KS1/2 SATs (stat and opt) completed PIPS / Reception baseline profiles completed and analysed Training provided for R/Y2/Y6 teachers at cluster meetings SATs evaluation – impact and progress discussed at staff meetings, through transition and HT report at Governing Body /Staff Meeting Classroom monitor analysis systems being used throughout school and by subject co-ordinators Present Position 10/20/30 week pupil progress meetings completed each year. Evaluation Action to be Undertaken Evidence Future development points School Improvement Focus /Outcomes /Dates Marking Scrutiny of work Disseminate outcomes from Scrutiny of work evidence Monitor impact of AFL opportunities To review marking and audit and training sheets An audit of current practice Impact on learning children’s feedback opportunities in Evaluate need to update Samples of effective Attend marking training SLT Impact on Teacher’s workload writing and maths marking policy marking Maths sub-levelled target sheet to be Staff meeting minutes introduced in line with writing target sheet Target Setting 10/20/30 week meetings led Analyse evidence from maths / literacy Progress meetings Pupils’ To improve APS in line with by SLT and overviewed by 10/20/30 week meetings books SLT meetings school targets HT Determine provision of Teacher assessments Appraisal support and where APP tracking (cm) Sharing of good practice through appropriate intervention Summative assessments observations and training strategies Work scrutiny Monitor impact of interventions. EYFS To evaluate new EYFS Evaluate changes to current Completion of EYFS data Tracking EYFS into KS1 To develop new assessment expectations practice measure IMPACT and information fed to Y1 for Moderation of EYFS assessment – for EYFS tracking / evidence and significant changes tracking purposes – Establish Assessment – and moderating July 2013 Manager 7/Classroom LA expectations fulfilled Monitor as a tool for reporting to LA To focus upon the Class teachers are To moderate Teacher Assessment Review reading/writing targets. assessment of confident in assessing reading/writing through Consistent approaches of reading/writing. and levelling Level 1-6. assessment reading/writing and To up-skill class teachers setting targets. in assessing and moderating. Warren Wood Primary School School Development Plan – Premises 2013 - 2014 Action Plan for Buildings and Maintenance
Present Position KS1/2 SATs (stat and opt) completed PIPS / Reception baseline profiles completed and analysed Training provided for R/Y2/Y6 teachers at cluster meetings SATs evaluation – impact and progress discussed at staff meetings, through transition and HT report at Governing Body /Staff Meeting Classroom monitor analysis systems being used throughout school and by subject co-ordinators 10/20/30 week pupil progress meetings completed each year. School Improvement Focus Action to be Undertaken Evaluation /Outcomes /Dates Evidence Future development points Marking To review marking and feedback opportunities in writing and maths Scrutiny of work An audit of current practice Attend marking training SLT Disseminate outcomes from audit and training Evaluate need to update marking policy Scrutiny of work evidence sheets Samples of effective marking Staff meeting minutes Monitor impact of AFL opportunities Impact on children’s learning Impact on Teacher’s workload Maths sub-levelled target sheet to be introduced in line with writing target sheet Target Setting To improve APS in line with school targets 10/20/30 week meetings led by SLT and overviewed by HT Analyse evidence from 10/20/30 week meetings Determine provision of support and where appropriate intervention strategies Monitor impact of interventions. Pupils’ maths / literacy books Teacher assessments APP tracking (cm) Summative assessments Work scrutiny Progress meetings SLT meetings Appraisal Sharing of good practice through observations and training EYFS To develop new assessment for EYFS – tracking / evidence and moderating To evaluate new EYFS expectations Establish Assessment Manager 7/Classroom Monitor as a tool for reporting to LA Evaluate changes to current practice – measure IMPACT and significant changes – July 2013 Completion of EYFS data and information fed to Y1 for tracking purposes LA expectations fulfilled Tracking EYFS into KS1 Moderation of EYFS assessment To focus upon the assessment of reading/writing. To moderate reading/writing through Level 1-6. To up-skill class teachers in assessing and moderating. Class teachers are confident in assessing and levelling reading/writing and setting targets. Teacher Assessment Consistent approaches of assessment Review reading/writing targets. Warren Wood Primary School School Development Plan – Premises 2013 - 2014 Action Plan for Buildings and Maintenance
Final-SDP-2013-14.docx