        KS1 afternoon break
                         Playground is too small                                          Uniform – fleece jumper
                         Discipline                                                       French lessons
                         More PE


Now, thinking specifically about the following key aspects of the school, please fill in as much detail as you can.
SUPPORT AND CARE OF MY CHILD (for example, school security, does your child know who they can talk to if they have concerns, does the school look after your child if they
have had an accident or injury?)
                                          WHAT I LIKE                                                 WHAT NEEDS TO BE IMPROVED and HOW?
           Complete trust in the school                                                  Parking
           Children know who to go to for help and care                                  Playtime supervision
           Welfare and pastoral care                                                     Playground Friends idea
           Security
           Excellent admin and communication (Mrs Everett)
           Staff and Head very supportive
           School Nurse is very nice
           Clear discipline and boundaries = happy environment
           Bubble time
           Child is put first
           Communication

COMMUNITY (for example, parent/carer and teacher relationships, parent/carer involvement in the life of the school, the work of the Friends of Mayfield)
                                        WHAT I LIKE                                                      WHAT NEEDS TO BE IMPROVED and HOW?
                                                                                       More parent/pupil events
        Friends of Mayfield – an excellent group – very well organised                 Friends of Mayfield – how much is raised and what is it spent on?
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            Parental involvement in the school                                              Increase cultural diversity of the Friends of Mayfield
            Partnership in learning                                                         Know when maths concepts are being taught
            Teacher’s approachable, open and friendly                                       When is it infant/junior assemblies?
            Teacher-parent relationship is very good                                        Too many fund raising events, too many photos
            Accessibility of Head and staff
            Informative curriculum evenings
            Opportunity to feel involved
            Parents are supported
            After school activities


ETHOS AND ENVIRONMENT (for example, building – indoor and outdoor – playground, is the school welcoming, do you feel that you can approach all the staff at the school?)
                                         WHAT I LIKE                                               WHAT NEEDS TO BE IMPROVED and HOW?
        Nursery and reception playground resources                                  Shelter for parents waiting in the rain
        Staff approachable                                                          Inform parents if there is a problem with school work
        Water policy                                                                Extend school playground
        School is cared for, money is well spent                                    Play equipment available at lunch time
        Hall, art work, displays are changed frequently and cared for               Insufficient ventilation in school
        School very welcoming – personnel and environment                           Fencing and access to outside
        Stimulating environment
        Security
        School is cool!
        Willow Tree Walk
        Bright and inspiring grounds
        Good welcome at reception
        School looks amazing!


CURRICULUM (for example, after school clubs, curriculum variety, enrichment activities such as school journeys, trips, visits and visitors to school)
                                          WHAT I LIKE                                                    WHAT NEEDS TO BE IMPROVED and HOW?
        Curriculum variety and enthusiasm                                                 **More trips and visits
        Diversity and variety of the curriculum                                           Sometimes trips can be expensive
        Children enjoy the teaching and are thriving                                      Suggest trips in spring not summer
        Good range of clubs                                                               After school clubs for parents
        Good range of school trips and visitors                                           **Breakfast, lunch time and after school clubs
        Curriculum weeks                                                                  More clubs
        Charity events                                                                    Some children seem to be attending lots of clubs while others are not
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            Music lessons                                                                      involved in any
            Events the Friends of Mayfield organise                                            Would like teachers to respond to comments parents make in reading
            Great use of visitors to the school!- artists, poets, story tellers, circus        books
            performers, theatre groups

COMMUNICATION (for example, information about your child, how does the school deal with complaints and concerns? Are staff accessible and approachable? Are letters,
curriculum letters, key stage letters and newsletters informative?)

                                              WHAT I LIKE                                                    WHAT NEEDS TO BE IMPROVED and HOW?
            Approachable staff, who genuinely care for the children, teachers are              Bring back the school fete to bring the community together
            pleasant                                                                           More key stage letters
            Newsletters are great! They are informative and fun Communication is very          Too many newsletters
            good. Curriculum and key stage letters are very helpful. Very good                 Reports are too long
            communication – reminder letters, newsletters, assemblies                          More information about the Governors. What is the Governors role?
            Complaints and concerns are dealt with quickly, the school is good at              Information about Governors
            working with us to solve problems. School has an excellent way of dealing          More communication
            with complaints
            School is prepared to listen and invites comments
            Emailed newsletters
            Reception staff are fantastic at finding time to talk

Your views are very important to us.
Thank you for taking the time to complete this form.

What Next?
The information is read and collated. Key areas for school improvement are identified and built in to the School Improvement Plan.

Each November a meeting is held for parents, carers, staff and Governors to discuss the progress of the school. Further areas for improvement are also identified.




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Long Term Plans
TEACHING AND LEARNING
                 2006/07                                                               2007/2008                                                                         2008/09
       In depth review of RE (Summer)                                In depth review of:                                        In depth review PE/PSHE/RE
       In depth review Geography/History/DT                          History/georgraphy/art                                     In depth review English
       Mathematics (plenary, multiplication tables, AT1, Scheme      Science –                                                  In depth review ICT
        to support L&T)                                                                                                           Mathematics
                                                                      Effective Learning focus – Using ICT to enhance            Effective Learning focus – Using ICT to enhance the creative curriculum -
       Introduce SEAL (MJ)                                            the creative curriculum -ICT in the Foundation              the Foundation Stage, ICT infrastructure – wireless connections, ICT
       Impact of formative assessment –pupil self- assessment         Stage, ICT infrastructure – wireless connections,           administration, ICT provision in classes/suite, KS1 children to have on-lin
        tools in KS1 and FS (SLT)                                      ICT administration, ICT provision in classes/suite,         portfolio, staff training, learning platforms established across KS1 and KS
       Primary Strategy: Using ICT to enhance the creative            review KS1 curriculum, staff training, learning            Effective learning focus (Revisit effective learning, accelerated learning, brain g
        curriculum                                                     platforms across key stage 2                                mind mapping, multiple intelligences and child protection, Emotional Intelligence
                                                                      Continue to develop effective learning strategies and       Edward De Bono)
                                                                       accelerated learning throughout the school                 Healthy school status
       Effective Learning focus – Using ICT to enhance the           Teaching and Learning focus dependent on results of          Consider ways to introduce French into the curriculum (2009)
        creative curriculum - ICT in the Foundation Stage, ICT         data analysis in summer/autumn term                          Consider ways to provide 2hrs PE in KS2 (2009)
        infrastructure – wireless connections, ICT
                                                                      Review Mayfield Promises – are they still applicable,        Consider ways to extend Nursery provision from 2 ½ hrs per session to 3 h
        administration, ICT provision in classes/suite,
                                                                       new promises to be added? – School Council input                 session (2009)
        Learning platforms developmental stage, phase in new
                                                                      Primary Strategy: assessment for learning                  Further consider extended school provision (2010)
        scheme in KS2, staff training Links with PLN focus
                                                                      Primary Strategy: Teaching other subjects through the
        and Creative Partnerships focus
                                                                       arts - Creativity in the curriculum                                         07/08      SLT      08/09         SLT        09/10         SLT
       Raising attainment in mathematics
                                                                      Primary Strategy: Raising attainment in mathematics             AUTUMN
                                                                                                                                                   Mu         Art      PSHE          PSHE       DT            human
                                                                                                                                       FIRST
    SUMMARY OF FOUNDATION SUBJECT LEADER                              Raising attainment in Literacy, Speaking and listening,         HALF                                                                   ies
               MONITORING 2006/07                                      writing and reading                                             AUTUMN
                                                                                                                                                   Ar         home     RE            RE         Hi            human
                                                                                                                                       SECOND
         TERM           FOCUS         SLT                             Revisit child protection, revisit learning styles,              HALF                   work                                            ies
                                  OBSERVAT                             emotional intelligence, effective learning programme            SPRING
                                                                                                                                                   PE         Art      PSHE          Home       DT            DT
                                                                                                                                       FIRST
                                  ION FOCUS                           Work toward renewing Healthy school status                      HALF                                          work
    AUTUMN FIRST     Design       Humanities                          Consider ways to introduce French into the curriculum           SPRING
                                                                                                                                       SECOND
                                                                                                                                                   Ar         Hom      RE            RE         Gg            DT
    HALF             Technology                                        (2009)                                                          HALF                   ewor
    AUTUMN SECOND    History      Humanities                          Consider ways to provide 2hrs PE in KS2 (2009)                                         k
    HALF                                                              Consider ways to extend Nursery provision from 2 ½              SUMMER
                                                                                                                                       FIRST
                                                                                                                                                   Mu         Peer                   Peer       Hi            Peer
    SPRING FIRST     Design       Design                               hrs per session to 3 hrs per session (2009)                     HALF                   Obs.                   Obs.                     Obs.
    HALF             technology   technology                          Further consider extended school provision (2010)               SUMMER
                                                                                                                                       SECOND
                                                                                                                                                   PE         Peer                   Peer       Gg            Peer
    SPRING SECOND    Geography    Design                              Inclusion monitoring – CT                                       HALF                   obs.                   obs.                     obs.
    HALF                          technology                          Build SEAL into practice (GG)
    SUMMER FIRST     History      Peer                             
    HALF                          observations
    SUMMER SECOND Geography       Peer
    HALF                          observations


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ORGANISATION AND MANAGEMENT
                            2006/07                                                          2007/2008                                                          2008/09
       Become self-sufficient self-evaluating school                    Become self-sufficient self-evaluating school                    Update and improve school web site
       CPD programme for non-teaching staff                             Performance Management to lead to improved teaching,             SMSA training
       TA support for coordinators.                                      and clearer career structure for all staff                       Renew FA chartered status
       Monitor effective learning through Foundation subjects           Renew Arts Mark                                                  Monitor effective learning through Foundation subjects
       Improve playtime organisation, resources at lunch time           Monitor effective learning through Foundation subjects
       Renew Investors in People

SITE
                            2006/07                                                          2007/2008                                                          2008/09
Main playground development                                              Programme of internal and external redecoration continues      Classroom refurbishment
Roof repaired/replaced (LEA)                                             Continue to phase in developments and improvements in
WCs                                                                       school security
Flooring                                                                 Interior and exterior murals- cooperation from local arts
External doors, window, fence                                             school and beacon secondary school
                                                                         Staffroom (LA)
                                                                         Classroom refurbishment

GOVERNORS, PARENTS, LOCAL COMMUNITY
                 2006/07                                                                     2007/2008                                                          2008/09
       More ethnic minority parental involvement in life of school      More ethnic minority parental involvement in life of school      More ethnic minority parental involvement in life of school
       Increased number of multi cultural events held                   Increased number of multi cultural events held                   Effective and increased use of ethnic minority parents as a
       Effective and increased use of ethnic minority parents as a      Effective and increased use of ethnic minority parents as a       resource for National Curriculum areas
        resource for National Curriculum areas                            resource for National Curriculum areas                           Increased representation of ethnic minority parents on
       Increased representation of ethnic minority parents on           Increased representation of ethnic minority parents on            “Friends of Mayfield” and Governing Body.
        “Friends of Mayfield” and Governing Body.                         “Friends of Mayfield” and Governing Body.                        Increased number of multi cultural events held
       Explore Extended school options                                  Formalize Extended school                                        Extended school
       Family learning opportunities (CT) – maths bags                  Curriculum evening focus - ICT                                   Curriculum evening focus =
       Curriculum evening focus = maths




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                                                                                    SCHOOL IMPROVEMENT PLAN SUMMARY
TEACHING AND LEARNING
                     SUMMER TERM 2006                                         AUTUMN TERM 2006                                          SPRING TERM 2007                                     SUMMER TERM 2007
       Teaching other subjects through the arts                     Team challenge week                                        Maths Week                                          Arts week, book week and story
       Arts week, book week and story telling week                  Fitness week                                               History focus                                        telling week
       Book week events organised by Lit coord.                     Geography focus                                            Effective learning focus – use of ICT to                 Effective learning focus – use of
       RE focus                                                     Maths focus                                               enhance the creative curriculum (PLN,                ICT to enhance the creative curriculum
       Effective learning focus                                     Effective learning focus – use of ICT to enhance          Creative Partnerships)                               (PLN, Creative Partnerships)
                                                                      the creative curriculum (PLN, Creative                     ICT developments                                     
                                                                      Partnerships)                                                                                                     ICT developments
                                                                     Curriculum review
                                                                     ICT developments

ORGANISATION AND MANAGEMENT
                 SUMMER TERM 2006                                                   AUTUMN TERM 2006                                            SPRING TERM 2007                              SUMMER TERM 2007
      SMSA training                                               SMSA training                                                     SMSA training                                SMSA training
                                                                   Reorganise playtimes                                              Renew Investors in People                    Renew IiP


SITE AND ENVIRONMENT
                SUMMER TERM 2006                                   AUTUMN TERM 2006                                               SPRING TERM 2007                                       SUMMER TERM 2007
        Increased shade and external accommodation      Programme of internal and external redecoration                                                                    staffroom
         for Nursery                                      continues
        Flooring                                        roof
        External doors, window, fence
        WCS


PARENTS, CARERS, GOVERNORS AND LOCAL COMMUNITY
              SUMMER TERM 2006                                     AUTUMN TERM 2006                                                SPRING TERM 2007                                       SUMMER TERM 2007
      Explore extended school options                   Family learning starts – mathsbags phase 1                        Maths bags phase 2                                         Maths bags phase 3
                                                         Maths curriculum evening and Healthy schools
                                                          evening




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                                                                                           Strategic Overview
The issues included in the Strategic Plan have been taken from a variety of different sources:

         Issues identified, by the School, as areas for further action and development through last year’s SIP evaluation and review
         Issues identified by external inspection and review
         On-going developments
         Results of a full audit - stakeholders

These issues have been divided into two categories:
School Focus- Focus for Improvement
These are the issues that have been identified as priorities for the current planned year (Action Plans given as a separate section)
Maintenance and Review
These are issues that deserve regular attention and mention on an annual basis. These issues are essential to effective Scho ol Self-Evaluation.

AREA OF FOCUS                                          School Focus                                                                                                  Maintenance and review:
                                        1. Raising pupil achievement                                                           Planning
                                                                                                                               SEN and Inclusion
TEACHING AND                            2. Racial Equality and Inclusion (EMA                                                  Foundation Stage
LEARNING                                   and SEN action plans)                                                               Data analysis and target setting
                                        3. Accessibility Plan                                                                  Healthy Schools
                                                                                                                               Ofsted Action Plan
                                        4. Addressing The Primary strategy -                                                   EMA and Inclusion
                                           Creativity                                                                          Effective Learning and Teaching
                                                                                                 Accessibility action plan (Inclusion as part of the regular cycle of annual review and maintenance all core co-ordinators will have the oppor
                                                                                                 Monitor the quality of teaching through classroom observation
                                                                                                 Monitor the quality of learning through the scrutiny of books and work
                                                                                                 Monitor Assessment and record keeping
                                                                                                 Monitor planning both medium and short term
                                                                                                 Monitor effective use of resources
                                                                                                 Core curriculum co-ordinators will have the opportunity to support colleagues in a variety of ways such as: team-teaching, practical support during
                                                                                                 assessment processes, being observed by other staff, taking small groups of children for additional support or extension material.
                                                                                                 All Curriculum co-ordinators will identify their professional development needs and attend relevant courses to keep abreast of new initiatives and c
                                                                                                 their subject
                                                                                                 All co-ordinators will review and update their curriculum policy, guidelines and schemes of work annually.
                                                                                                 All co-ordinators will audit, identify and order relevant resources
                                                                                                 EMA review all procedures and seek to improve as necessary
                                                                                                 Termly monitoring of Behaviour reports to identify group trends.
                                                                                                 Termly monitoring of pupil absenteeism from different pupil groups.
                                                                                                 Monitoring to identify any cultural or religious issues that may account for low attendance.
                                                                                                 Positive and appropriate action taken to address the identified trends.
                                                                                                 Cultural events are planned to broaden the knowledge of pupils and reflect cultural backgrounds of pupils – Black History month.
                                                                                                 EMA story sacks are used effectively with EAL children.




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   AREA OF FOCUS                            School Focus                                                                                      Maintenance and review:

ORGANISATION AND               1.   Develop the role of the Deputy Head teacher    Performance Management
MANAGEMENT                          – train for Headship                           Staff to cross Threshold
                               2.   The Primary Strategy                           Avoidance of a deficit budget
                               3.   Developing the role of the subject             Under-spend available
                                    leader/workforce remodelling                   Full roll 315 +25 fte
                               4.   Developing the role of support                 Build contingency fund of 5%
                                    staff/workforce remodelling                    Curriculum co-ordinators role
                                                                                   SMSA training
                                                                                   Induction procedures for newly appointed staff
                                                                                   LSA training and development
                                                                                   Role of Senior Managers
                                                                                   Investors in People

SITE                           1.   Improve external environment                   Rolling programme of internal refurbishment and redecoration
                               2.   Improve internal environment                   Improve green areas of school




GOVERNORS,                     1.   Improved active participation of parents and   Governor strategic role
PARENTS AND LOCAL                   Governors                                      Improved attendance and punctuality
                                                                                   Active Friends of Mayfield
COMMUNITY




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                                                                      ENVIRONMENT
                                                       Internal refurbishment – doors, windows, WCs, staffroom
                                                                      ENVIRONMENT
                                                                         External – fence, roof
                                                                                                                   ORGANISATION AND
                                                                                                                     MANAGEMENT
                     LEARNING &                                   Mayfield Primary                                    Mathematics booklet for parents
                      TEACHING                                                                                         and carers in year 3 and below
                                                                   School Focus                                                     TA CPD
              Effective Learning and Teaching
                  Assessment for Learning                           2006 – 2009                                  Staff – art skills & effective learning focus
                                                                                                                         Extended school provision
            Use of ICT to enhance the Creative
                         curriculum                                                                                     Extended Nursery provision
                     The more able child                                                                                         ICT provision
                             ICT
             Raising standards of attainment in:
                      Writing , Reading,
               Mathematics (AT1, X tables,                        PARENTS, GOVERNORS                                                    OFSTED
                          Scheme),                                                                                     What is the impact of key word spelling tests
                                                                    AND COMMUNITY                                                 Homework consistency
                   MFL in the curriculum
                                                                     Workshops for parents and carers on
                       2 hrs PE in KS2
                                                                               mathematics.
                                                                        Foundation stage workshops
                                                                       Family Learning opportunities




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                                              Assessment for                                        ICT
                                                                                           Plasma screens FS, foyer
                                                 Learning                                      Upgrade ICT suite
                                                     Peer marking                    Laptops for staff, Wireless connections
                                                                                                 Family learning
                                             Self marking, quality marking in
                                                                                                     TA CPD
                                                         maths                         Use of ICT to enhance the creative
                                                                                                   curriculum

                                                     Quality marikng
                                                          Mayfield Primary
               Effective                             Quality marking                  The More Able Child:
            learning focus                           Success School
                                                              criteria Focus               •Meeting the needs of the MAC
          •Curriculum review – the use of                        2006 – 2009               through effective differentiation
            ICT to enhance the creative                                                     •Training in autism & dyslexia
                                                                  CURRICULUM
                     curriculum


                                                                                         OFSTED
                                                  Raising standards of               Key issues addressed
                                                     attainment in:
                                                                  •Reading
                                                                   •Writing
                                                                •Mathematics




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                                                                     SCHOOL IMPROVEMENT PLAN CURRICULUM MONITORING AND ASSESSMENT CYCLE
                                     SEPTEMBER                                                                OCTOBER                                                       NOVEMBER
GAP analysis, SWOT analysis with staff Short/medium term plans SMT    Data Analysis Autumn Package, Long and Short plans from LEA           Monitoring planning
SATs analysis – all staff, SMT, assessment coordinator                Head teachers report to Governing Body                                Curriculum Parent workshop
Screening – identification of under achieving groups                  Parent Evening including Pupil Targets                                Classroom observations
Timetable audit                                                       Parent Questionnaire, School Council response                         Scrutiny of work
Analyse new intake for EAL provision                                  Threshold applications                                                Pupil interviews
Performance Management new cycle                                      NFER reading, spelling                                                Governing Body visits to school
Classroom observations                                                Classroom observations                                                Monitoring assessment procedures
Scrutiny of work                                                      Scrutiny of work                                                      Head teacher’s Performance Management targets set
Pupil interviews                                                      Pupil interviews                                                      Pastoral records
Target setting – based on previous attainment                         Baseline assessment
Pupil targets set for English and mathematics                         Class Portfolios
Year 6 Transfer Meeting                                               Assessment test – mathematics
Pastoral records                                                      Schonnell tests – Year 1 – yr 3 SEN pupils
                                                                      Mathematics assessment tests
                                                                      Pastoral records
                                  DECEMBER                                                                    JANUARY                                                             FEBRUARY
SIP summary report and evaluation                                     Classroom observations                                                Classroom observations
Curriculum action plan summary reports and evaluations                Scrutiny of work                                                      Scrutiny of work
Moderation of writing                                                 Pupil interviews                                                      Pupil interviews
Classroom observations                                                Head meets with coordinators                                          Mid year review – Performance Management
Scrutiny of work                                                      MIST test and “Forward Together” programme (year 1)                   Governing Body visits to school
Pupil interviews                                                      Policy audit and review                                               Mathematics Assessment tests
Mathematics assessment test                                           Class Portfolios                                                      Monitor planning
Pastoral records                                                      Target setting                                                        Budget and SIP planning
                                                                      Develop next phase of SIP                                             Pastoral records
                                                                      Pastoral records                                                      SIP audit- identification of school needs – Governors, staff, parents and pupils
                                                                                                                                            contributions
                                     MARCH                                                                    APRIL                                                                  MAY
Classroom observations                                               Classroom observations                                                 Classroom observations
Scrutiny of work                                                     Scrutiny of work                                                       Scrutiny of work
Pupil interviews                                                     Pupil interviews                                                       Pupil interviews
Monitoring assessment procedures                                     Monitor planning                                                       School Journey information evenings
SIP end of term summary review                                       SATs evening for parents year 2 and year 6                             Work on SIP
Parent Evening                                                       MIST re-tests for underachievers                                       Pastoral records
New pupil targets – English and mathematics Record of Achievement    Class Portfolios                                                       Pupil target setting
Moderation of writing                                                Target setting
Curriculum Action Plan Summary reports                               Work on SIP
Formalise budget                                                     Pastoral records
Pastoral records
                                      JUNE                                                                    JULY
Classroom observations                                               Pupil Reports
Scrutiny of work                                                     SIP end of term summary review
Pupil interviews                                                     Parent Evening
Monitor Records of Achievement                                       Analysis of SAT questions answered well/poorly
Baseline assessment                                                  End of year transition
Curriculum Evening for Parents                                       Performance Management end of year review and setting of new targets
Present SIP to Governors                                             Key Stage 1 liaison
Pastoral records                                                     INSET audit/INSET priorities
SATs analysis – whole school data, screening                         Curriculum Action Plan Summary reports
                                                                     Pastoral records




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                                              Action Plans


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Focus Development
     TEACHING AND LEARNING
1. KEY ISSUE IDENTIFIED IN SIP: LEARNING AND TEACHING Focus Development: RAISING PUPIL ACHIEVEMENT To improve the standards of writing and reading and
mathematics
                                                                                                                                                          KEY         TIME              COST     Term 1   Term 2   Term 3
   DESIRED IMPACT / SUCCESS                                                   TASK AND ACTIONS TO BE TAKEN                                              PERSONN      SCALE
           CRITERIA                                                                                                                                        EL
Pupil standards in reading,   Build on work started in Research Skills units                                                                            All Staff   Autumn
writing and mathematics       Extend and enrich reading scheme for stg. 15 and 16 readers Extend range of books suitable for free readers in            M/E         2005
improve.                      classrooms in KS2.                                                                                                        Literacy
                              Enrich reading scheme                                                                                                                 Summer       £500 book
                                                                                                                                                        coordin     2005
                              Book week and story telling week events                                                                                                            week events
                                                                                                                                                        ator,
                              Target additional support at FSM, Black heritage children– additional TA time – guided reading, intervention programmes               Autumn
                                                                                                                                                        SMT
                                                                                                                                                                    2005
                              Focus of classroom monitoring is on pupil progress and achievement in the R, W and M. Coordinators are aware of this.
                              Assessment for Learning                                                                                                               Autumn       £10000 Books,
                              Staff training – mathematics, problem solving                                                                                         and Spring   maths
                              Gifted and talented, Meeting the needs of the more able child in writing and mathematics, Input from maths consultant                 2005         resources
                              PLN focus – writing
                                                                                                                                                                    Autumn
                              Meeting the needs of G&T pupils :
                                                                                                                                                                    2005
                              Invite link schools to NACE training
                                                                                                                                                                    onwards
                              Art day - two children + two staff – Art award
                              Continue to work in partnership with other schools to promote effective teaching and learning and raising standards
                                                                                                                                                                    Autmn
                              Focus 2005/06: PLN writing - use of visual supports to improve children’s writing
                                                                                                                                                                    2005
                              Target children on cusp of national expectations for support/PM targets
                                                                                                                                                                    Spring
                              Focus 2006/07 – using ICT to enhance the creative curriculum                                                                          2006
                              MATHEMATICS:                                                                                                                          Autumn
                                                                                                                                                                    2006 on
                                                                                                                                                                                 £10K
                              Maths Week events
                              CPD programme throughout the year                                                                                                     wards
                              Develop assessment for learning inmathematics
                              Review the organisation of the Scheme of work.
                              Use SAT style questions to apply learning to different contexts in plenary and mental and oral Revise
                              expectation in NNS for each year group – minimal expectations
                              SAT revision – based on rolling programme of papers – 2005 – papers from odd years, 2006 – papers from even
                              years
                              Year 5 and 6 to do revision in sets at same time. Then do investigations after this period.
                              Year 3 and 4 revision time built in – investigations and extend conceptual understanding after this point.
                              Look at new maths scheme to support learning and teaching
                              Times table focus
                              Introduce maths bags – target year 3, focus on display and regular availability of practical apparatus, raising the
                              profile of maths, language of maths
STRATEGIES TO REVIEW DEVELOPMENTS, MONITOR PROGRESS AND EVALUATE IMPACT (S.O.D.A) – scrutiny, observation, discussion, analysis
Termly meeting with coordinators to discuss pupil progress based on SSE procedures
Lesson observations
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Book looks
Pupil interviews
PROFESSIONAL AND STAFF DEVELOPMENT
Problem solving
NACE – more able child and mathematics January 2006, BEAM raising attainment at KS 2 Oct 2006
MODIFICATIONS/COMMENTS FROM REVIEW OF DEVELOPMENTS, MONITORING PROGRESS AND EVALUATING IMPACT
SIGNIFICANT PAST ACHIEVEMENTS
2005 – successful writing project through PLN, guided reading groups introduced – targeted support
2005 new website created, learning platform
2004 extensive new reading scheme purchased for use throughout the school
2004 guided reading scheme purchased for use from year 1 to year 6.

Other action plans available:
Curriculum areas + Foundation stage, EMA, SEN and G&T




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2. KEY ISSUE IDENTIFIED IN SIP: TEACHING AND LEARNING:                                            RACIAL EQUALITY AND INCLUSION
To ensure RACIAL EQUALITY through curriculum and school life
                                                                                                                                                               KEY          TIME        COST          Term   Term   Term
          DESIRED IMPACT / SUCCESS CRITERIA                                                        TASK AND ACTIONS TO BE TAKEN                               PERSO        SCALE                        1      2      3
                                                                                                                                                               NNEL
There is no evidence of racial inequality in the outcome of any                      To look at how effective the racial equality policy has been since it   MJ, BE,     January   SMT meetings x
monitoring exercises.                                                                                                                                         SMT and     2007      3 sessions of ½
1. All staff aware of procedures for reporting racist incidents at staff
                                                                                      was implemented.                                                        all staff             hour
and pupil level                                                                      (personal development and pastoral care) To share Behaviour and
                                                                                      Teaching and Learning policy with SMSAs and LSAs – share and            MJ
                                                                                      discuss the role they have to play in the promotion of these and the
                                                                                      school mission statement and vision.
                                                                                     Cascade information to TAs and SMSAs about reporting racist             MJ          Spring
                                                                                      incidents                                                                           2007      SMT session x 1
                                                                                                                                                                                    hr
                                                                                     Increased range of positive multicultural images and books              Inclusion
                                                                                      displayed around the school                                             coord.
                                                                                     See also SEN, G&T and EMA action plans
                                                                                     Raised profile of Black History month through display



STRATEGIES TO REVIEW DEVELOPMENTS, MONITOR PROGRESS AND EVALUATE IMPACT (S.O.D.A) – scrutiny, observation, discussion, analysis
            Scrutiny of policies
            Analysis of behaviour reports
            Overview of events to monitor for cultural balance and richness
PROFESSIONAL AND STAFF DEVELOPMENT
            Discussion on racial equality policy and how we can build on this and move forward (SMT and teams)
            Awareness training of cultural history of pupils in school – Islamic awareness training (CT)
            Awareness training for staff – re: cultural balance in activities, visits and resource purchases
            Black History brainstorm
MODIFICATIONS/COMMENTS FROM REVIEW OF DEVELOPMENTS, MONITORING PROGRESS AND EVALUATING IMPACT



SIGNIFICANT PAST ACHIEVEMENTS
2005 big focus on Africa through the arts curriculum and literacy.
 2002 policy established (ref. to CRE)
2004 Review all policies in annual January cycle and include racial equality statements
2004 Somali coffee morning established each Friday morning




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3. KEY ISSUE IDENTIFIED IN SIP: ACCESSIBILITY PLAN – To improve access to all areas of the school and curriculum for all pupils
                                                                                                                                                     KEY         TIME SCALE     COST   Term 1   Term 2   Term
         DESIRED IMPACT / SUCCESS CRITERIA                                       TASK AND ACTIONS TO BE TAKEN                                     PERSONNEL                                                3
          Children’s and adult access to the site       PHYSICAL:                                                                                             Spring 2006     £25
           is improved                                          Paint white lines on steps                                                       KL           Spring 2006
          Children’s progress is accelerated                   To increase the signs in different languages around the school.                  Ico                          £1000
           through the effective use of resources               Purchase laptops to be used by children in class to help them access learning,   BE/ICT/Ico
                                                                 including alpha smarts.                                                          BE           Autumn 2006     £10K
          Improved parental and carer access to
                                                                Hearing enhancement system installed throughout the school                       KL           On going
           the school and site.
                                                                Replace external light bulbs immediately when dud                                BE
                                                                When repainting classes seek advice from Access officer on which colours are
                                                                                                                                                  BE           As
                                                                 appropriate – contrasting colours
                                                                Lower access window to reception
                                                                                                                                                               appropriate
                                                                                                                                                  Ico          On going
                                                CURRICULUM                                                                                        Ico/BE       Summer 2007
                                                   Improve learning resources for improved curriculum access.                                    Ico
                                                   Autism and dyslexia training for staff                                                        Ico/ICT co   Autumn
                                                   Create individual access plans for individual disabled children as part of IEP                Ico/PE co    /spring 06/07
                                                    process                                                                                                    Summer 2006
                                                   Audit all SEN ICT and other resources and make list available to all staff       BE/Ico                    On going
                                                   Training sessions on software                                                                              As
                                                   Review PE curriculum to include disability sports                                Staff/Ico                 appropriate
                                                   Opportunities for staff to observe their curriculum area at local special school
                                                   Ask parents/carers about access needs when child is admitted to school           Ico
                                                   Encourage pupils to express their access needs and explore learning styles                                 On going
                                                   Staff meeting to share good practice
STRATEGIES TO REVIEW DEVELOPMENTS, MONITOR PROGRESS AND EVALUATE IMPACT (S.O.D.A) – scrutiny, observation, discussion, analysis
Observation and discussion of progress by B&S committee and finance committee
Classroom observation
Monitoring of signage around the school
PROFESSIONAL AND STAFF DEVELOPMENT
Dyslexia, autism
MODIFICATIONS/COMMENTS FROM REVIEW OF DEVELOPMENTS, MONITORING PROGRESS AND EVALUATING IMPACT

SIGNIFICANT PAST ACHIEVEMENTS
2005 Hearing enhancement system installed to all classes.
Alphasmart laptops purchased
2004 Installed additional handrail in junior playgrounds
Installed hearing induction loops in reception, 4 classes across all key phases and hall.
Willow tree walk (and removal of millennium mess!) established – disabled access to the playground
Improved disabled access at reception. E.g. induction loop, seating.
Considered fire routes for disabled visitors and pupils and make staff aware of these. Add to the fire drill notices and disseminate to staff. Display in classrooms.
2003 Installation of additional handrails in reception playground



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4. ACTION PLAN KEY ISSUE IDENTIFIED IN SIP: ADDRESSING THE PRIMARY STRATEGY: EFFECTIVE LEARNING: USE OF ICT TO ENHANCE CREATIVITY IN THE CURRICULUM
     1999           2001                    2002                                 2003/04                                                2004/05                                    2005/06                                2006/2007
Accelerated       Brain       Aspiring to excellence – phase      Aspiring to Excellence – phase two        Aspiring to Excellence – phase three Effective            Aspiring to Excellence – phase           ICT to enhance the creative
learning VAK,     Gym         one Effective learning styles –     –                                         class management,                                         four – How do we engage children         curriculum.
water breaks,                 Kathleen Butler                       – Effective learning environments       Embed creativity, MADD, research skills, thinking         effectively egs. of stimulus in all      Expand cross curricular approach
use of music                  The writing pathway                   Effective Display – look, feel,         skills, effective questions                               subjects, effective use of IWB to        to learning and teaching.
to set                        Accelerated Learning VAK              sound like?                             Embed VAK in planning and lesson delivery                 support learning and teaching
classroom                     Formative assessment                  Effective teaching – buddying           Accelerated learning model – brain gym, water,           Embed creativity, MADD, research
climate                       Beacon focus: improving               opportunities (VAK)                     music                                                    skills, thinking skills, effective
                              attainment in writing using           VAK embedded in teaching                Effective teaching – opportunities for peer              questions
                              effective learning approaches         practice                                observation (VAK)                                        Embed VAK in planning and
                              Action Research with LEA –          Thinking lessons – linked with             What do the Mayfield Promises look, sound and           lesson delivery
                              raising achievement in writing      literacy, speaking and listening           feel like? Display                                      Accelerated learning model – brain
                              (VAK)                               Effective questioning                     Creativity                                               gym, water, music
                                                                  Creativity                                 Effective use of IWB to support learning and            Introduce Emotional Intelligence
                                                                                                             teaching

                                                                                                                                               KEY     TIME SCALE        COST       Term 1     Term 2       Term 3
            DESIRED IMPACT / SUCCESS CRITERIA                                   TASK AND ACTIONS TO BE TAKEN                                PERSONNE
                                                                                                                                                L
           Pupil confidence, self esteem and use of a                   To review the Question wall display where discussion             All staff   Spring 2006    INSET
            range of learning styles is improved.                         centres on thoughts, reflection, debate and discussion.                                     time for
           Pupils are able to access the curriculum                      (Thinking skills, speaking and listening)                                    Summer         staff
            through a range of stimuli                                   To build up ideas for “Visualisations” as a tool for pupils      MJ          2006
           Displays have a clear learning focus using key                to access the curriculum                                                     Autumn
            words and pre-teaching ideas and questions that              Introduce Emotional Intelligence, De Bonos 6 thinking            BE/MJ       2006
            children will use                                             hats                                                             BE/MJ
           Through challenging questioning and prompts                  Revisit effective learning strands according to staff CPD
            children respond to questions with thoughtful
            answers

STRATEGIES TO REVIEW DEVELOPMENTS, MONITOR PROGRESS AND EVALUATE IMPACT (S.O.D.A) – scrutiny, observation, discussion, analysis
Scrutiny of planning shows different learning styles are catered for e.g. VAK and 4 stage accelerated learning model
Classroom observations show whole school approach to above and that VAK approaches are identified to cater for different learning styles
Discussion with pupils reveals an understanding of the way they learn best
Pupil interviews about how they learn best.
PROFESSIONAL AND STAFF DEVELOPMENT
INSET for staff – Through the Mind’s Eye, Assessment for Learning, NACE problem solving Jan 2006, BEAm rasiing attainment at KS2 October 2006, Bill Lucas crativity October 2006, Assesment for Learning
October 2006, Creative Partnerships yr 3, 4, 1/ 2, PLN yr 2, 5, 5/ 6
Interactive whiteboards – effective use
Summer term – opportunities for peer observations – HT to release staff in summer term
MODIFICATIONS/COMMENTS FROM REVIEW OF DEVELOPMENTS, MONITORING PROGRESS AND EVALUATING IMPACT


SIGNIFICANT PAST ACHIEVEMENTS
2003 - 2004         Assessment for Learning introduced and embedded in school
                   Discuss with SMT/teams what is creativity, how do we find it? Promote it? What are the key elements of a creative lesson? Formulate definitive list of the components of a creative lesson.
                   Team planning opportunities to identify opportunities for and build creativity and effective questions in to lessons
                   Opportunities to share good practice in INSET.
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                   
                 Produce creativity portfolios as an on-going reference of the creative activities that occur in a range of subjects and across all subjects in the foundation Stage.
                   
                 Foundation stage to maintain a creativity display board of photographs, anecdotes and pupil evidence of display in all learning areas.
                   
                 To look at the mission statement and share how we raise pupil self esteem
                   
                 To discuss what an excellent or ideal classroom environment for learning would look, feel, sound like.
                                                                                                         ACTION PLAN
KEY ISSUE IDENTIFIED IN SIP: LEARNING AND TEACHING PRIMARY STRATEGY: CREATIVITY (Links with PLN and Creative Partnerships Projects)

                                                                                                                                                                                         KEY         TIME     COST/CPD
    DESIRED IMPACT /                                                                      TASK AND ACTIONS TO BE TAKEN                                                                  PERSO       SCALE       needs
   SUCCESS CRITERIA                                                                                                                                                                      NNEL
Pupil learning is enhanced         CURRICULUM REVIEW                                                                                                                                    BE/SLT/     Autumn    CPD x 3
through effective use ICT          Take a project……main theme for half a term ….Tudors, puppets….PSHE focus….LITERACY focus…. – mind map cross curricular links and                     BT          2006-
                                   how ICT and ART could enhance the project.
Pupil learning is enhanced         Consider resource needs….CPD needs…..Link to focus of PLN/Creative Partnerships projects – SKILLS driven approach                                                2006 –
through cross curricular                                                                                                                                                                            2009
projects                           Key questions:
                                          Should we set up the following INNOVATION TEAMS:ART, ICT, CREATIVITY?
                                          How effectively do we use the interactive whiteboard as an INTERACTIVE LEARNING TOOL?                                                        BE/SLT                CPD x 1
                                          How effectively are we using the current ICT tools we have in school…digital cameras? Digital microscope?.....what more could/should
                                           we do?                                                                                                                                       BE/BT                 BE + BT –
                                          Consider ICT provision in Foundation stage….digiblue cameras, use of digital cameras in reception, digital microscopes freely available in                         meting times
                                           Nursery and reception classes, tablets…therefore need for additional laptops…..or teachers laptops to be used also as an in class support,   BE/BT                 x4
                                           listening centers, talking books etc.
                                          Training needs of staff identified and training provided                                                                                     BE/ FS
                                                                                                                                                                                        staff/ BT
                                            Review ICT scheme of work…look at aspects of evolving curriculum in which pupil skills need to be developed - use of movie-making
                                             equipment – year 5 expectation to be producing movies linked to a theme – bullying/ stereotypes…..
                                            Track back to what year 4 should therefore be developing, year 3 etc. Web site maintenance by pupils…..skills pupils need to develop????   BE/BT
                                             Build into scheme of work….
                                                                                                                                                                                        BE/
                                                                                                                                                                                        GOVS
                                            Use of ICT for admin/information in foyer – plasma screen…..what would we put on there? Who would maintain it?
                                                                                                                                                                                        BE/BT
                                            Next steps in learning platform…personal child assessment information for parents/carers available on line…security code/restricted        BE, NW
                                             access..
                                                                                                                                                                                        +2
                                            SUBSTANTIAL INVESTMENT IN NEW TECHNOLOGIES                                                                                                 BE/MJ/
                                                                                                                                                                                        NW          2007/08
                                   Take a Picture…Introduce to school… embed as part of annual practice!
                                   Three early adopters…                                                                                                                                BE
                                   Attend training at National Gallery….
                                   produce art project over a half term
                                   Evaluate, share, and assess impact…
                                   Involve whole staff next year.
                                   Introduce new skills in to art curriculum…..CPD for staff – Brentside visual arts department/BE/NW…external – take a picture…
                                   Purchase new resources
                                   Buy in to a regular art magazine……for inspiration and ideas…

STRATEGIES TO REVIEW DEVELOPMENTS, MONITOR PROGRESS AND EVALUATE IMPACT (S.O.D.A) – scrutiny, observation, discussion, analysis

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PROFESSIONAL AND STAFF DEVELOPMENT
     2006/07 on-going INSET twilight sessions
MODIFICATIONS/COMMENTS FROM REVIEW OF DEVELOPMENTS, MONITORING PROGRESS AND EVALUATING IMPACT




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                Circle time                                   Brain gym
               Self esteem,                                                                         Creativity
                                                                water
              self confidence,                                                                       MADD
                   respect                                                   High expectations of
                                                                                  Behaviour
                                      Thinking skills and                          learning
                                     effective questioning


                                                        Effective Learning                      Access the learning
  Formative                                                                                            VAK
 Assessment
                                         Pupil and staff
                                         Accountability
                                         Responsibility                          Mind Mapping
    Learning                                choice
     Styles
 Kathleen Butler
                                     “Sharing                      Accelerated Learning
                                                                          model             School council –
                                     Learning”
                                                                                           Opps. to feedback
                                     assembly
                                                                                            To whole class

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1. KEY ISSUE IDENTIFIED IN SIP: ORGANISATION                  AND MANAGEMENT
TO DEVELOP THE ROLE OF THE DEPUTY HEAD
                                                                                                                                          KEY         TIME         COST         Term 1   Term 2   Term 3
  DESIRED IMPACT / SUCCESS CRITERIA                                     TASK AND ACTIONS TO BE TAKEN                                    PERSONN      SCALE
                                                                                                                                           EL
Deputy Head is trained for Headship               To meet with the Head teacher on a regular basis to discuss school issues and the SIP     DH & HT Spring    Time for
role to support further the teaching               focus                                                                                             2005      meetings and
and learning and monitoring                    To provide time for the Deputy to attend professional development courses                            onwards   course
                                               To provide time for DH and HT to meet on a regular basis                                                       attendance
                                               To encourage attendance at LEA Deputy conferences and briefings                                                Time for
                                               To provide opportunities for Deputy to lead projects of significant value to the development                   budget setting
                                                   and improvement of the school.                                                                              and
                                               To involve the Deputy Head in the budget setting process.                                                      discussion
                                               Head and Deputy to participate in joint training once each term, to find ways to promote the
                                                   school and move it forward, as far as practicable.
STRATEGIES TO REVIEW DEVELOPMENTS, MONITOR PROGRESS AND EVALUATE IMPACT (S.O.D.A) – scrutiny, observation, discussion, analysis
Course attendance records
Measure impact of projects with DH involvement through observation and discussion with stakeholders
Performance Management discussion to identify successes and areas for further development
PROFESSIONAL AND STAFF DEVELOPMENT
DH meetings and conference

MODIFICATIONS/COMMENTS FROM REVIEW OF DEVELOPMENTS, MONITORING PROGRESS AND EVALUATING IMPACT
Deputy on maternity leave 2004/05


SIGNIFICANT PAST ACHIEVEMENTS
Lead Healthy Schools
Established playground boxes
Introduced SMSA meetings and training events




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2. ACTION PLAN: THE PRIMARY STRATEGY
KEY OBJECTIVE: To implement the guidance from the DfES on tackling workload and providing PPA - preparation, planning and assessment time for teaching staff
                                              2002                                                                              2003                                              2004                                                2005
SMT ½ hour a week management time                                                                           Employ LSAs to support staff throughout            Train committed LSAs to status of High           By September 2005 - Guaranteed PP
Deputy one day a week management time                                                                       school – budget allowing – administrative          Level teaching assistants/cover                  for all teaching staff – not less than 1
SENCO one day a week management time                                                                        and clerical staff reform complete by              supervisors to support staff PPA time            teaching commitment, provided in blo
Core coordinators two hours a week subject development time                                                 September 2003                                                                                      at least 30 minutes
Foundation subject highlighted on SIP 2 hours a week for one term for subject development                                                                      Explore innovative ways to enable
Year 5 and 6 one hour a week PPA time                                                                       Teachers can cover up to 38 hours a                guaranteed PPA time for teaching staff           Teachers can cover up to 38 hours a
All other year groups one hour alternate weeks PPA time                                                     year for absent colleagues.                                                                         for absent colleagues
LSA assigned to yr 1 and 1/ 2 (20hrs)                                                                                                                          Teachers can cover up to 38 hours a year
LSA assigned to year 2, 3 & 4 (21 hours)                                                                                                                       for absent colleagues                            Support High level LSAs who wish to
LSA assigned to yr 5 & 6 (22 hrs)                                                                                                                                                                               their qualifications further
NNEB reception – full time                                                                                                                                     TA appointed to work with staff and support
NNEB Nursery – full time                                                                                                                                       the 24 administrative tasks that teachers        TA appointed to work with staff and s
Support staff currently help with administrative tasks as identified in DfES guidance                                                                          should not undertake.                            the 24 administrative tasks that teach
                                                                                                                                                                                                                should not undertake.

                                                                                                                                                                         KEY          TIME         COST           Term 1     Term 2     Term
      DESIRED IMPACT / SUCCESS CRITERIA                                                     TASK AND ACTIONS TO BE TAKEN                                              PERSON         SCALE                                                3
                                                                                                                                                                         NEL
Children have more time with their teacher                                   Sustain current additional TA and teacher provision. (guaranteed 10% PPA &              B, staffing   Autumn                        
Teachers are freed from administrative and clerical                           maintain at least current provision for management time, TAs attached to each           & Finance     term
tasks.                                                                        class to support Workload agreement)                                                    comm.
Learning is personalised
Cover supervisors confidently provide effective                                                                                                                                               £9k EiC funding
learning opportunities for the children
                                                                             EiC initiative – target additional TA support to FSM and Black heritage children -
Pupils’ reading skills improve                                                reading

                                                                                                                                                                      BE/MJ
                                                                                                                                                                                                                  
STRATEGIES TO REVIEW DEVELOPMENTS, MONITOR PROGRESS AND EVALUATE IMPACT (S.O.D.A) – scrutiny, observation, discussion, analysis
Analysis of time-tables to ensure everyone gets PPA time.
PROFESSIONAL AND STAFF DEVELOPMENT
          Staff well being and workforce remodelling kept at the top of agendas
          Well being facilitator to attend regular LEA meetings
MODIFICATIONS/COMMENTS FROM REVIEW OF DEVELOPMENTS, MONITORING PROGRESS AND EVALUATING IMPACT

SIGNIFICANT PAST ACHIEVEMENTS
2004 HT and AS participated in Workforce Reform strategy group.
Planning computerised.
Networked staffroom computer so staff have access to all relevant files and planning
Participated in Well-being project. Identified key member of staff to lead the project
Work/life balance trained facilitator
Signed all staff up for CARE FIRST counselling service at school’s cost


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3. KEY ISSUE IDENTIFIED IN SIP: ORGANISATION AND MANAGEMENT
TO DEVELOP THE ROLE OF THE SUBJECT LEADER/WORKFORCE REMODELLING
                                                                                                                               KEY       TIME         COST         Term 1   Term 2   Term 3
            DESIRED IMPACT / SUCCESS CRITERIA                                TASK AND ACTIONS TO BE TAKEN                    PERSONN    SCALE
                                                                                                                                EL
The quality of monitoring and target setting for pupils                Opportunities for staff to do peer observations in   BE, SMT   End of     Time to
and staff is improved                                                   classes and team teach with coordinators.                      Autumn     release coord
                                                                       Provide focused time to discuss teacher strengths,             2005       for
                                                                        those staff requiring support – by whom? How?                             observations
                                                                        When? Monitoring period?                                       Summer     and SSE x2
                                                                       Improve current structure of monitoring for                    – autumn   hrs a week for
                                                                        Foundation Subjects                                            term       5 people




STRATEGIES TO REVIEW DEVELOPMENTS, MONITOR PROGRESS AND EVALUATE IMPACT (S.O.D.A) – scrutiny, observation, discussion, analysis
Feedback from SMT about observations and discussion about the giving and receiving of feedback.
Scrutiny of observation feedback forms

PROFESSIONAL AND STAFF DEVELOPMENT
Induction for New subject leaders - shadowing
MODIFICATIONS/COMMENTS FROM REVIEW OF DEVELOPMENTS, MONITORING PROGRESS AND EVALUATING IMPACT



SIGNIFICANT PAST ACHIEVEMENTS
2005 – implemented new TLR structure
more effective SSE procedures established
2004 Investors in People status gained in July 2004
Healthy Schools status gained in May 2004
Peer observations introduced in summer term
INSET training for all staff on giving and receiving feedback.
2002 Established coordinator expectations, support material, shadowing opportunities




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KEY ISSUE IDENTIFIED IN SIP: ORGANISATION AND                   MANAGEMENT
   To develop the role of support staff/workforce remodelling
                                                                                                        KEY       TIME        COST   Term 1   Term 2   Term 3
                                                                  TASK AND ACTIONS TO BE TAKEN        PERSONN    SCALE
            DESIRED IMPACT / SUCCESS CRITERIA                                                            EL
Pupil achievement and attainment improves because they   
                                                    CPD opportunities for support staff to include: Inclusion Summer Time for        
are supported by well trained support staff              
                                                    Behaviour management                            coordinat 2005       training    
                                                         
                                                    Talking partners                                or,       onwards                
                                                         
                                                    Voluntary reading help                          deputy                           
                                                         
                                                    Guided reading                                  SLT                                       
                                                         
                                                    Working with children with SEN, EAL
                                                                                                                                              
                                                         
                                                    Intervention programme training e.g. ELS, ALS,
                                                                                                                                              
                                                    FLS, Springboard
                                                                                                                                              
                                                 Annual Performance Review meetings                                                          
                                                 SMSA training, regular meetings with Deputy                                                 
                                                 Annual performance review meetings                                                          
                                                 Consider roles in light of TLR structure                                                    
                                                 CPD non teaching staff
STRATEGIES TO REVIEW DEVELOPMENTS, MONITOR PROGRESS AND EVALUATE IMPACT (S.O.D.A) – scrutiny, observation, discussion, analysis
Observation of practice
SMSA – pupil interview
PROFESSIONAL AND STAFF DEVELOPMENT
See list above
MODIFICATIONS/COMMENTS FROM REVIEW OF DEVELOPMENTS, MONITORING PROGRESS AND EVALUATING IMPACT



SIGNIFICANT PAST ACHIEVEMENTS
Regular meetings with SMSAs established – half termly
PDR meetings established with all non-teaching staff




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KEY ISSUE IDENTIFIED IN SIP:
1.       SITE
Focus Development: TO IMPROVE THE EXTERNAL ENVIRONMENT
Improve external environment
                                                                                                                          KEY       TIME SCALE       COST         Term 1   Term 2   Term 3
            DESIRED IMPACT / SUCCESS CRITERIA                               TASK AND ACTIONS TO BE TAKEN               PERSONNEL
         Children are stimulated and use the External                Create areas of shade and shelter for pupils   HT
          environment for learning.                                   Pupils to help design the new areas of the     All staff,   Summer
                                                                       playground                                     governors,   05/06         £700
                                                                      Provide outdoor accommodation and increased    pupils and   Spring 2005
                                                                       shade for Nursery                              parents                    lots –
                                                                      Substantial development of the playground                   Spring 2005   devolved
                                                                      Fence,                                                                    capital budget
                                                                      roof (LEA)                                                  Summer 2006

STRATEGIES TO REVIEW DEVELOPMENTS, MONITOR PROGRESS AND EVALUATE IMPACT (S.O.D.A) – scrutiny, observation, discussion, analysis
Parent annual questionnaire and results of Healthy schools evening in Autumn 2004 – consultation process
School council views
PROFESSIONAL AND STAFF DEVELOPMENT


MODIFICATIONS/COMMENTS FROM REVIEW OF DEVELOPMENTS, MONITORING PROGRESS AND EVALUATING IMPACT

SIGNIFICANT PAST ACHIEVEMENTS
2005 – significant playground improvements
2004 improved security measures – fencing, lighting, CCTV, electronic gates
2003 Increased shade and shelter, Gazebo, planting, painted infant playground,
2002 Provision of basket ball hoops, target boards etc. in playground
2002 Introduced playground boxes




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2.   KEY ISSUE IDENTIFIED IN SIP: SITE       INTERNAL ENVIRONMENT
Focus Development: Improve internal site
                                                                                                                               KEY         TIME          COST         Term 1    Term 2   Term 3
            DESIRED IMPACT / SUCCESS CRITERIA                               TASK AND ACTIONS TO BE TAKEN                     PERSONN      SCALE
                                                                                                                                EL
The environment is stimulating and inviting to work in       Rolling programme of internal refurbishment –                  KL, BE,     Spring       £17000 (DC)     
for children and staff                                       WCs,                                                           B&S         2005
Morale is high. Achievement is high.                         windows,
                                                              doors,
                                                             staffroom (LA)
                                                             Framed children’s work on display around the school
                                                             Enhanced hearing system throughout the school
                                                             Wireless internet access around school


STRATEGIES TO REVIEW DEVELOPMENTS, MONITOR PROGRESS AND EVALUATE IMPACT (S.O.D.A) – scrutiny, observation, discussion, analysis
Quality of display
Feedback from staff about impact of IWB
Feedback from staff about impact of enhanced hearing systems
PROFESSIONAL AND STAFF DEVELOPMENT
IWB training
Sound field system training
MODIFICATIONS/COMMENTS FROM REVIEW OF DEVELOPMENTS, MONITORING PROGRESS AND EVALUATING IMPACT


SIGNIFICANT PAST ACHIEVEMENTS
 2002 Successful seed challenge bid (£15000) library, computer suite established, school painted, extra rooms created, resource cupboards, extensive spending on new resources – esp.
mathematics
2002 – 2003 (Successful Seed Challenge bid £6250, Access Initiative bid £36000) ) toilet refurbishment
2004 (Successful Access Initiative bid £9540) improved internal lighting, improved heating, lap tops, networked computer systems
2004/05 Install interactive whiteboards in all classes
IWB training
Hearing loop at reception
Sound field system in hall and 5 classes
2006 Soundfield System installed in all classes




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1 KEY ISSUE IDENTIFIED IN SIP: GOVERNORS, PARENTS AND LOCAL COMMUNITY
Improved active participation of Parents and Carers and Governors
                                                                                                            KEY        TIME         COST          Term 1   Term 2   Term 3
       DESIRED IMPACT / SUCCESS CRITERIA                      TASK AND ACTIONS TO BE TAKEN                PERSONN     SCALE
                                                                                                             EL
Improved active participation of Parents and         Hold curriculum evenings each Autumn in conjunction with       BE, SMT Autumn Time x 2
Carers and Governors                                 Governor to celebrate our achievements and how to move                 term   hours on the
                                                     the school forward.                                                           evening
                                                     Maintain active Friends of Mayfield through new recruitment                   4xhours
                                                     Increased numbers of multi-cultural events social and fund                    preparation
                                                     raising events
                                                     Invite parents and carers and governors to participate in arts
                                                     week, book week and story telling week.
                                                     Family Learning opportunities – maths bags – target year 3.
                                                     Improved web site
STRATEGIES TO REVIEW DEVELOPMENTS, MONITOR PROGRESS AND EVALUATE IMPACT (S.O.D.A) – scrutiny, observation, discussion, analysis
Analysis of Parent evaluation forms and questionnaires
Analysis of events and attendance

PROFESSIONAL AND STAFF DEVELOPMENT



MODIFICATIONS/COMMENTS FROM REVIEW OF DEVELOPMENTS, MONITORING PROGRESS AND EVALUATING IMPACT



SIGNIFICANT PAST ACHIEVEMENTS
2007 ICT
2006 maths
2005 maths
2004 PSHE
2003 Sex Education
2002 How to help your child at home, mathematics
2001 Literacy




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