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Monega Primary School Development Plan – September 2019-2020 Whole School Priorities:

To ensure exceptional Leadership at all levels

To maintain an excellent offer to all pupils through the daily implementation of a first class curriculum.

Rich in content, carefully sequenced, preparing pupils for their next steps

To make certain that a rigorous and carefully structured approach to reading is prioritised and impacts

pupil’s fluency, confidence and enjoyment of reading across the wider curriculum.

To uphold and check with rigour the schools safeguarding procedures ensuring safeguarding is

contextualised and impacts positively on pupils and families

To assure that learning meets the needs of all pupils, guaranteeing that pupils from identified groups

make exceptional progress from their starting point

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School Development Plan

To ensure exceptional Leadership at all levels

Key Performance Indicator Actions Led by Time Evaluation of KPIs Autumn Term

Evaluation of KPIs Spring Term

Evaluation of KPIs Summer Term

1.1 To ensure all leaders receive focused and highly effective professional development to consistently build and develop their subject and pedagogical knowledge.

All staff to have Professional Development Interviews setting targets and offering opportunities to discuss personal CPD All leaders to have coaching support sessions from DHTs and HT to further develop All leaders to be given additional leadership time each half term to ensure curriculum content is coherently planned and sequenced towards cumulatively sufficient knowledge All subject leaders to attend trust network meeting All subject leaders to use own initiative to source Training opportunities on offer at Tollgate Teaching school and other providers All subject leaders to have the opportunity to plan and deliver a staff INSET around their subject to share their expertise and knowledge

EH CJ CJ CJ CJ CJ

Termly Termly Half termly On going On going On going

1.2 To ensure leaders engage effectively with pupils and others in their community to gather pupil and parent voice.

All subject leaders to gather pupil and parent voice around their curriculum Parent questionnaires shared twice a year Parent evaluations shared after Parent Coffee mornings

Subject Leaders CJ CJ CJ CJ

Termly Termly On going

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Pupil Voice questionnaires shared in the Autumn term and again in the spring and summer if needed PASS Survey organised Pupil Voice represented at school council- new School council set up Community Cohesion Team to organise community events for Parents

CJ HW CJ

Termly as needed Spring Term On going- set up by Oct half term Ongoing

1.3 To ensure and monitor that all work given to pupils, over time and across the school, consistently matches the aims of the curriculum and is coherently planned and sequenced towards cumulatively sufficient knowledge and skills for future learning.

All leaders to complete planning and Active inspire board scrutiny half termly following Monega expectations Senior leaders to monitor the scrutiny of middle leaders and ensure consistency across all subjects SLT to plan coaching sessions for all middle leaders to articulate the progression and sequence of learning within their curriculums All Teachers to have access to Teacher Coaching sessions/ Progress meetings to unpick pupils progress and the sequence of learning Books monitored every week, alternate weeks, SLT then subject leaders to ensure work matches the curriculum content and shows a sequence of learning and is consistently of a high quality

Subject Leaders SLT SLT SLT SLT SLT

Half termly Half termly Termly Termly Weekly

1.4 To ensure that leaders are effectively engaging with all staff at all levels and that issues are identified and resolved quickly in particular

Senior leadership meetings every week to discuss the progress of all staff and the development of the whole school

SLT EH, CJ, MP

Weekly Termly

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about workload to ensure leaders show high levels of support for staff well-being

Staff Professional development meetings every term School Business Manager meetings with HT every week for admin staff overview Staff INSETs once a week to meet with Teachers and HLTAs Phase meetings once a week ELT meetings once every half term for leaders to share their impact and progress for that half term from Action Planning identifying targets going forward. HT/ DHT to challenge leaders through questioning around their ELT reports to ensure accountability DHTs to track leaders impact and activity and feedback strengths and targets during PDIs DHTs to share and praise analysis tracking of outstanding leadership to encourage initiative from other leaders Staff questionnaire shared and analysed every term HT to create an ‘open door’ ethos where discussions around workload are welcomed and identified

EH CJ CJ, PC, NB EH CJ CJ & MP CJ EH

Weekly Weekly Weekly Termly Ongoing Termly Termly On going

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To maintain an excellent offer to all pupils through the daily implementation of a first class curriculum. Rich in content, carefully sequenced, preparing pupils for their next steps

Key Performance Indicator Actions Led by Time Evaluation of KPIs Autumn Term

Evaluation of KPIs Spring Term

Evaluation of KPIs Summer Term

2.1 To ensure Monega’s curriculum intent and implementation are embedded securely and consistently across the school.

Whole Staff INSET Monday 2nd September to share Monega’s Vision and Values linked to intent and implementation All Subject leaders given additional time to finalise their curriculum to ensure it is suitable for our school context Subject leader coaching sessions to share their curriculum Intents and implementation with SLT Subject leaders held accountable in PDIs for progress of their subject development and outcomes from book scrutiny, data and lesson observations ELT Meetings with all subject leaders every half term where teachers share their progress and impact so far and review their action plans

EH, CJ MP CJ EH CJ MP CJ, MP EH EH

September Termly Termly Termly Termly

2.2 To ensure that the work given to pupils, over time and across the school, consistently matches the aims of the Monega curriculum and is coherently planned and sequenced towards cumulatively sufficient knowledge and skills for future learning.

Subject Leaders to complete fortnightly learning walks and book scrutinies to see the progress and content being taught and evidence in books Subject leaders share their curriculum with senior leaders within coaching sessions Monega curriculum leads will ensure that all subjects have links to real context, the wider world and opportunities to increase cultural capital.

CJ CJ MP CJ MP EH

Fortnightly Termly October half term

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2.3 To ensure Pupils’ work across the curriculum is consistently of a high quality and that they consistently achieve highly, particularly the most disadvantaged.

Subject Leaders to complete fortnightly learning walks and book scrutinies to see the progress and content being taught and evidence in books Assessments every term to track the progress of all pupils. Assessment lead to track and monitor any pupil not making required progress and achieving highly Pupil progress meetings every term to discuss the progress of key children Inclusion meetings every term to discuss the progress of pupils including the most disadvantaged SLT book scrutiny- samples of books selected with most disadvantaged as a focus SLT and Subject leaders scrutinise the content and pitch of work planned for on active inspire boards to ensure all pupils are challenged and achieve highly

CJ MP MP & SM KI, JT SLT SLT and subject leads

Fortnightly Termly Termly Termly Fortnightly Weekly

2.4 To ensure all teachers have good knowledge of the subjects they teach and ensure leaders provide effective support if needed

CPD opportunities planned around lesson observation outcomes/ book scrutiny outcomes adapting to the needs of the teachers During termly PDIs teachers have the opportunity to set personal targets- ensure all teachers have the opportunity for CPD externally at TTSA

CJ CJ, MP &EH

Half termly review Termly

2.5 To ensure debate, discussion and oracy in planned within lessons and teachers are modelling high standards of English and vocabulary.

Express yourself sheets to be used in lessons, laminated and share with teachers Opportunities for teachers to observe an oracy lesson Staff CPD around oracy

CJ and Eng leads CJ CJ

On going Autumn term Autumn term On going

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English leaders to focus learning walks on the quality of oracy, debate and discussion seen and the level of vocabulary used Subject leaders to scrutinise active inspire boards including the key vocab planned in

PP TS Subject leaders

Fortnightly

To make certain that a rigorous and carefully structured approach to reading is prioritised and impacts pupil’s fluency, confidence and enjoyment of reading across the wider curriculum

Key Performance Indicator Actions Led by Time Evaluation of KPIs Autumn Term

Evaluation of KPIs Spring Term

Evaluation of KPIs Summer Term

3.1 To ensure Monega’s English curriculum intent and implementation is embedded securely and consistently across the school and reading is prioritised to allow pupils to access the full curriculum offer.

Book choices adapted within the curriculum Bilingual texts- children must see their own cultures in the texts they read. Adapted reading corners Purchase of levelled books for upper KS2 Curriculum working document Timetable adaptations for GR / SR / TR (Teacher Reading)

PP & TS PP & TS PP & TS and class teachers PP & TS PP & TS PP & TS

Autumn Autumn Autumn Autumn Autumn Autumn

3.2 To embed reading books which connect closely to the phonics knowledge pupils are taught when they are learning to read.

Order Banded Books and ensure all children are given level appropriate texts to read (12+) ORT (1-20) Book Corner books to be age/ level appropriate Books going home and reading records being complete by EVERY CHILD- checking these every Monday Guided / Shared Reading on timetables and happening everyday Curriculum Text choices

PP & TS Class teacher DHTs and Ariel PP & TS PP& TS

Autumn Autumn Autumn Autumn Autumn

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Provide information to parents about supporting their child’s learning at home, including detail about the school’s method of teaching reading and how to help their children learn to read- Reading coffee morning To ensure all teacher shave secure phonic knowledge and the progression throughout the school through INSETS, observations and reading level checks

PP& TS PP & TS JT, PP TS

Autumn Spring Sept whole school INSET and ongoing support

3.3 To ensure all pupils read widely and often, with fluency and comprehension appropriate to their age.

Staff read to children in a way that excites and engages them, introducing new ideas, concepts and vocabulary. DHT to read during assemblies Children identified by class teachers for interventions throughout the key stages New arrivals assessed for reading fluency and put into intervention At least one opportunity a week of reading to an adult, regular opportunities to increase fluency through read aloud, poetry recital and singing lyrics from written word.

PP TS MP CJ PP, TS, KI, and Intervention Team JE, TS & PP

Ongoing Ongoing, interventions set up in Autumn On going Ongoing

3.4 To embed a clear approach to teaching early reading and synthetic phonics is systematic to ensures that all children learn to read words and simple sentences.

CPD preparing all staff with the understanding of early reading and phonics – stages of phonic learning explained, and the progression of them. In Nursery and Reception, ensure secure a knowledge of phonics. The staff are experts in teaching systematic, synthetic phonics and ensure that children practise their reading from books that match

JT, PP TS JT, PP TS, PR, MH, JE JT, PP TS, JE, PR, MH

Sept whole staff INSET Autumn term INSET Ongoing Ongoing as needed

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their phonics knowledge through staff INSETs/ CPD Mid-phase children are assessed immediately and interventions arranged regarding level of need.

JE

Ongoing

3.5 To raise the awareness and profile of reading as the prioritised skill above all others to a whole-school level. (ALL

staff must understand this )

Oxford Owl- order banded books and ensure pupils are given correct levee to read at home Library Visits Manor Park Library Classroom Displays Teachers reading (display and at assembly) Timetabled visits to school library Certificates for consistent readers, order new certificates and create display

PP TS PP TS DHTs, AN, PP, TS TS PP and phase leaders TS PP TS PP

Autumn On going Autumn 1 Ongoing Ongoing Ongoing

3.6 To empower, train and support all staff in becoming experts in early reading and delivering effective reading lessons.

CPD delivered to explain and inform staff (CT / TAs) of ORT stages and progression. Regular phonic training for staff / new staff during their inductions. Teachers ensure that their own speaking, listening, writing and reading of English support pupils in developing their language and vocabulary well; adapt observation proforma to track this. Teachers reading with expression, intonation and excitement, track through observations, CPD session- the teacher and the voice book CPD

TS, PP JT, TS, PP CJ and MP TP, PP, CJ

Autumn Autumn and ongoing as needed Autumn and ongoing through teacher observations Autumn term

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To uphold and check with rigour the schools safeguarding procedures ensuring safeguarding is contextualised and impacts positively on pupils and families

Key Performance Indicator Actions Led by Time Evaluation of KPIs Autumn Term

Evaluation of KPIs Spring Term

Evaluation of KPIs Summer Term

4.1 To identify pupils who may need early help, and who are at risk of harm or have been harmed.

Regular Child Protection and Early help to maintain highest standards of identification. Training for all staff detailing steps to identification

EH MP JT CJ

ONGOING September

4.2 To secure the help that children, pupils and students need, and if required, referring in a timely way to those who have the expertise to help.

Actions from panels to be minuted and allocated. All minutes to be first agenda item at next meeting. Systematically addressing recommendations and signposting appropriately

EH MP LT JT CJ LT

ONGOING September

4.3 That all statutory requirements are being met and all staff are taking responsibility in keeping pupils safe in the school.

Regular checks on SCR Regular Checks and resits of key training Whole school training

EH MP LT JT CJ LT

Monthly Termly September 1st

4.4 To ensure pupils behave with consistently high levels of respect for others. They play a positive role in creating an environment in which commonalities are identified and celebrated, difference is valued and nurtured, all pupils feel safe in the school

Clear vision and ethos shared with pupils 5Cs Clearly shared Behaviour management model in classrooms Clear rules in the playground Clear consequences for not following rules Lots of opportunities to celebrate positive behaviour and behaviour improvement Rainbow ambassadors to support with wellbeing and conflict resolution in playground

EH, MP , CJ PC, NB

September Ongoing Weekly Termly celebrations

4.5 To ensure there are strong opportunities for personal development provided by the school and that the most disadvantaged pupils consistently benefit from.

Enrichment in all year groups PP children identified to be include in additional extracurricular opportunities Children identified in EH for counselling, nurture groups and interventions.

EH, MP, CJ Class teachers

Ongoing Termly

4.6 To provide a supportive and nurturing environment to help maintain and develop the wellbeing of all pupils.

A range of identified staff for pupils to approach directly or indirectly. Worry boxes, Childline access, school counsellor, nurture groups All staff to be positive in their approaches/ included in induction training and regular reminders.

EH, MP , CJ PC, NB

September Ongoing Termly meetings celebrations

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To assure that learning meets the needs of all pupils, guaranteeing that pupils from identified groups make exceptional progress from their starting point

Key Performance Indicator Actions Led by Time Evaluation of KPIs Autumn Term

Evaluation of KPIs Spring Term

Evaluation of KPIs Summer Term

5.1 To ensure all pupils with SEND make strong progress from their starting points.

Termly assessments of all pupils SENCO and Inclusion Lead to monitor progress of pupils with SEND SEND Support to monitor and track progress in books and evidence of learning towards personalised targets To ensure class teachers are aware of personalise targets and plan appropriately on Active Inspire boards- checking boards, lesson obs, CPD opportunities for class teachers

Class teacher KI, SP, MH MH, SP MH, SP, KI KI

Termly Ongoing Ongoing Ongoing Spring term

5.2 To ensure all pupils that are NA & EAL make the best possible start to enable maximum progress.

Strong information sharing to aid smooth transition/ including well prepared buddies. Bepsoke resources in place for pupils Mid phase admissions/ EAL assessed and progress tracked by EAL lead Interventions arranged Inclusion Meetings Pupil Progress meetings

JE JE SP & KI DHT

Ongoing Spring the ongoing Termly Termly

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5.3To ensure the curriculum is successfully adapted, differentiated and accessible for pupils.

To ensure all planning on Active Inspire Boards are variate for pupils with SEND and EAL using symbols and dual language To display dual language and Symbols in the room for access. To ensure we have access to dual language dictionaries to enable pupils to communicate To have a range of dual language reading books in classes To use the central core theme to lead the differentiation and this will be the symbol that leads early learning.

JE KI Class teachers JE & KI to check JE JE

Ongoing half termly monitoring Autumn term Spring term Spring term

reflects pupils cultures, context and designed or developed to be ambitious and meet the needs of ALL developing their knowledge, skills and abilities to apply what they know and can do with increasing fluency and independence.

5.4 ALL pupils achieve the best possible outcomes from starting points

Pupil Progress meetings planned with DHT to track and monitor progress of all pupils across the school Termly assessment by teacher and analysed by DHT Books and progress in books monitored by SLT and my EAL lead to ensure the best outcomes

DHT MP SLT and JE

Termly Termly Termly

5.6 To ensure Teachers have good knowledge of how spoken language develops across the school and provide effective support for those that need it.

EAL base line assessments supported by EAL lead Learning walks to observe progress of EAL pupils and ensure they are immersed in classroom life CPD sessions for teachers by EAL expert and Monega EAL Lead Ensure all teachers are monitoring new arrivals against wellbeing and then progress

JE JE NJ & JE Class teacher & JE

Ongoing Ongoing Spring term Ongoing

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Teachers to follow EAL non negotiables to support settling EAL lead to be available for planning support and ideas when needed

JE JE

Ongoing Ongoing

5.7 To ensure teachers are strong models for the development of Core English skills.

English INSETs Oracy –Express yourself Word of the week. Language development INSET Observation form includes reference to teachers standard English modelling Box Clever groups in EYFS Box Clever language development shared with all teachers in CPD session

TS, PP, JT, EH Justine and JE SLT JE Justine and JE

2.9.19 Spring Ongoing Ongoing Spring

5.8 To promote equality through our ethos and ensure pupils appreciate and respect difference. Understanding the value and richness it brings through the celebration of the things we have in common .

Mid phase admissions are welcomed to class by teachers and a buddy system is in place. Class teacher have at least 1 day to prepare for a new arrival to arrange coat peg label, and familiarise themselves with background and language Languages and symbols on displays on Flip chards Dual language on displays Language of the month

SD JE and class teacher SD and Class teachers Class teachers and JE Class teachers and AN, JE LS and JE

Ongoing Ongoing Ongoing Autumn 1

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Celebration of key festivals in community events- Chinese new year, Eid, Diwali, Christmas International dress day Around the world day ESOL groups for Parents Speak to your Baby group Inviting Parents into read in home languages to classes Language development coffee morning

CCT and DHTs JE and CCT SM and CCT Lily JE JE Justine and JE

Ongoing Ongoing Spring Summer Ongoing Ongoing Ongoing Spring term