Essential Evaluation Questions for Governors/ SMT (Make specific for action plan) Leadership and Management (Expectation, vision and aspiration, Governors, CPD, M&E, Safeguarding EYFS specific, curriculum design, EYPPG and additional funding, – Transition etc.) What changes have been made to the provision in FS and what impact is it having? Quality of Teaching, Learning and Assessment (including use of outdoor provision curriculum implementation, use of Learning Journals/ use of additional adults etc.) Outcomes for Pupils (baseline figures/ attainment on entry and progress from starting points etc.) What are current data outcomes showing about progress across EYFS? What progress are the pupils making from their assessments’? Are there any gender differences in EYFS? Are there any other gaps between groups? What is being done to ‘on-entry close these gaps? What is the school doing to help EYPP pupils achieve? Are we on track to match national GLD at end of FS? Which pupils predicted to achieve GLD are not on track and what is in place to ensure accelerated progress? What is school doing to raise the percentage of pupils at a GLD in communication and language, literacy and mathematics? Personal Development, Behaviour and Welfare (Children’s readiness for KS1, impact of partnerships with parents, other providers and external agencies, attendance, behaviour, characteristics for learning etc.) Objective Monitoring/Evaluation Timeline/ Lead Resources/ Specific Actions/ strategies Who? When? When Staff Cost Review and Next Steps: Evaluation end of Autumn Term Further Action for Spring Term – Evaluation end of Spring Term Further action for Summer Term – End of year evaluation Actions for 19/20 School 2018-2019 Development ___________Primary School Plan
Essential Evaluation Questions for Governors/ SMT (Make specific for action plan) Leadership and Management (Expectation, vision and aspiration, Governors, CPD, M&E, Safeguarding – EYFS specific, curriculum design, EYPPG and additional funding, Transition etc.) What changes have been made to the provision in FS and what impact is it having? Quality of Teaching, Learning and Assessment (including use of outdoor provision curriculum implementation, use of Learning Journals/ use of additional adults etc.) Outcomes for Pupils (baseline figures/ attainment on entry and progress from starting points etc.) What are current data outcomes showing about progress across EYFS? What progress are the pupils making from their ‘on-entry assessments’? Are there any gender differences in EYFS? Are there any other gaps between groups? What is being done to close these gaps? What is the school doing to help EYPP pupils achieve? Are we on track to match national GLD at end of FS? Which pupils predicted to achieve GLD are not on track and what is in place to ensure accelerated progress? What is school doing to raise the percentage of pupils at a GLD in communication and language, literacy and mathematics? Personal Development, Behaviour and Welfare (Children’s readiness for KS1, impact of partnerships with parents, other providers and external agencies, attendance, behaviour, characteristics for learning etc.) Objective Specific Actions/ strategies Timeline/ When Lead Staff Resources/ Cost Monitoring/Evaluation Who? When? Review and Next Steps: Evaluation – end of Autumn Term Further Action for Spring Term Evaluation – end of Spring Term Further action for Summer Term End of year evaluation Actions for 19/20 School Development Plan ___________Primary School 2018-2019
School-Development-Plan-NST-Model-Format-June-2018-1.docx