Strategic Development Plan (SIP/SDP) 2020-2021

St. William of York Catholic Primary School

Strategic Development Plan (SIP/SDP) 2020-2021

1

Following partial school closure

due to the Coronavirus Pandemic,

leaders to ensure all necessary

policies and procedures are in place

to minimise risk to staff and pupils

and to reduce the chances of

class/school closure.

Further develop governors with

particular reference to their

monitoring and accountablity

across the curriculum

Continue to prioritise staff well

being with a particular focus on

reducing worklaod. The key areas

for 2020-2021 will be:

• streamlining the

assessment systems

In light of the CV19 pandemic, develop alternavie ways of communicating with parents so that

they can continue to postively engage with all aspects of school life.



ensure teachers are delivering well

considered programmes of study

based on formative assessments to

ensure pupil’s learning needs are

fully met.

Ensure that all staff are well versed

in how to use online learning

platforms and have adequate CPD

and resources to support with this

so learning can continue in the

event of school closure.

Quickly identify those children most

in need of ‘catch up’ and ensure

adequate support and interventions

are in place.

Sustain positive outcomes at the end of key stage one for all groups. Closely monitor the performance of lower attaining boys to ensure they make at least good progress from the end of EYFS.

Continue to provide extra support for the current year 5 in order reduce the attainment gap.



ensure that school has adequate

provision to support the mental

well-being of all pupils. provide

opportunities, guidance & support

which further develop all pupils’

attitudes to learning, resulting in

rapid and sustained progress for all

pupils.

By July 2021, implement the new

Relationships Education curriculum.

Continue to work with targeted familes, particularly those who are reluctant to send their children to school because of the CV19

Pandemic, with the aim of improving overall attendance to 97%.

Through our work in enriching the

curriculum, aim to further build

resilience in our pupils so that they

lead their own learning drive their

own progress.

Further reduce the amount of fixed term exclusions from close to national average 2018-2019, below national 2019-2020 (0 exclusions in half a school year) to below national.

Ensure all children are prepared for their next stage of learning

by the end of Reception,

despite more potential gaps in learning and disruption caused

by Covid-19 pandemic.

Maintain effectiveness of

teaching and learning in EYFS by supporting new members of

the team including the new Reception teacher.

Raise attainment and progress

for boys so that boy's

attainment is closer to the national average by the end of

Reception

Strategic Development Focus





Leadership & Management

↕

Quality of Education

↕

Personal Development

↕

Behaviour & Attitudes

↕

Quality of early Years education

↕

2

KS2 Assessment Data – 2019

READING

SPAG WRITING MATHS COMBINED

Expected

All cohort (30 Pupils)

83% 90% 90% 93% 80%

Boys (14 Pupils) 79% 79% 86% 86% 79%

Girls (16 Pupils) 88% 100% 94% 100% 81%

Greater depth

All Cohort 20% 53% 17% 33% 3%

Boys 21% 50% 14% 43% 0%

Girls 19% 56% 19% 25% 6%

Disadvantaged (14 Pupils)

Expected 93% 92% 86% 93% 86%

Greater depth 36% 88% 7% 43% 0%

EAL (15 Pupils)

Expected 77% 92% 85% 92% 69%

Greater depth 8% 46% 23% 35% 0%

SEN (4 pupils)

Expected 50% 50% 50% 75% 25%

Greater depth 25% 25% 0% 25% 0%

Average Scaled Score

104.2 107.9 107.8

Progress 2.5 1.9 4.8

3

KS1 Assessment Data – 2019

Reading Writing Maths Combined

Expected

All cohort (30 Pupils) 73% 70% 73% 67%

Boys (12 Pupils) 75% 75% 92% 75%

Girls (18 Pupils) 61% 67% 61% 61%

Greater Depth

All Cohort 27% 13% 20% 0%

Boys 17% 0% 33% 0%

Girls 33% 22% 11% 0%

Disadvantaged

Expected 69% 69% 69% 62%

High Level 76% 23% 15% 0%

EAL

Expected 81% 75% 88% 57%

High Level 25% 13% 13% 0%

Special Needs

Expected 0% 0% 33% 0%

High Level 0% 0% 0% 0%

4

TARGETS 2021 The following results would demonstrate at least good progress from starting

points:

YEAR 6 (TOP 20%)

READING 81%

WRITING 85%

MATHS 87%

SPAG 86%

COMBINED 75%

YEAR 2

READING 76%

WRITING 69%

MATHS 76%

COMBINED 65%

5

Strategic Development Plan – Leadership & Management 2020-2021

Judgement on L&M

Autumn 1

Autumn 2

Overall Objectives from school Self Evaluation:

1. Following partial school closure due to the Coronavirus Pandemic, leaders to ensure all necessary policies and procedures are in place to minimise risk to staff and

pupils and to reduce the chances of class/school closure.

2. In light of the CV19 pandemic, develop alternative ways of communicating with parents so that they can continue to postively engage with all aspects of school life. 3. Further develop governors with particular reference to their monitoring and accountablity across the curriculum

4. Continue to prioritise staff well being with a particular focus on reducing workload. The key area for 2020-2021 will be: streamlining the assessment systems

SUCCESS CRITERIA

✓ All policies and procedures (including risk assessments) are well thought out followed rigorously to ensure minimum risk to staff, pupils and visitors.

✓ Parents remain positively engaged with school life despite the restrictions put in place due to CV19.

✓ All governors are well informed about the school curriciulm and partake in a range of monitoring and quality assurance activities at a strategic level. Governors are well versed in the

new inspection framework and can articulte the intent of our school’s curricium. Consequently, all governors are able to feedback to the govenring board at all full governing board

meetings on the effectiveness of the school’s curricium.

✓ The ‘use of assessment’ across school with an emphasis on science and RE in the next academic year is accurate in all classes and used to effectively to plan learning that results in all

pupils making at least good progress.

✓ Middle leadership development in science and RE as a key focus for improving pupil outcomes, by ensuring at least good progress for all pupils form their starting points.

KEY PRIORITY

ONE

Following partial school closure due to the Coronavirus Pandemic, leaders to ensure all necessary policies and procedures are in place to minimise risk to staff and pupils and to reduce the chances of class/school closure.

ACTION KEY PERSONNEL

MILESTONES RESOURCES MONITORING BY WHOM

IMPACT/EVALUATION

All risk assessment and documents to be completed and shared with staff, prior to school opening on September 7th 2020.

CL/RA/Governors

All documentation in place by September 7th

Bolton Health and safety team to quality assure all documents

CL All staff have access to all CV19 related documentation and expectation are transparent, shared and reiterated regularly. Policies and procedures are followed rigorusly by all members of staff.

Governors to have access to all CV19 related documentation and regular updates on new developments.

CL/GS All documentation in place and reviewed by governors by September 7th

School website governor page

CL Governors have full access to all school documenatation regarding policies and procedures in place to minimise the risk form CV19. Any developments to be communicated immediately to the COG or Vice COG.

KEY PRIORITY TWO

In light of the CV19 pandemic, develop alternative ways of communicating with parents so that they can continue to postively engage with all

aspects of school life.

6



IMPACT/EVALUATION

Develop new and creative opportunities for parents to be actively involved and engaged in school life despite the CV19 restrictions including the use of online communication. Ensure we have internet access information and emails for every family in school. Questionnaires to be sent out September 2020.

GC/NM 3 key assessment points Questionnaire information collected from week beginning 7th September

N/A CL/GC/NM • Evidence of increased participation and engagement particularly for ‘hard to reach’ families and families who are new to the country. Evidence to be collected in big books.

• All parental questionnaires to indicate that parents are positive about the school and the quality of education their child receives.

• School is abe to keep in touch with all families in the event of a lockdown.

KEY PRIORITY THREE

Further develop governors with particular reference to their monitoring and accountablity across the curriculum.



IMPACT/EVALUATION

Rolling programme of governors visits to complete subject audits with subject leaders.

CL/Governors/Subject Leaders

First subject audit to take place by and of Autumn Term 1 -changes to the curriculum due to CV restrictions.

Governors and subject leader time. Relevant documentations

CL Curriculum committee

Governors are able to feedback to the governing board at all full govening board meetings on the effectiveness of the school’s curricium.

CL to share the adaptations to the curriculum due to the CV19 pandemic with governors at FGM.

CL October 16th 2018

New Ofsted framework, school’s intent statements

Governors All governors are well versed in the changes to the curriculum as a result of the pandemic and are able to articultae the schools’ curriculum intent.

KEY PRIORITY FOUR

Continue to prioritise staff well being with a particular focus on reducing workload. The key area for 2020-2021 will be: streamlining the assessment

systems

Assessment system to be streamlined across school using new FFT aspire thus improving efficiency and reducing workload for teachers

RA/CB This target is continued from last year

£450 for initial training for all staff in Sep

CL The new assessmnt system is informative, efficient and effective and significantly reduces teacher assessment workload.

Assessment in RE and Science to be reviewed for effectiveness by subject leaders. RE assessment to be current and in line with Diocese recommendations

CL/GB/ET Assessment point 1 – October 2020

No funding required

CL Revised assessment proceduurs agreed and implemented successfully by all teaching staff.

Autumn Term Summary Evaluation of Impact

Spring Term Summary Evaluation of Impact

7

Strategic Development Plan – Quality of Education 2020-2021

Judgement on Quality of Education

Autumn 1

Key Priorities from School Self-evaluation:

1. Following partial school closure due to the Coronavirus Pandemic, ensure teachers are delivering well considered programmes of study based on formative

assessments to ensure pupil’s learning needs are fully met.

2. Ensure that all staff are well versed in how to use online learning platforms and have adequate CPD and resources to support with this so learning can continue in

the event of school closure.

3. Quickly identify those children most in need of ‘catch up’ and ensure adequate support and interventions are in place.

4. Sustain positive outcomes at the end of key stage one for all groups. Closely monitor the performance of lower attaining boys to ensure they make at least good

progress from the end of EYFS.

5. Continue to provide extra support for the current year 5 in order reduce the attainment gap.

SUCCESS CRITERIA

✓ Ongoing formative assessment results in a highly effective curriculum delivery resulting in rapid and sustained progress for all.

✓ The transition from in school to online learning is smooth and managable and all pupils are able to fully acces the curriculum from home.

✓ All pupils have made adequate progress by February 2021 and are ‘back on track’ to their pre-Covid progress targets.

✓ All pupils make at least good progress from their starting points including lower attaining boys.

✓ All Year 5 pupils make at least good progress by June 2021.

8

KEY PRIORITY ONE

Following partial school closure due to the Coronavirus Pandemic, ensure teachers are delivering well considered programmes of study based

on formative assessments to ensure pupil’s learning needs are fully met.



IMPACT/EVALUATION

All summer term assessment to be discussed in transition meetings and

the individual learning needs of each

child considered when planning for September.

Children who attended in June and July to be marked as possibly having more

accurate and up to date data.

CL/CB/Class teachers

Transition meetings July

2020

Assessment Data

CL/CB Secure and accurate information about every child passed on to the next teacher so they are able to best plan for

starting points.

Year one to continue to offer

continuous provision for those children who missed out in 6 months of EYFS.

This will be coupled with more formal teaching in small groups.

FB/DP Autumn Term YEAR 1

CLASSROOM

CL/RA All Year 1 pupils benefit from well considered transition

from the Early Years Foundation Stage.

Additional teachers employed 2 days

each week to support ‘catch up’

interventions in key stage 1 for pupils following school closure with a

particular focus on phonics.

FB/LL/MM Autumn Term Michelle Mayall

2 days

CL/RA Year 2 remain on track to achoeve 83% phonic screening

pass rate.

Pupils who were previously on track to reach ARE are assessed to be at the expected standard by February

2021.

After school interventions to take place

for KS2 pupils identified as having fallen behind during lockdown. The list

of pupils to be reviewed regularly against current assessment data.

Targets for pupils are clear and achievable.

Interventio

n support staff

Key stage 2 teachers

Autumn Term Spare

classrooms to avoid bubbles

crossing

CL/CB Catch up interventions result in pupils assessed as being

‘back on track’ and gaps in learning are addressed.

Curriculum documents to be reviewed regularly and topics may be moved if it

is not feasible for them to be taught at a particular time due to CV19

restrictions.

All teaching staff

Autumn Term Curriculum documentation

CL/RA The curriculum is adapted to best meet the needs of pupils and is taught as throughly as possible within the

CV19 restrictions.

9

KEY PRIORITY TWO

Ensure that all staff are well versed in how to use online learning platforms and have adequate CPD and resources to support with this so

learning can continue in the event of school closure.



IMPACT/EVALUATION

Questionnaire sent to all parents to

support school in making decision about which families need support with

technology and internet access. Email addresses to be collected for all

families.

CL/Parents Transition

meetings July 2020

Assessment

Data

CL/CB Secure and accurate information about every child passed

on to the next teacher so they are able to best plan for starting points.

Computeam to set and up and deliver training on Google Classroom for all

staff.

FB/DP Autumn Term YEAR 1 CLASSROOM

CL/RA All Year 1 pupils benefit from well considered transition from the Early Years Foundation Stage.

Computeam to set up Google Meet for all staff so that in the event of closure,

all pupils can access lessons.

FB/LL/MM Autumn Term Michelle Mayall 2 days

CL/RA Year 2 remain on track to achieve 83% phonic screening pass rate.

Pupils who were previously on track to reach ARE are assessed to be at the expected standard by February

2021.

Due to the popularity of paper packs

(see Covid questionnaires July 2020) all classes to create paper work packs

in case of sudden school closure.

Interventio

n support staff

Key stage 2 teachers

Autumn Term Spare


crossing

CL/CB Catch up interventions result in pupils assessed as being

‘back on track’ and gaps in learning are addressed.

10

KEY PRIORITY THREE

Quickly identify those children most in need of ‘catch up’ and ensure adequate support and interventions are in place.



IMPACT/EVALUATION

Regular PP meetings in Autumn 1 to quickly identify those who are not

working at the expected level and short, targeted intervention to be put

in place to plug gaps.

Class Teachers

Interventions to be put in

Autumn 1

Assessment Data

CL/CB All pupils at risk of having fallen behind during the CV19 clsoure are back in line with their progress and attainment

targets by Assessment Point 2 (February 2021).

Michelle Mayall deployed to support

Yea 1&2 for two days each week to support children identified as needing

catch up.

MM/FB/LL AP1. Autumn

Term

YEAR 1

CLASSROOM

CL/RA All pupils at risk of having fallen behind during the CV19

closure are back in line with their progress and attainment targets by Assessment Point 2 (February 2021).

Tutor Trust teacher employed one day

each week to deliver 1:2 intervention for pupils eligible for PPG

CB/TT AP1. Autumn

Term

Hall CL/CB All pupils at risk of having fallen behind during the CV19


TAs to deliver small group after school

interventions in KS2 for those pupils identifies in PP meetings as needing

additional support.

TAs/CB AP1. Autumn

Term

Spare


crossing

CL/CB All pupils at risk of having fallen behind during the CV19


Lunchtime supervisors to support teachers by hearing identified children

read daily.

LL/NM AP1. Autumn Term

Key Stage 1 Library

CL/LL All pupils at risk of having fallen behind during the CV19 closure are back in line with their progress and attainment


Jenny Jones (TA4) to support key stage 1 with catch up interventions 1

day each week.

LL/JJ AP1.Autumn Term

All pupils at risk of having fallen behind during the CV19 closure are back in line with their progress and attainment


Alll intervention staff to be aware of policies and procedure related to the CV19 PANDEMIC.

11

KEY PRIORITY FOUR

Sustain positive outcomes at the end of key stage one for all groups. Closely monitor the performance of lower attaining boys to ensure they make at least good progress from the end of EYFS.



IMPACT/EVALUATION

Focus on the attainment and progress of lower ability boys in key stage 1 in

order to reduce the gender gap from

the end of EYFS. Provide targeted interventions to promote small steps

progress.

LL/FB Reviewed at all 3

assessment

points

Boy friendly topics to be

encouraged

CL/RA

The gender gap between girls and boys to reduce in Y2, particularly in writing (28% at the end of Y1). At least 3/9

pupils to ‘catch up’.

KEY PRIORITY FIVE

Continue to provide extra support for the current year 5 in order reduce the attainment gap.



IMPACT/EVALUATION

Promote improved outcomes in the

complex year 4 class by:

• Ensuring all high needs pupils are adequately supported

• 1 day of extra teacher support

to enable smaller group teaching and ‘catch up’

• Providing nurture/well-being

support for high needs pupils.

Ensuring the quality first teaching is of sufficiently high standard

RA/KL/CR/OH

All 3

assessment point

Outcomes for pupils at the end of Year 5 are at least in line

with outcomes at the end of year 2.

• Maths 63% (10%GD)

• Reading 60% (13% GD)

• Writing 60% (10% GD)



Summer Term Summary Evaluation of Impact

12

Strategic Development Plan – Personal Development 2020-2021


• Following partial school closure due to the Coronavirus Pandemic, ensure that school has adequate provision to support the mental well-being of all pupils. Provide opportunities,

guidance & support which further develop all pupils’ attitudes to learning, resulting in rapid and sustained progress for all.

• By July 2021, implement the new Relationships Education curriculum.

SUCCESS CRITERIA

✓ All pupils feel supported and able to open up to adults where necessary as evidenced in pupil voice interviews.

✓ The new Journey in Love Programme is successfully and effectively implemented by July 2021.

Judgement on Personal Development

Autumn 1

Autumn 2

KEY PRIORITY ONE

Following partial school closure due to the Coronavirus Pandemic, ensure that school has adequate provision to support the mental well-being of all pupils. provide

opportunities, guidance & support which further develop all pupils’ attitudes to learning, resulting in rapid and sustained progress for all.



IMPACT/EVALUATION

All staff briefed to identify pupils who may need additional support following school closure and identify them for provision on provision maps.

CL/ALL CLASS BASED SATFF

SEPTEMBER 2020

Provision maps CL/LL Pupils in need of additional support following closure due to CV19 or for other identified reasons are supported wit the transition back to school. Pupil voice indicates that the support has been helpful.

Additional nurture sessions timetabled to allow for more pupils to access individualised programmes.

TH/MR/AD SEPTEMEBR 2020

Nurture room nurture staff

CL/LL More pupils are offered nurture support reflecting the increased demand for it due to the CV19 school closure.

All classes to timetable additional PSHE sessions to support pupils in the transition back to school.

ALL TEACHERS SEPTEMEBR 2020

Nurture Room, Cover staff

CL/LL PHSE lessons help to identify and support pupils who may need additional nurture following the CV19 school closure. All pupils benefit from a time to reflect on the vents of the previous months.

KEY PRIORITY TWO

By July 2021, implement the new Relationships Education curriculum.



IMPACT/EVALUATION

Purchase the new and updated Journey in Love material.

ET AUTUTMN 1 New JIL material Costs

CL School has the most up to date version of the recommended materials for teaching of relationships education.

Brief all staff on the changes and implement the new material from January 20201.

ET/CL JANUARY 2021 New JIL material

CL/ET All teaching staff fully versed in the changes to the scheme and able to teach the programme sensitively and effectively.

13



Summer Term Summary Evaluation of Impact

Strategic Development Plan – Behaviour & Attitudes 2020-2021 Judgement on Behaviour and ATTITUDES

Autumn 1

Autumn 2

1. Continue to work with targeted familes, particularly those who are reluctant to send their children to school because of the CV19 Pandemic, with the aim of

improving overall attendance to 97%.

2. Through our work in enriching the curriculum, aim to further build resilience in our pupils so that they lead their own learning drive their own progress.

3. Further reduce the amount of fixed term exclusions from close to national average 2018-2019, below national 2019-2020 (0 exclusions in half a school year) to

below national.

SUCCESS CRITERIA

✓ Attendance for 2019-2020 is at 96%+ for all groups

✓ Children can access tasks and challenges requiring higher-order thinking skills and have strategies to tackle the activity as evidenced in lesson observations.

✓ More children working at the EXS and GD standard as evidenced in school data.

✓ Evidence of increased resilience and engagement of children through monitoring. Evidence of increased child-led learning through monitoring.

✓ There are no fixed term exclusions during the year 2020-2021 or the amount of fixed term exclusions is below the national average.

14

KEY PRIORITY ONE

Continue to work with targeted familes, particularly those who are reluctant to send their children to school because of the CV19 Pandemic,

with the aim of improving overall attendance to 97%.



IMPACT/EVALUATION

Work with JS to track attendance every week. Keep in regular contact with those families who regularly do not send their children to school. Ensure all staff are aware of pupils who are vulnerable to poor attendance so the office are notified of any absence in a timely manner and can take swift, appropriate action.

CL/JS Fortnightly, half termly, termly attendance reviews.

SIMS, assessment data

CL/JS CL to report to governing board

Attendance for all groups at least 96%.

KEY PRIORITY TWO

Through our work in enriching the curriculum, aim to further build resilience in our pupils so that they lead their own learning drive their own

progress.



IMPACT/EVALUATION

Work with class teachers to support them in providing open-ended questions, linked to higher-order thinking. Work with class teachers to develop their different teaching styles, so class teachers can adopt a coaching style of teaching when appropriate.

CL/RA Regular staff meetings ongoing throughout the year

Staff meeting time Planning

CL/RA – FOCUS FOR OBSERVATIONS

Children can access tasks and challenges requiring higher-order thinking skills and have strategies to tackle the

activity. More children working at the EXS and GD standard. Evidence of increased resilience and engagement of children through monitoring. Evidence of increased child-led learning through monitoring.

KEY PRIORITY THREE

Further reduce the amount of fixed term exclusions from close to national average 2018-2019, below national 2019-2020 (0 exclusions in half a

school year) to below national.

ACTION KEY

PERSON

NEL

MILESTONES RESOURCES MONITORING

BY WHOM IMPACT/EVALUATION

Continue to work with Bolton Behaviour support,

COG and social care to ensure timey interventions

early in school ensures provision for ‘at risk’ pupils

is strong and to reduce the likelihood of exclusion.

CL/RA/KS

/ALL

CLASS

BASES

STAFF

Half termly

behaviour

reviews

BSS/COG CL to report to

governing board There are no fixed term exclusions during the year 2020-

2021 or the amount of fixed term exclusions is below the

national average.

AUTUMN TERM SUMMARY OF IMPACT

15

Strategic Development Plan – Quality of Early Years 2020-2021

Judgement on Quality of Early Years Autumn 1 Good

Autumn 2


Ensure all children are prepared for their next stage of learning by the end of Reception, despite more potential gaps in learning and disruption caused by Covid-19 pandemic.

• Ensure all children are prepared for their next stage of learning by the end of Reception, despite gaps in learning and disruption caused by Covid-19 pandemic.

• Maintain effectiveness of teaching and learning in EYFS by supporting new members of the team including the new Reception teacher.

• Raise attainment and progress for boys so that boy's attainment is closer to the national average by the end of Reception

SUCCESS CRITERIA

✓ GLD at end of Reception will be at least in line with national average.

✓ ALL children will make at least typical progress inall areas of learning and some will make more than.

✓ Teaching and learning will be judged as outstanding through robust self-evaluation that is monitored both internally and externally.

✓ The percentage of boys achieving GLD at end of Reception will be closer to national average than in previous years

✓ Identified vulnerable boys will make better than typical progress in all areas of learning.

KEY PRIORITY ONE

Ensure all children are prepared for their next stage of learning by the end of Reception, despite more potential gaps in learning and disruption

caused by Covid-19 pandemic.



IMPACT/EVALUATION

Use baseline assessment to identify

children who need extra intervention to

compensate for lost Nursery time.

Complete Wellcomm assessments and

deliver interventions for any child not at

age related level in Communication and

Language. If accepted for ‘Covid Catch

up’ programme, plan interventions into

weekly timetable.

GC, SI GC, SI

Baseline assessment November 2020 Mid-point data review February 2021 to assess progress and identify needs to inform intervention planning End of Year EYFS profile submission to compare school to national levels of attainment (GLD).

Nuffield Early intervention programme ‘Covid Catch Up’. Wellcomm toolkit Tapestry online learning journal Paper learning packs

CL

GLD at end of Reception will be at least in line with national average. ALL children will make at least typical progress in all areas of learning and some will make more than.

16

Ensure every child’s tapestry account is

active. Arrange termly home learning

competition via tapestry.

Prepare paper home learning packs for

every child.

GC, SI

Termly Wellcomm assessments Tapestry online learning journals

KEY PRIORITY

TWO

Maintain effectiveness of teaching and learning in EYFS by supporting new members of the team including the new Reception teacher.

ACTION KEY

PERSONN

EL


IMPACT/EVALUATION

Allocate time for weekly mentor meetings to review confidence of new Reception teacher and support planning.

Arrange an ongoing training programme

for SI and new teaching assistants

throughout the year.

GC, SI Termly review to celebrate success and identify personal targets for next term. Mid-point pupil progress meeting. Mid-point appraisals with EYFS staff.

New to EYFS training (currently to be scheduled) Read, Write Inc training for SI. Greg Bottril online training for EYFS team. Bolton Council ‘Journey’ online training for all staff and documents

CL, GC

Teaching and learning will be judged as outstanding through robust self-evaluation that is monitored both internally and externally.

KEY PRIORITY

THREE

Raise attainment and progress for boys so that boy's attainment is closer to the national average by the end of Reception

ACTION KEY

PERSONN

EL


IMPACT/EVALUATION

17

Use baseline assessment to identify

‘vulnerable boys’ and create termly

provision mapping for this group. GC

and SI to monitor effectiveness of this

closely.

All staff to complete training focused on

boy friendly environments and raising

attainment for boys.

GC/SI Baseline assessment November 2020 Mid-point data review February 2021 End of Year EYFS profile submission

Time for GC to

mentor SI with a

focus on assessment

and planning for

boys.

Training focused on

raising attainment for

boys.

CL The percentage of boys achieving GLD at end of Reception will be closer to national average than in previous years Identified vulnerable boys will make better than typical progress in all areas of learning.

Documents

Strategic Development Plan (SIP/SDP) 2020-2021