SKETCHLEY HILL PRIMARY SCHOOL

2020-2021

SCHOOL DEVELOPMENT PLAN

DUE TO THE COVID-19 PANDEMIC, SCHOOL WAS CLOSED TO ALL PUPILS EXCEPT FOR CHILDREN OF KEY WORKERS,

VULNERABLE PUPILS AND PUPILS WITH AN EHCP FROM FRIDAY 20TH MARCH 2020.

ON MONDAY 1ST JUNE 2020, SCHOOL REOPENED MORE WIDELY TO FS, YEAR 1 AND YEAR 6 AS WELL CHILDREN OF KEY

WORKERS, VULNERABLE PUPILS AND PUPILS WITH AN EHCP – ATTENDANCE DURING THIS PERIOD WAS AROUND A THIRD OF THE

SCHOOL POPULATION. THEREFORE, IT WAS NOT APPROPRIATE FOR THE FINAL IMPACT REVIEW OF THE SDP 2019-2020 TO TAKE

PLACE.

AS THE THREE TARGETS WERE NOT FULLY COMPLETED, THEY WILL BE ROLLED OVER INTO THE SDP 2020-2021 AS TARGETS 2-4

WITH HIGHLIGHTING IN PLACE FROM THE 2019-2020 INTERIM REVIEW ALONG WITH A NEW PRIORITY TARGET TO ADDRESS THE

EMOTIONAL HEALTH & WELLBEING OF PUPILS AND STAFF LINKED TO THE COVID-19 PANDEMIC AS WELL AS THE CONSEQUENCES

OF THE EDUCATION MISSED BY PUPILS DURING THE COVID-19 PANDEMIC

KEY TARGET 1

To support a successful recovery following the Covid-19 pandemic.

Rationale

To support the mental health and wellbeing of all stakeholders on returning to school following the Covid-19 pandemic. Address the learning challenges following the Covid-19 pandemic.

INTERIM MILESTONES

School is able to respond quickly to the ever-changing circumstances of the Covid-19 pandemic.

HOW WHO IMPACT / SUCCESS CRITERIA 1.1 Monitor and support mental well-being of children returning to school following the Covid-19

pandemic.

Ensure that all pupils returning to school feel safe and secure in their environment.

Children are given opportunities to discuss what happened during their home-school learning

time.

Weekly time, including PSHCE lessons, allowed for children to talk about emotions and feelings of how different their lives have been during this period.

Plan opportunities for the children to question the events and encourage discussion to ensure

changes experienced are open and discussed with the children.

ALL

Pupils feel safe and secure at school.

Any worries children have is reduced through adult

and peer support. Any issues that continue to arise as a result of the

Covid 19 pandemic are dealt with swiftly. Children learn that we all are dealing with similar

emotions therefore can support each other.

1.2 To support staff well-being and mental health needs in the return to work following the Covid-19 outbreak.

Clear guidance given and circulated among staff to ensure everyone is aware of current

protocols and procedures.

Staff briefings include an ‘Emotional Health and Wellbeing’ standing item so opportunities to share any concerns are given.

Staff Wellbeing board set up to offer additional support and direction to resources available.

School Counsellor details shared with all staff to offer personal health and wellbeing support.

SLT ALL

All staff to receive a Full Opening pack that includes the Risk Assessment, Behaviour Policy Addendum

and Child Protection Addendum. Staff feel safe in their environment.

Any worries staff have are addressed and reduced where possible.

Resources are shared between staff to support health

and wellbeing. Staff that require Counsellor support have been able

to access it.

1.3 To support parents and carers with any well-being needs following Covid-19 pandemic.

Clear guidance given and circulated among parents/carers to ensure they are aware of current protocols and procedures.

Keep parents and carers informed with any changes that need to take place due to restrictions

of Covid.

Offer support through communication and giving opportunities for parents and carers to access staff with social distancing maintained.

Create a remote learning platform to support pupil’s learning at home in the event of a bubble

closing.

FS parents/carers given a longer than usual pre-start interview allowing for greater transition discussion to aid a smooth start to school.

SLT

ALL

All parents and carers received Full Opening protocols and procedures.

Parents and Carers have been regularly updated with any logistical school changes.

Parents and carers have had the opportunity to talk to the class teacher or school when required.

Parents and carers have been given support to help

them with remote learning. FS children settle into school quickly and

parents/carers feel confident in the FS Team’s knowledge of their child.

1.4 Assess and plan lessons that provide closing the gap opportunities whilst meeting the needs of the current year group curriculum.

Use the National Curriculum to plan appropriate lessons for the year group, whilst ensuring that

prior learning is being assessed at the beginning of each session.

Revisit elements previously taught more regularly to ensure that learning of prior year group expectations are embedded.

Allow time for the children to build on their learning.

Ensure high quality Wave 1 teaching.

Teachers to use regular AfL to support planning, teaching and learning.

Use of Pupil Premium funding as outlined in the EEF document to support children identified as

disadvantaged to provide opportunities to close gaps in learning.

Additional resources provided to staff to support closing learning gaps through planning,

teaching and learning.

ALL

Learning gaps are addressed. Teaching is adapted to ensure that children have

greater opportunity to build on prior learning. High quality Wave 1 teaching for all children.

Disadvantaged children have additional opportunities

to close learning gap. EEF strategies are implemented.

Staff have accessed Classroom Secrets and White Rose etc

1.5 To effectively use the Catch-Up Funding and National Tutoring Programme Funding to support

children across the school

To provide children, including those who are most vulnerable and disadvantaged, academic and emotional support across the academic year.

To engage in high quality first teaching CPD to support all staff in identifying and filling in gaps

of subject knowledge through planning specific teaching activities and assessment

opportunities.

Targeted academic provision is put in place that ensures that effective small group interventions support pupils in closing gaps in knowledge.

To provide support for children’s social, emotional and behavioural needs.

SLT ALL

Children across the school receive academic and

emotional support. Teachers have developed strategies to improve their

own practice.

Teachers have identified gaps in knowledge and planned ways to close these gaps in weekly lessons.

Small group interventions take place to further support children in closing knowledge gaps.

Time is spent each week monitoring and supporting

social and emotional learning linked to the PSHCE curriculum.

KEY TARGET 2

Improve achievement in English.

Rationale

To improve the performance of English attainment and progress for pupils and in particular for underperforming groups as suggested by data analysis.

INTERIM MILESTONE

Termly TAs show an improved picture of English attainment and progress for underperforming pupils.

HOW WHO IMPACT / SUCCESS CRITERIA 2.1 To support all pupils with learning gaps.

Teachers work to identify the gaps in English within specific groups.

Within planning time, teachers refer to previous year’s curriculum guidance to see where links

can be made especially in the teaching of grammar.

Take additional time to teach and rehearse handwriting prior to independent tasks.

Teach current years spelling – but refer ‘orange’ words to prior years teaching to ensure

coverage

Read, Write Inc. Phonics taught in Year 2 to the end of the Autumn Term to ensure that the children have completed the curriculum before moving on.

1:1 readers increased to ensure closing the gap opportunities for those with minimal home

support.

ALL

Knowledge of the gaps which have occurred has

allowed teachers to plan accordingly to close the

gaps. Considering previous year’s curriculum has allowed

the children to build on skills – but has been incorporated within the accurate year’s targets.

Handwriting will be clear and accurately formed

which will allow for pacey and confident independent writing.

Children have opportunities to practise sustained reading on a 1:1 basis.

2.2 Texts should be explored thoroughly and provide the stimulus for discussion and writing.

Whole Class Reading should provide a stimulus for further investigation – through discussion

or written tasks.

VIPERS skills to be embedded across the whole school – teaching and learning need to link

reading and writing targets.

Books are provided for all Foundation Subjects to enhance vocabulary and non-fiction knowledge amongst the children.

Children are heard to read regularly and discuss links from the character muscles, their own

lives and their experiences.

ALL

Pupils’ understanding of the texts has been greatly

improved.

Pupils have knowledge of sentence stems to ensure that they can answer comprehension style

questions accurately – choosing the correct skill. Both Tier 2 and science/foundation subject

vocabulary have been explored within the lesson

and built upon independently. Pupils can use their reading skills to make a wide

range of links.

2.3 Ensure grammar is discretely taught to embed knowledge of how to construct writing.

Grammar tasks should be linked to the ability of the children – SEND pupils on a lower curriculum should be given tasks appropriate to their attainment.

Tasks should link, when possible, to the whole class writing style – tense, speech, fronted

adverbials etc.

My Write targets over the year should include a grammatical element to ensure grammar standards are being maintained.

ALL

Pupils have included grammar skills linked to their attainment level.

The teaching and learning of grammar skills is progressive across the school.

Pupils independently include the grammar skills taught in their writing.

2.4 Improved sustained writing skills are planned across the academic year

Pupils are given opportunities throughout the year to produce a sustained piece of writing.

Pupils produce high quality and longer/sustained

pieces of writing.

Opportunities are given to pupils to respond and self-improve their Writing from

developmental feedback.

Pupils to be given time to reflect and self-assess their writing based on adult feedback.

EYFS pupils to be given opportunities to write independently from the beginning and throughout the academic year.

All adults to teach and model high quality Sketchley Script at all times.

ALL Teaching and modelling of self-assessment has improved, allowing pupils to take ownership of

their next steps. Pupils have acknowledged verbal and written

feedback given to them by the teacher and acted

on this in their next piece of writing. Pupils demonstrate high quality Sketchley Script in

all writing.

2.5 Develop and improve staff writing teacher assessment accuracy. Introduce APW Comparative Judgement to all staff.

Take part in Comparative Judgement throughout the year utilising the Assessing Primary

Writing platform.

The ongoing process includes sharing of good practice and effective use of the APW feedback

to improve Teacher Assessment accuracy.

Evaluate the impact of the APW process and incorporate into 2020-2021 SDP if appropriate.

PC, SC, JC, JT

Staff have been introduced to the APW processes and expectations.

Staff and each year group have followed APW processes and procedures.

Planned Comparative Judgement staff meetings have enabled staff to engage in the process.

Accuracy of writing Teacher Assessment has

improved across the age ranges of the school. Staff confidence of assessing writing beyond their

own year group has improved.

KEY TARGET 3

Improve achievement in Maths.

Rationale

To improve the performance of maths attainment and progress for pupils and in particular for underperforming groups as suggested by data analysis.

INTERIM MILESTONES

Termly TAs show an improved picture of maths attainment and progress for underperforming pupils.

HOW WHO IMPACT / SUCCESS CRITERIA 3.1 To identify and address gaps in Maths knowledge due to Covid-19

Using Mathematics Guidance June 2020, ensure that children have the necessary knowledge

to build on their learning.

Identify and address maths topics that were not taught in previous year and plan accordingly.

Incorporate a 10 minute oral maths session each day in addition to the maths lesson: “Maths

Meeting”

ALL

Formal and informal assessments will show the

closing of gaps.

Missed teaching topics have been covered as far as possible.

Children will show greater fluency in maths.

3.2 Implement the Power Maths scheme across the school.

Staff to have ongoing CPD to support them in the delivery of Power Maths.

All year groups to follow the Power Maths scheme.

Regular opportunities for staff to share and feedback how Power Maths is operating to

address any issues and share successes.

Power Maths scheme is supplemented to meet the needs of the very lowest ability learners.

Power Maths scheme is supplemented to meet the needs of potential GDS pupils.

HG, SS ALL

Appropriate CPD arranged

Children are given the opportunities and support

needed to achieve the EXS level for the year group and GDS as appropriate.

Concrete and pictorial visualisations of number to be key to the introduction of new learning.

Consistency in maths across the school ensuring complete coverage of the National Curriculum for

the individual year groups.

Increased pupil confidence in maths. Children build their fluency in the basics of maths.

3.3 To review the Assessment and Marking Policy so that it incorporates Whole Class Feedback in

maths.

Staff trained in new maths marking and feedback expectations.

Green highlighters, orange highlighters along with green pen to be used by staff to mark Power Maths Practice Books and Maths Journals.

Whole Class Feedback grid to be completed for each maths lesson.

Next steps to be addressed in starters, guided small groups or CTG sessions.

Purple pen to be used by the pupils for self or peer marking, corrections and responses to

feedback.

SLT

Staff successfully trained and supported in new

maths marking and feedback expectations. Maths marking and feedback procedures consistent

across the school. WCF grids accurately completed and utilised in the

AfL process. Accurate use of the purple pen by the pupils

evident in books.

3.4 To ensure that pupils remain confident and competent in the number aspect of maths

Pupils to be given regular opportunities to practise and embed the 4 written methods.

Pupils to be given regular opportunities to practise and embed times table knowledge.

HG, SS ALL

Pupils are able to complete the 4 written methods

accurately.

Pupils demonstrate improving confidence in arithmetic calculations.

Pupils to improve times table knowledge.

KEY TARGET 4

To move from a whole school Creative Curriculum to a whole school Curiosity Curriculum.

Rationale

To improve the enquiry, research and investigative skills for all pupils

INTERIM MILESTONES

Pupils have a clearer understanding of all types of enquiry based questions (Who, What, Where, Why, When, How) and apply this to their learning.

HOW WHO IMPACT / SUCCESS CRITERIA 4.1 To support all pupils with gaps in knowledge of foundation subjects due to missed school

following Covid-19.

Teachers to identify gaps in knowledge of foundation subjects by reviewing Curriculum Maps.

Teachers to plan Curiosity Curriculum themes identifying knowledge and skills pupils need.

Teachers to adapt teaching of themes to support pupils with any gaps/lacking experience of skills.

Pupils to be given opportunities to apply any missed knowledge and skills in their learning.

ALL

Teachers have identified gaps in knowledge and

skills of all subjects Teachers have planned themes tailored to the gaps

in pupil’s learning Teachers are able to adapt teaching and planning

to support pupils with gaps in learning

Teachers have planned in opportunities for children to apply knowledge and skills missed.

4.2 Year groups to create a “question” based learning experience to be explored by the pupils.

Each year group to title their Curiosity Curriculum themes with a broad question - all learning

that takes place within the theme aimed at answering the question.

WALT to be renamed as SHQ (Sketchley Hill Question) to introduce the learning.

Teachers to plan exciting and engaging lessons aimed towards answering the overarching question.

Pupils to develop an understanding of all types of questions – Who? What? Where? Why?

When? and How?

Pupils to be taught how to answer different types of questions through high level modelling.

ALL

Each theme to have an overarching question that

pupils and parents/carers are aware of. SHQ is created and used consistently across the

school in all lessons. Planning shows revitalised learning experiences for

all pupils. Pupils have a deeper understanding of all types of

questions and are able to use them in their

learning. Teachers demonstrate high level modelling on how

to answer these questions linking learning together.

4.3 Review and update planning to ensure that all year group curriculum objectives are being

covered and new curriculum requirements are met.

Teachers to review all plans as the year progresses to ensure engaging coverage of the curriculum for all foundation subjects.

Teachers to plan themes with enquiry, research and investigation skills embedded.

RSE Curriculum CPD to take place for all staff.

Teachers to adopt the new RSE (Relationships and Sex Education) Curriculum and incorporate

it into teaching and learning over the course of the academic year.

ALL

Teachers have reviewed and adapted planning

ensuring engaging coverage of subject objectives in their year group.

Planning shows enquiry, research and investigative

skills being taught and developed. RSE Curriculum CPD is implemented by all staff.

New RSE Curriculum is incorporated into the SHPS Curiosity Curriculum.

4.4 Pupils to develop enquiry, research and investigative skills and be able to apply these skills in their learning

Teachers to plan and teach enquiry based tasks to improve skills.

Teachers to plan and teach research lessons, using ICT where appropriate, to enable pupils to

gather knowledge and improve skills.

Teachers to plan and teach investigations that enable pupils to apply a range of analytical skills.

ALL

Lessons and tasks have a question that drives pupils’ learning, motivation and engagement.

Teaching and learning include a variety of enquiry, research and investigative skills being taught and

applied.

4.5 Subject leaders to review Curriculum overviews/maps to ensure intent, implementation and

impact

Subject Leaders to have a clear overview of their subject and the expectation for all pupils.

Subject Leaders to ensure that there is full coverage across the school for their subject area ensuring skills, knowledge and understanding progression.

Subject Leaders to evaluate the impact of learning across the curriculum through collation of

pupils’ work which will also demonstrate high standards of writing across the curriculum.

SUBJECT LEADERS

Subject Leader Action Plans have identified a clear

intent. Subject leaders have ensured that all objectives,

skills and expectations have been implemented. Subject leaders have collated portfolios of high

standards of written evidence to demonstrate

impact of learning.

SCHOOL DEVELOPMENT PLAN 2020-2021

IMPACT REVIEW FEBRUARY 2021

The action plans contained in this document will be reviewed in February 2021.

Actions that are underway and ongoing will be highlighted in yellow.

Actions that are complete will be highlighted green.

Actions that are no longer appropriate / consider SDP 2021-2022 will be highlighted pink.

IMPACT MONITORING

Key Target 1

To support the mental health and wellbeing of all stakeholders on returning to school following the Covid-19 pandemic.

Address the learning challenges following the Covid-19 pandemic.

IMPACT / COMMENTS

SEE COLOUR CODING

NEXT STEPS FOR SDP 2020-2021

Work on underway and ongoing ‘yellow’ statements.

Key Target 2

Improve achievement in English.

IMPACT / COMMENTS

SEE COLOUR CODING

NEXT STEPS FOR SDP 2020-2021

Work on underway and ongoing ‘yellow’ statements.

Key Target 3

Improve achievement in Maths.

IMPACT / COMMENTS

SEE COLOUR CODING

NEXT STEPS FOR SDP 2020-2021

Work on underway and ongoing ‘yellow’ statements.

Key Target 4

To move from a whole school Creative Curriculum to a whole school Curiosity Curriculum.

IMPACT / COMMENTS

SEE COLOUR CODING

NEXT STEPS FOR SDP 2020-2021

Work on underway and ongoing ‘yellow’ statements.

SCHOOL DEVELOPMENT PLAN 2020-2021

FINAL IMPACT REVIEW

JULY 2021

The action plans contained in this document will be reviewed in July 2021.

Actions that are underway and still ongoing will be highlighted in blue.

Actions that are complete will be highlighted green.

Actions that are no longer appropriate / consider SDP 2021-2022 will be highlighted pink.

FINAL IMPACT REVIEW

Key Target 1

To support the mental health and wellbeing of all stakeholders on returning to school following the Covid-19 pandemic.

Address the learning challenges following the Covid-19 pandemic.

IMPACT / COMMENTS

SEE COLOUR CODING

NEXT STEPS FOR SDP 2021-2022

Key Target 2

Improve achievement in English.

IMPACT / COMMENTS

SEE COLOUR CODING

NEXT STEPS FOR SDP 2021-2022

Key Target 3

Improve achievement in Maths.

IMPACT / COMMENTS

SEE COLOUR CODING

NEXT STEPS FOR SDP 2021-2022

Key Target 4

To move from a whole school Creative Curriculum to a whole school Curiosity Curriculum.

IMPACT / COMMENTS

SEE COLOUR CODING

NEXT STEPS FOR SDP 2021-2022