SEPTEMBER 2012/2013 - whitchurch-primary.devon.sch.uk€¦ · Web viewTo develop mathematical...

SEPTEMBER 2019/2020

WORKING TOGETHER

FOR THE WHOLE CHILD

SCHOOL IMPROVEMENT PLAN

1

Content

Content Page noPrinciples 3Aims 4Overall 3 year plan 5Outline of long and short term strategic plans 6Action PlansMaths 8-12Speaking and Listening 13Writing 14-16Reading 17-18Science 19-22ICT 23-24Geography 25History 26-27PE 28-31PSHE and British Values 32-33Art and DT 34-35Languages 36-38Teaching and Learning 39-40SEND – special needs 41-42Assessment 43-45Safeguarding 46-47Kitchen 48-49WACY 50Building and Health and Safety Action Plan and inclusion access plan

51

Monitoring timetable 52Monitoring Governors timetable 53Training and Development Plan 54Finance Statement 55-56Best Value Statement 57-59Pupil Premium Grant 60-61PE Grant 62-65Budget 66-70

2

WHITCHURCH COMMUNITY PRIMARY SCHOOL“WORKING TOGETHER FOR THE WHOLE CHILD”

PRINCIPLES

1. Every child is a unique learner, they are resilient, capable, and creative

2. Every child needs good relationships – children will learn to be strong and independent from a “base of loving and secure relationships” with Parents and Carers. Parents, Carers and Teachers will work in partnership.

3. Every child needs a beautiful, safe and stimulating environment to support and extend their learning.

4. Every child needs to learn in a exciting way and be allowed to “take risks” in order that they become enthusiastic, independent learners.

5. Every child needs to develop and learn in different ways and at different rates, to the best of their ability.

6. All areas of learning and development are equally important and inter connected

Inspired from Foundation Curriculum

3

AIMS 1. EthosAt Whitchurch Community Primary School:-

We will value and respect ourselves and others. We will celebrate our achievements and encourage each other We will understand how to keep healthy and how to take care of ourselves. We will encourage our children to do their best. We will promote independence in action and thought. We will ensure all children and staff feel valued and are safe

2. CurriculumAt Whitchurch Community Primary School:-

We will offer a broad and balanced enhanced curriculum that is structured, challenging, fun and exciting. It is carefully planned to meet the individual needs and interests of our children.

We will offer a curriculum that recognises children’s personal, social, spiritual and emotional needs.

We will evaluate the impact of the curriculum to ensure it develops children’s knowledge and understanding.

3 Teaching and LearningAt Whitchurch Community Primary School:-

We will set high standards for our teachers We will have high expectations of all our children. We will use a variety of teaching styles and approaches. We will encourage our children to be enthusiastic, confident and resilient learners We will engage parents in the children’s learning. We will uses assessment for learning to ensure all children are making good progress.

4. The EnvironmentAt Whitchurch Community Primary School:-

The learning environment will be welcoming, stimulating, sustainable and safe.

5. Staffing and ManagementAt Whitchurch Community Primary School:-

Leadership and Management will be fair, consistent,strong and aspirational. All staff will be inspired and motivated to develop professionally and be brilliant teachers All staff will be listened to, respected and supported. Resources will be of a high quality

6. Community and Global CommunityAt Whitchurch Community Primary School

Staff, Governors and parents will work in partnership for the benefit of the children. Staff and Governors will work with the Whitchurch Community to build a safe and caring

community. Staff and Governors will develop friendships and understanding with the local community and the

wider international community. We will communicate effectively with the community.

4

School Improvement Plan – 3 year plan – 2019- 2022Key Areas 2019/2020 Led/cost 2020/2021 2021/2022

ETHOS Review provision of PSHE and RE

AOSW/Ethos Gov SO£1000

Audit special needs Review PSHE

CURRICULUM Speaking and listening across the curriculum

SE Review IT and computing curriculum

Design and TechnologyEnglish

TEACHING AND LEARNING

Improve quality of writing across the school.

Improve standards in maths

IS £500 T&L committee

CP £1000 – T&L committee in KS2.

Assessment for learning

Review teaching and learning policy

LEADERSHIP AND MANAGEMENT

Review the role of Foundation subject curriculum coordinators

New inclusion provision

AOSW/Personnel committee

AOSW/TJ/SENCo Governor

Review training and development

Staff review

Review SLT structure

COMMUNITY Building stronger partnerships with local schools

AOSW/Chair of GovernorsDA£500

Building stronger partnerships

Developing business links to enhance curriculum

RESOURCES New RoofNew inclusion provision

Financial review

LA funded LH £50k£14,000 capital fund/AOSW/TJ/Building committee£500 local development grantLH/Finance committee

Improve IT hardware Refurbish Year 5&6 classrooms

5

Three Year Strategic Plan 2019-2022Aims

To help develop pupils to be caring and responsible citizens. To further develop and enhance the curriculum to ensure children have the knowledge, skills and

understanding to be ready for secondary education. To build children’s resilience and independence to cope with a fast changing world. To further develop a creative curriculum that is responsive to individual needs, interests and local

priorities.. To continue to develop staff and encourage them to be innovative. To be an inclusive community. To further develop outside learning opportunities, global links and healthy lifestyles. Further develop partnership with other schools and organisations to enhance learning opportunities

including local businesses. To use technology advances to enhance learning. To be an outstanding school that develops the “whole child”. To become financially secure.

Threats One of the worst funded schools in the Country. Licenced budget deficit, unplanned staffing reductions, cutting of training and resources budget.

2019/2020 2020/2021 2021/2022Income £961,659 £949,996 £944,033Expenditure £947,364 £924,144 £890,551

Staffing levels and attracting highly skilled staff. Pressure of targets and tests. Reduction of training budget over last five years. Isolation due to changing educational landscape and the break up of the Tavistock Learning Community.

Opportunities A commitment to a broad and balanced curriculum. Settled and supportive community. The school has a good reputation and is full. Experienced staff, a highly skilled Governing Body who are committed to improvement. Beautiful site. Innovative SLT prepared to make difficult decisions. Strong caring and supportive ethos.

6

Led by Staff: C Poppe/H DownGovernor: Stuart Borthwick

Year2019/2020

Area of Development:Maths

Working together for the Whole Child

Evaluation of current position:Staff have been ensuring that maths learning is about the process as well as the final outcome, using appropriate images to enhance mathematical understanding. Year 1 and Year 4 teachers have been attending local authority training: ‘Reasoning in maths’ which has had a positive approach to teaching and learning, and is evident in the children’s books and through discussions with the children. Additional training for staff has also been provided by the Local authority, linked to Making meaning on the topic of Place value and reasoning. Y2 and KS2 has introduced extra daily 15 minutes of mental arithmetic to help children build on fluency, which has been monitored through learning walks. Children are able to talk about maths learning journey, and are growing in confidence to explain how they solve mathematical problems using their books as a prompt. The use of choral chanting and the use of stem sentences are beginning to be used and is an area to continue to develop. ½ termly book scrutiny has shown that the maths books demonstrate the process of mathematical thinking, using visual imagery and reasoning within topics and feedback has been provided to each year group with regards to their next action. Intervention systems in place for children who are not reaching target or for children to reach greater depth. Staff continue to monitor progress more effectively and identify gaps in understanding, through use of NFER assessments in Y3, Y4 and Y5. In order to develop cross curricular links between Maths and English, story books linked to maths have been purchased, and assigned to individual year groups and the Medium term plans have been amended to incorporate them into yearly planning. As part of the partnership with science coordinator, medium term planning has been amended to incorporate statistics objectives for each year group as well as monitoring maths within science books. Through monitoring greater links between maths and science have been made. For example in Year 4, as part of their outdoor learning, they have completed bird and bug hunts, recording data collected in tally charts and producing bar charts. They have also measured temperature, as ice and chocolate melt and produced line graphs. Venn diagrams have also been produced during the topic of electricity to compare battery and mains operated appliances. In Y5 when looking at how the rotation of the earth affects shadows, tables have been drawn to record data of the degrees and length of shadow. Year 6 have used ICT to produce a pie chart on the composition of blood by volume, comparing red cells, white cells and plasma. The use of Mathletics in school and as a tool for homework from Y2 to Y6 is positive with children and parents alike. Termly reports have been written for the Governing body of the years’ achievements. We have reviewed the impact of our support materials. This delivers a ‘spiral’ maths curriculum. Our hypothesis is that this has a positive impact on more able learners but less able learners need a longer period of immersion to enable the learner so we have moved to a new resource called Master the Curriculum. Staff have been trained to use the material.2018/19 position:Sats Y6: expected standard: 58% School (79% NA). The breakdown: 53% boys (75% NA), 57% girls (75% NA), Exceeding expected standard: 12% school (24%NA). The breakdown: 11% boys (24% NA), 14% girls (21% NA),Sats Y2: expected standard: 80% School (76% NA). The breakdown: 81% boys (74% NA), 78% girls (76% NA)Exceeding expected standard: 23% school (22%NA). The breakdown: 19% boys (24% NA), 21% girls (21% NA)

8

Key Targets Actions Cost, dates, times, resources Monitoring

1. To improve KS2 maths achievementCriteria for success (in line with National Data 2019)Attainment at the end of KS2To achieve at least 79% secure.To achieve at least 24% above expected(please see below for other year groups)

ProgressTo achieve average scaled score 104

Closely monitor progress as school was in the bottom quintile (20%) for at least 2 years for middle prior attainers.

Closely monitor progress for spring term pupils as significantly below (-5.4) the national average 2018

Closely monitor pupil progress for males (-3.0)

Expected standard by genderBoys: To achieve: at least 75% secure, scaled score of 105Girls: To achieve: at least 76% secure, scaled score of 104

Exceeding expected standardBoys: To achieve: at least 25%, scaled score of 110+Girls: To achieve: at least 22%, scaled score of 110+

Year 3,4,5 target : (in line with National Data 2019)

AttainmentTo achieve at least 76% secure.To achieve at least 24% above

Autumn

For teachers to use appropriate images / resources to enhance mathematical understanding through Making meaning in all year groups. Additional support needed for new Year 3 teacher as NQT.

KS2 teachers to continue with 15 mins daily practise of building on and learning known facts, to develop fluency.

Sharing good practice at Key Stage meetings and inset meetings by sharing planning, monitoring books, feedback from leaning walks, monitoring learning walls. Coaching techniques to help support staff, when needed.

Discuss pupils who are not making progress and work in key stages to find solutions. Ensure individual targets are recorded on intervention sheets. Parents informed. All children need to be exposed to age related expectations.

Ensure NFER data is being used to impact teaching and learning

Use Mathletics to promote success in KS2 by reporting class achievements in school newsletter. Weekly certificates presented to children.

Improve the use of elicitation tasks at the start of new unit of work to help support progress.

Spring

To develop mathematical talk for learning including talk partners, talking in full

6 INSETS – Autumn, Spring and SummerStaff training on Making meaning/reasoning in maths, through mathematical talk and sharing good practice.

8 x ½ day £800 – release time for SLT

Resources £1500

AutumnCP / Governor to meet in November 2019 to monitor children’s: Making meaning.Progress meetings with Senco. Head each term, to link in with ISEN: Monitor data and books with staff. Staff to be very clear on the learning outcomes. What do the children need to have understood by the end of the lesson, unit?Focused learning walks, evidence of fluency practice on working walls, by children and staff. Evidence of children’s work on school website.Written report to curriculum committee termly Monitoring of books and feedback to SLT half termly: Action plan updated.Focused learning walks / discussions with children. Open ended tasks rather than closed tasks.

SpringProgress meetings with Senco. Head each term, to link in with ISEN: Focused learning walks. Written report to curriculum committee termly Monitoring of books and feedback to SLT half termly: Action plan updated. Staff to be very clear on the learning outcomes. What do the children need to have understood by the end of the lesson, unit? March 2020 Stewart Borthwick, Maths governor CP, Helen Everest, school Improvement adviser, to monitor books, learning walk, discussions with children. Evidence of children’s work on school website.

SummerProgress meetings with Senco. Head each term, to link in with ISEN: Written report to curriculum committee termly

9

expected sentences, one word answers not acceptable.

Sharing good practice at Key Stage meetings and inset meetings by sharing planning, monitoring books, feedback from leaning walks, monitoring learning walls.

Coaching techniques to help support staff, when needed.

Ensure NFER data is being used to impact teaching and learning

Use of activities/tasks to promote mastery eg NCTEM, White Rose, Babcock Mastery

Follow up meeting with Helen Eversett to plan LA support.

Use Mathletics to promote success in KS2 by reporting class achievements in school newsletter. Weekly certificates presented to children.

Improve the use of elicitation tasks at the start of new unit of work to help support progress.

Summer Review intervention sheets and

SEND PP Vulnerable Ensure NFER data is being used

to impact teaching and learning Review quality books for next

cohort 2020 Review action plan

Monitoring of books and feedback to SLT half termly: Action plan updated. Staff to be very clear on the learning outcomes. What do the children need to have understood by the end of the lesson, unit?Focused learning walks / discussions with children. Evidence of children’s work on school website.Oversea transitions to new year group and interventions to support vulnerable

Termly Targets:Autumn – 73% expected (22 / 30) 23% Exceeding expectation (7 / 30)Spring – 83% expected (25 / 30) 30% Exceeding expectation (9 / 30)Summer - 87% expected (26 / 30) 33% Exceeding expectation (10 / 30)

2. To continue to improve KS1 maths AchievementCriteria for successTo achieve: at least 75% secureTo achieve at least 25% above expected27% of pupil premium children to achieve more than expected

Foundation Stage target: (in line with National Data 2019)ELG 79% expectedSSM 81 % expected

To ensure all staff are supported with Making Meaning for their Year group.

Information regarding KS1 progress, is collated on Teacher Target setting sheets.

Half termly progress meetings Use Mathletics to promote

success by reporting class achievements in Y2 in school newsletter. Weekly certificates presented to children.

INSETS

New resources £800

8 x ½ day £800

Progress meetings with Senco. Head each term, to link in with ISENTermly Targets:Autumn – 31%Spring – 52%Summer -79%

Stewart Borthwick, Maths governor and Helen Everest, school Improvement adviser, to monitor books, learning walk and to discuss data in Autumn and summer term with CP. Written report to curriculum committee on

10

Y1 To achieve: at least 75% secure

outcomes in July 2020.

Discussions with targeted pupils (PP, Special needs, less able, girls, more able) about their learning in Spring term. (see KS2)

3. To promote and encourage effective talk partners to support Making meaning Criteria for SuccessPupils able to talk about problem solving in maths, their strategies and key things they have noticed.Pupils understand that it is OK to make a mistake in maths.

Provide stem sentences in maths to help develop maths vocabulary.

Teachers to model choral repeat for children, especially with new topics.

Maths coordinator and HD to model high quality lessons for other teachers to observe

Prompts for mathematical vocabulary displayed on working walls

INSET x 2 – Spring Term 2020

1 x ½ day termly cover for CP to talk to children and monitor books

Focused learning walks / discussions with children. Are children using stem sentences / talking in complete sentences.Through boo k monitoring there should be evidence that the children are explaining their thought process through the use of key mathematical vocab linked to topic.

4.To continue to develop cross curricular links between: maths and sciencemaths and EnglishCriteria for success

Evidence of maths in science books

Pupils able to talk about how maths supports science investigations

Maths linked to stories

Work in partnership with science and literacy coordinator to review plans and resources.

INSET to demonstrate cross curricular links with maths.

JW to monitor outcomes with maths coordinator and feedback to SLT April 2020.

Governor visit to talk to children about cross curricular links in May 2020. Are children making connections.

Monitor planning and books to identify links in science and through use of stories in maths.

Photo evidence in books, if relevant and on the website.

5. To support Year 4 teacher with the Multiplication tables check (MTC) to ensure pupils are able to fluently recall their multiplication tables up to 12. Develop practice through a set of timed questions online.

*The MTC only assesses the instant recall of multiplication facts.

administer an online multiplication tables check (MTC) to year 4 pupils in June 2020.

Identify pupils who have not yet mastered their times tables, so that additional support can be provided each term.

6.To further develop pupils understanding of how maths applies in a wider context.

Continue to further apply mathematical skills in Science, DT and enrichment activities.

To establish a Y6 bank.

Discussions with pupils.

7. Y1 and Y4 staff to receive training onUnderstanding Structured Number Lines Project

To ensure staff are supported with Making Meaning through the use of a Numberline, as part of follow up session.

Staff training on Making meaning/reasoning in maths, through the use of a Numberline

Evidence of the use of Numberlines being used effectively as part of whole teaching and as a visual resource for children to explain their mathematical thinking.

11

8. Y3 teacher (NQT) to attend a development and training day at Marjons

To ensure staff are supported with Making Meaning through the use of Cuisenaire conceptual understanding and cross curricular maths in the real world

Staff training on Making meaning/reasoning in maths, through the use of a Cuisenaire conceptual understanding

Evidence of the use of cuisenaire being used effectively as part of whole teaching and as a visual resource for children to explain their mathematical thinking.

Review

Led by Staff: Sarah EarleyGovernor:

Year2019/2020

Area of Development:Speaking and Listening


Evaluation of current position:Pupils are confident speaking in class and for an audience. Pupils have a range of opportunities to speak; “talk for writing”, class discussion, group and pair work, VIP, performances, house meetings, elections and drama club. We have been focusing on enriching children’s vocabulary by reading to them challenging text, highlighting vocabulary. We need to further develop this area.

Key Target and criteria for success Actions to achieve target: what, how and who

Costs and dates, time, resources, INSET, Personnel

Monitoring, who, when and how – dates and Governors

12

To improve the quality of speaking and listeningCriteria for Success

Pupils use new vocabulary appropriately.

Pupils listen and respond appropriately.

All curriculum coordinators to support the development of vocabulary within their curricular area by providing a bank of words linked to the units.

All curriculum coordinators to offer teaching suggestions of ways of providing opportunities for pupils to talk in class and to use this as an outcome for learning.

Speaking and listening coordinator will pilot innovative ways in her classroom practice to use drama as a way of enhancing learning. This will be shared with other staff.

All staff to complete the introduction to teaching vocabulary course

Half termly inset (6) Purchase of cameras/Recorders

£500

Autumn INSET

All curriculum coordinators to monitor impact: learning walks, talking to pupils or scrutiny of outcomes November 2019

Review Autumn Review Spring Review Summer

Led by Staff: Karen Higginson, Imogen SyrettGovernor: KB

Year2019/2020 (Draft 2)

Area of Development:Writing


Evaluation of current position: We aspire to offer pupils the opportunity to write for different audiences and purpose. There is a good selection of cross curricular writing and evidence of pupils editing their work, giving them ownership of their writing. Pupils engage in their writing and enjoy sharing their work. Writing has progressed with grammar taught in context and as a stand alone in KS2. We have been working with the English Advisor to support this development and she has supported moderation in our school. However there is a need to increase the rate of progress in each year group through focused elicitation tasks and a uniformed teaching sequence practice throughout the school. We will be looking closely at progress, especially more able writers. KS2 results were Exp 67%, GDS 21%Key Target and criteria for success Actions to achieve target: what, how and

whoCosts and dates, time, resources, INSET, Personnel


13

1 To accelerate progress across each unit of work in KS1 and KS2

Criteria for success Evidence of progress within

units Evidence of a consistent

approach across the school Evidence of in year progress. Special needs/PP pupils

achieving half termly targets Improvement in boys writing

2 To increase stamina and motivation in pupilsCriteria for success

Pupils know who they are writing for and why.

Pupils able to talk about their writing and explain their choices ( spk/List)

Pupils talk enthusiastically about writing

2020 0 KS2 80% EXS, 21% GDS

2020 KS1 51% EXS, 10% GDS

3 Developing their vocabulary skills through speaking and listeningCriteria for success

Pupils able to use new vocabulary orally from each unit of work

Pupils able to develop spelling alongside vocabulary, addressing basic spellings

Autumn INSET: Continue to

develop teachers skills in using Babcock Sequences to accelerate progress

Use elicication tasks a week before unit to inform teachers of skills of next steps

IS to support NQT with writing (ongoing)

Attend babcock vocabulary course

Complete online vocabulary course

Further develop spelling alongside vocabulary

To seek advise from Rebecca Cosgrove to further develop spelling in the school

Engage boys in writing through chosen topics and author inspired visits, male role models including fathers and grandfathers

INSET:Principles of English, communication, audience, consistency, core genres, quality text

Moderation with learning community schools/literacy consultant

Enrichment – poem in your pocket

Theatre visit Progress meetings to

identify pupils not making progress – focus on PP/Special needs

English team attend LA update – disseminate to

2 x INSET IS/KH

Non contact time IS/KH - £300

Autumn Writing target 27 % Year 2 27 % Year 6 Spring 45 % Year 2 53% Year 6 Summer 79 % Year 2 79 % Year 6[

English learning walk September 2019KH/IS/- review quality of vocabulary used in their writingKH/IS/AOSWMonitoring of books with IS/KH/GovernorKH/IS/- review quality of vocabulary used in their writing

Feb 2020 – IS/KH

Talking to pupils about their writing IS/KH/Gov – December 2019.

14

staff termly Share good practice

around engaging boys: selection of text, topics and role models

Spring INSET

Share good practice within school and learning community using Babcock sequences.

Share cross curricular writing outcomes – feedback from Rebecca Cosgrave

Enrichment – Author visit Progress meetings

INSET x 2LA Advisor £500Author visit £200

Monitoring of books with LA Advisor KH/OS

SummerINSET

Review impact of Babcock sequencing with KS1 and KS2 team

Moderation with learning community

Enrichment – writing competition – engage boys

Analysis of data

iNSET x 2

Non contact time IS/KH£100

FSKS1 51% EXS 10% GDSKS2 80% EXS 21% GDSSPAG 78%All special needs/PP to meet half termly targetLearning walk with Governor and Headteacher June 2020Talk to pupils – IS/KH/GovernorMonitor cross curricular writing KH/IS (June 2020)


15

Led by Staff: kH/ISGovernor: KB

Year Draft 22019/2020

Area of Development:Reading


Evaluation of current position:Whitchurch has a strong tradition of encouraging children to read for pleasure. Standards have been variable over the last three years. Students are able to talk about good quality books they have read, but we must maintain this. Our library is continuing to develop a good range of quality books. Graphic novels purchased such as Alex Rider have encouraged our reluctant readers in Year 6 .This has resulted in them reading 5 in a series as well Cherub and Phillip Pullman books. Our intent this year would be to continue to develop the pupils vocabulary by exposing them to high quality texts, to further their stamina and enthusiasm for more challenging reads and to continue reading to children.The Teaching of reading. In Spring 2019 an English Advisor as part of the LA review monitored reading and reporting that children were able to talk about Authors they were reading and they used a range of reading strategies to access texts.

In 2017 we had a dip in phonics so we introduced phonics setting and this has had an positive impact, although a slight dip this year but that was cohort specific. In Foundation Stage and Key Stage 1 one area if development is to build reading stamina and comprehension skills. Monitoring has identified that in FS and Year 1 we need to spend more teaching time on whole text work.

In Key Stage 2 the introduction of 20 minutes silent reading is beginning to have an impact on standards. Ruth Miskin and Whitchurch Rainbow programme are having an impact on pupils who failed the phonics test in Year 1 and WTS children in year 1&2. The introduction of the Jelly Bean series is supporting pupils who struggle to move from pre readers to readers. The vast majority of parents in FS and KS1 support their child at home. Some parents, once their child is a

16

confident reader, stop reading to them. We run a reading workshop for parents and send information home about how to support reading at home.Communication in print software is supporting inclusion for our special needs pupil.

Key Target and criteria for success Actions to achieve target: what, how and who Costs and dates, time, resources, INSET, Personnel


1. To continue to improve attainment in reading across the schoolCriteria for success90% of children make at least satisfactory progress in the yearAll special needs children to meet half termly targets.2020 KS1 80% EXP 21% GDS2020 KS2 79% EXP 34% GDS

2. To further develop in pupils the ability to be able to discuss their book choiceCriteria for successPupils able to read and talk about a range of good quality challenging books.KS2 pupils to be able to evaluate books they have read.

3. To further develop reading aloud and with expression.Criteria for successPupils able to read passages aloud and with confidence and also know the meaning of words ( extend their vocabulary) Speaking and listening

4. Teachers to read to student, exposing them to challenging words.Criteria for successPupils able to have a go at tackling challenging words in their reading.Pupils have a bank of challenging words they use.

Autumn Insets in Key Stages to share good practice in

key areas in guided sessions( reading aloud) teachers questioning, answers and written skills of answeringPre visit training from RC.

Monitor use of Non-Fiction and Fiction books through learning walks and talking to pupils about reading.

Increase opportunities for Cross Curricular opportunities to read in key stages – brainstorm ideas.

sharing good practice at Key Stage meetings inset meetings

KS2 independent reading time planned in to timetable and monitored.

FS/KS1 increase class/guided reading times – read a story or share a non fiction book.

All class teachers to identify pupils not on track and set individual targets on intervention plans – engage parents in process.

Support NQT – planning, resources and assessment (ongoing )

KS1 assess all pupils phonics -create intervention phonics groups for children not on track.

Wider skills developed using fiction and non-fiction books looking at picture clues and context clues.

Progress meetings KH/IS – identify pupils not making progress PP/SEN. Review use of NFER data. Feedback at Key Stage meeting.

Complete online vocabulary course Attend Babcock vocabulary course

Spring Conference children

3 x termly INSET on reading

£800

Training session KH/HD – February 2019

£250 2 x termly Insets

AutumnAutumn target

65 % Year 2 40 % Year 6

Spring 72 % Year 2 50% Year 6

Summer 82 % Year 2 79% Year 6

Monitor planning KH/IS Talk to pupils about extended

vocabulary KH/IS/Governor to meet in

November 2018 to monitor children’s reading record/intervention plan

Autumn target 50-55% on track –KS1 – KS2 – HD to monitor FS

Spring Before half-term February

Target- between 60-65% with interventions to achieve national target or above by summer. Identify pupils not on target and take action

KH/IS and governor learning walk March 2019. Focus on quality of guided sessions.

17

5. FS/KS1 pupils to further develop using whole text skills

Criteria for Success Improvement in percentage of pupils achieving expected/greater depth

Track PP pupils Learning walk to oversee KS2 to include 3 x

timetabled reading sessions in planning INSET. Quality of teacher led books to class Progress Meeting-to discuss all children and agree plan of action for children who are not making progress.- including PP and SEN.Feedback on key stages.

Ensure NFER data is being used to impact teaching and learning.

Phonics carousel to impact phonics progressSummer

Review intervention sheets and SEND PP Vulnerable

Review quality books for next cohort 2020 Gather evidence for final evaluation and next

action plan

£2502 x termly insets

Summer KH/IS/KB- review quality and

range of books used and needed for new cohorts in 2020

KH/IS/KB- review quality of language developed through these texts

Oversea transitions to new year group and interventions to support vulnerable

Analysis of school data and SATs. Share with Governor KH/IS


Led by Staff: Joanna WhitneyGovernor: Dave Johns

Year2019/2020

Area of Development:Science


18

Evaluation of current position:

SATS – KS2 63% Working at expected level 3% Working at greater depth National average: 82% Working at the expected standard 2018 ( 80% Girls, 85% Boys).SATS – KS1 80 % Working at expected level 6.67% Working at greater depth National average: 83% Working at the expected standard 2018 ( 85% Girls, 80% Boys).




1. To continue to improve attainment and progress across KS2 with emphasis on GDS.

Criteria for successTo achieve: 85% Expected Standard and 20% Working at Greater depth.

JW to support staff.

Monitor science taught:Planning scrutiny,Book monitoring (outcomes)Observations of lessonsDiscussion with pupilsData monitoring (attainment and progress). Information regarding KS2 progress is to be collated on Teacher Target setting sheets.

Provide opportunities for higher level thinking. STEM work

Autumn: Monitoring books and displays in INSET with Maths and English.

4th November 2019: Learning walk – observing lessons. (1:00-3:00)

10th February 2020: Monitoring books and displays. (1:00-3:00)

15th June 2020: Discussion with children about their learning. (1:00-3:00)

Summer term monitoring of books to be done in INSET with maths and English.

JW to monitor books and planning, learning walk, lesson observations and to discuss data.

Written report to curriculum committee on outcomes in July 2020.

Discussions with children about their learning in Summer term.

2. To continue to improve attainment and progress across KS1 with emphasis

JW to support staff. Autumn: Monitoring books and displays JW to monitor books, planning, learning

19

Science is taught in all classes, following the National Curriculum 2014. Monitoring 2019 has shown an improvement in presentation and application of English and maths skills. The data handling area of maths will continue to be taught thought science and high expectations placed on presentation and English skills. INSETs this year have disseminated knowledge and skills to staff linked to science, outdoor learning and environmental science. Discussions with pupils show that science is enjoyed throughout the school with a particular emphasis on practical science. Pupils have also said they would like to have more science lessons in curricula time. The school pond has now been installed and all classes helped to plant up the pond. It should be ready to use by spring next year. All areas of the science curriculum are fully resources and clearly labels for ease of access. Science in school has been supported by STEM ambassadors who have led sessions and supported staff with knowledge and resources. Subject leader has appropriate subject knowledge to support colleagues. Governing Body informed termly via head-teacher report.

HNM % WTS % EXS % GDS%Y1 0 3.45 93.1 3.45Y3 0 12.12 69.70 18.18Y4 6.67 16.67 56.62 20.Y5 0 6.9 82.76 10.34

on GDS.

Criteria for successTo achieve: 85% Expected Standard and 20% Working at Greater depth.

Monitor science taught:Planning scrutiny,Book monitoring (outcomes)Observations of lessonsDiscussion with pupilsData monitoring (attainment and progress). Information regarding KS2 progress is to be collated on Teacher Target setting sheets.

Provide opportunities for higher level thinking. STEM work

in INSET with Maths and English.

16th November 2018: Learning walk – observing lessons. (1:00-3:00)

10th February 2020: Monitoring books and displays. (1:00-3:00)


Summer term monitoring of books to be done in INSET with maths and English.

walk, lesson observations and to discuss data.

Written report to curriculum committee on outcomes in July 2020.

Discussions with children about their learning in Summer term.

3. To raise the profile of science as a core subject that can enrich and support the English and Maths curriculum

Criteria for Success:Evidence in science books of SPAG and high level English skills. Evidence of Mathematical skills being used in data handling, analysis and problems solving. All staff to have at least one cross curricula led science topic.

Level of literacy skills to match those in the literacy books.

Range of literacy skills demonstrated throughout science books.

Data handling unit of maths to be taught through science to show using and applying of skills.

Work with staff to demonstrate how science can be taught using a cross curricula approach

Autumn monitoring to take place with Maths and English books in INSET

Spring: 10th February 2020: Monitoring books and displays. (1:00-3:00)

Summer monitoring to take place with Maths and English books in INSET

JW to monitor medium term planning and books termly.

4. To deepen FS and KS1 pupils understanding of the natural world.To develop a sense of awe and wonder.

Criteria for Success: Evident nature table in classes. Children able to talk about the seasons and native flora and fauna. All children able to name and identify at least 5 different native flora and fauna.

For Foundation and KS1 classes to have a nature table to encourage learning through the seasons and children’s awe and wonder.

3x ½ days (Autumn, Spring and Summer).

Autumn: 18th September 2019Spring: 18th March 2020Summer: 6th May 2020

JW to monitor displays each term.JW to talk to children about their learning

5. For pupils to deepen their understanding and appreciation of the natural environment.

Ensure outdoor learning is taking place throughout the school. Cross curricula links

12th November 2019: Discussion with KS1 children about their learning.

JW to observe outdoor learning sessions throughout the school.

20

Criteria for Success: Evidence (photos, written work, displays etc.) Children able to discuss skills learnt. Staff leading outdoor learning sessions with confidence.

throughout topics and discreet skills.

Foundation and KS1 to plan and lead at least 6 sessions of outdoor learning a term.

KS2 to plan and lead a 6 week block of outdoor learning at least twice a year.

Monitor planning Demonstration of lessons by JW

or HS where needed for staff. HS to lead a 6 week block in

Year 1 for her assessment.

(1:00-2:00)

6th March 2020: Discussion with FS and KS2 children about their learning. (1:00-3:00)


Monitor displays and nature tables in KS1.

Hermione Shaw (P.E. Assistant) to complete her Wild Tribe assessment. (Autumn Term)

6. To make Environmental learning part of our school curriculum.

Criteria for Success: Evidence (photos, written work, displays etc.) Children able to discuss their learning. Staff planning.

Each year group to undertaken their allocated units of Environmental science.

Each class to undertake a citizen science project.

Book monitoring at end of the year.

INSET x1 Autumn term

JW to monitor planning and books

7. To improve the quality of outdoor learning experiences.To give children the opportunity to learn about different local habitats.

Criteria for Success Pond continued to be

established and used by every class.

Learning resource set up for classes to fully access the pond as a learning resource.

All staff to plan a lesson using the pond and wildlife area once a half term.

To continue to develop the pond as a learning resource in school.

JW working with parents and Bradley Jasper to develop the area around the pond site.

£500 for small shed, pond dipping equipment and quality identification aids.

1x INSET on how the pond could be used and linked to areas of curriculum.

JW to project manage pond area development.

Monitoring of staff planning.

8. To improve the use of age-appropriate scientific vocabulary in discussion and for children to be able to discuss and debate scientific topics with confidence.Criteria for Success

Evidence of learning new scientific vocabulary in books.

Modelled use of scientific

Monitoring of planning and books

Staff to share key vocabulary with the children.

Working walls and displays to show key vocabulary.

Evidence of key vocabulary and definitions in children’s books.

Book monitoring JW to monitor books and talk to children about their learning.

21

vocabulary by staff. Opportunities for children to

discuss and debate scientific topics.

Teachers to model use of vocabulary.


Led by Staff: M WilliamsGovernor: Cameron Woodrow

Year2019/2020

Area of Development: Computing / ICT

Evaluation of current position:The computing curriculum is currently covered by the use of the Switched on ICT scheme. Additional resources from https://code.org/ are used to ensure coverage of the computing curriculum. New HD cameras have been purchased for teaching of animation and visualisation. ICT coordinator supporting staff and teaching Computing and coding in Year 5/6 to ensure coverage and progress. House morning allows for specialist teacher to allow all children to access opportunities in animation. Good response from parents re: Internet Safety workshop – currently in discussion with SWGFL (South West Grid for learning) to provide a parent open evening (Early Autumn term 2019/20) to advise about preventing online bullying and the impact of technology use on development, physical and mental health.Excellent use of IT to support pupils with EHCP – Children making good progress by using IPADs and online resources.New IPADs have been purchased and are now safely internet enabled.Further communication with parents through text and email system has been widely used and good feedback from parents received.Online maths scheme ‘Mathletics’ being widely used at home as homework to consolidate weekly maths work. Impacting well on progress and well received by pupils and parents. Opportunities for those who do not have access to internet at home being provided in lunchtimes to ensure access for all.Key Target and criteria for success Actions to achieve target: what, how and


1.Computing Criteria for Success

All teaching staff are proficient in the teaching of coding

Monitor teaching of computing skills.

Research schemes of work for Computing and put into place.

Further training for staff to introduce regular ‘hour of code’

INSET – one evening Release time for lesson monitoring and team teaching of Computing to ensure all staff

are equipped with necessary skills. MW and CW (Gov) to monitor impact of training – May 2020

22

https://code.org/

initiative lessons into long /medium term planning.

2. To enhance curriculum to further identify cross-curricular opportunities of Computing and Information technology.Criteria for Success

ICT curriculum across both key stages is utilising all opportunities to teach and apply computing and IT skills and knowledge .

Review medium term ICT and Computing plans ensure cross curricular opportunities for computing

MW to support staff in planning and delivering cross curricular links.

Release time for MW to support other teaching staff in planning and teaching of Computing and ICT

MW to monitor planning and teaching Dec 2019 and April 2020 for progress and coverage.

3. e-safetyCriteria for SuccessAn increased understanding for parents to respond appropriately to e-safety incidents.

Organise Internet safety workshop for parents with experts from SWGFL during Autumn Term 2019

£300 for 90 minute workshop Governor/MW to attend Feedback form from event

4. e-safety SPEAKING AND LISTENINGCriteria for SuccessChildren can talk about the safe and responsible use of the internet using relevant age-expected vocabulary

All classrooms to have displayed words from https://www.e2bn.org/cms/e-safety/glossary-of-e-safety-termsas appropriate.MW to Speak to children about e-safety at end of Autumn term to establish use of vocabulary.


23

https://www.e2bn.org/cms/e-safety/glossary-of-e-safety-terms

https://www.e2bn.org/cms/e-safety/glossary-of-e-safety-terms

Led by Staff: Hannah Down Governor: Curriculum Committee

Year2019/2020

Area of Development: Geography Working together for the Whole Child

Evaluation of current position:Geography curriculum coverage is sound. Children report enjoying Geography and quality of work in books is good. We aspire to give children an understanding and appreciation of their local area and a sense of their place in the world. We do this by a range of enrichment opportunities; local trips to Moors, Town, Church and city trips to Plymouth, Exeter and London. We also do 3 residential trips – 2 in Devon (Wild Night Out and Skern Lodge). In Year 5 children go to London to learn about a city landscape and the impact of the river Thames. The Key Stage 2 geography curriculum provides opportunity for pupils to learn about the geography of other countries and we have visitors from other countries visit the school e.g. Japanese Students. This year our Year 4 and Year 6 classes linked with Captain Syrett to learn about the Artic. Also this year we have welcomed a refugee family and the children have been learning about what it means to be a refugee.Further development is needed exploiting the local area to teach geography skills and knowledge in Key Stage 1.




1. All Pupils in KS1 to develop knowledge about their local area.

Criteria for SuccessPupils will be able to talk about the local area using geographical language e.g. settlement, moor, farm, field

Pupils will be able to write/draw about geographical features of their local area.

2. All children will understand and use appropriate geographical

Ensure each class teacher plans a minimum of 2 local visits linked to Geography learning.

HD to update the local area resource boxes.

HD to signpost staff to online resources and local opportunities eg. The old railway line.

Staff to begin each topic by sharing key vocabulary with the children.

£100 to update resources. 1 x 30 in Inset for KS1 staff to co-

ordinate potential visits.

1x Inset (30mins)

HD monitor learning outcomes (display/books/planning) (Feb)

HD conference with children to find their responses to visits and explore knowledge of local rea. (Apr 2019)

HD report to Governors termly via head-teacher report.

HD monitor learning outcomes (display/books/planning) (Oct/Feb)

24

language and vocabulary. Criteria for successBooks will show children’s understanding and use of terms relating to each topic. When talking about Geography children will use vocabulary correctly and confidently. They will also use these skills in discussion across the curriculum e.g. science.


HD to conduct learning walk focusing on class environment (Nov/Mar)

HD report to Governors termly via head-teacher report.

HD to conference with children to explore their use of geographical language. (Apr)


Led by Staff: Joanna WhitneyGovernor: Curriculum Committee

Year2019/2020

Area of Development: History Working together for the Whole Child





1. To widen opportunities in History and show a clear progression of skills; whilst maintaining the high standards of literacy expected.

Criteria for SuccessPlanning and teaching will show a range of experiences and learning opportunities in History. History opportunities will be given in and out of school.The progression of skills will be evident through planning. Children will talk enthusiastically about the History learning.

Staff to look at opportunities for areas of cross curriculum learning in history and look at how history is taught as a subject. (Led by JW)

Share progression of skills with all teaching staff (JW)

Staff to plan in opportunities for reviewing evidence of historical events, people or places and for children to form their own opinions using a range of sources.

1x twilight [Autumn 2019] Book monitoring once a term.

JW monitor long Term/ medium Term planning. (spring term)

JW conference with children to find their views. (November 2019)

JW report to Governors termly via head-teacher report.

25

History is taught in all classes, following the National Curriculum 2014. Staff continue to teach either in blocks or weekly and take a cross- curricular approach where appropriate. Pupils enjoy history and the majority of pupils are able to talk about the past and have a sense of historical. It has been identified that we need to monitor progress across the different year groups and make sure there are high quality outcome for history that show a wide variety of historical skills.

2. To develop children’s ability to be questioning and critical and to form their own historical opinions using a wide range of evidence. To be able to discuss their ideas using a range of historical terminology.

Criteria for SuccessPlanning and teaching will show a range of opportunities for children to explore different forms of evidence. (Artefacts, written accounts, maps, etc.) History opportunities will be given in and out of school.The progression of these skills will be evident through planning. Children will talk enthusiastically about their opinions, use age-appropriate terminology and reference the evidence to back them up.

Staff to share key vocabulary with the children.


Evidence of key vocabulary and definitions in children’s books.

Teachers to model use of vocabulary.

JW to conference children. Monitoring of learning walls and books.


26

Led by Staff: IS/HSGovernor: Curriculum

Year2019/2020

Area of Development: PE Working together for the Whole Child

Evaluation of current position:1.Provision of extra curriculum activities – football, tag rugby, cricket , netball, cross country, indoor athletics, multi skills, girls football, cycle club, golf, SENPP multiskills club -impact improved skills , enthusiasm, significantly increased numbers of participates2. Participation of West Devon competitive Tournaments including B & C teams . Football, tag rugby, climbing, cricket , netball, cross country, cyclcross, quad kids, swimming, Aquathon, cricket , indoor athletics- Impact success achievement in competing at a competition level including children who usually do not compete. Increase in participation of tournaments ranging from local to region tournaments 23 tournaments participated 3. Participation at County Level – Devon Youth Games- Year 6 Golf, Year6 quad kids Netball, Cricket - Impact success achievement in competing at a higher competition level4. Participation of pupils at Tavistock Festivals – Year F 1,2,3,4, all children attend impact - practise skills with other schools 5. Intra house competitions – Pancake competition, house morning competition, sports day, - Impact success achievement in competing at a competition level and parents in engagement. Encouraging year 6 house captains becoming young leaders in sport.6. Providing opportunities outside of school for club links – Plymouth Argyle, Saints Southwest Academy ,Whitchurch Cricket Club, Tavistock football and rugby club- links advertised in newsletters, website and posters.7. Bikeability Year 5 and Year 3 = Impact road safety awareness, improved cycling skills level 1 and 28. Year 5 children trained up as playground leader= impact increase year 5 physical exercise, leadership skills developed9. PE sports assistant partly funded by sports grant- impact- more funfit gps initiative, increased participation and skills of children, improved subject knowledge for staff and children, positive role model, resources set up for lessons and purchased.10. Continue to embed opportunities for 3 hours of PE= playtime, huff and puff, extra curriculum activities, gardening, skipping =impact active children, outdoor learning11. Sainsbury school games Gold award




1. Embedding opportunities for 3 hours of Identify children who are not active and

27

physical activity- criteria for success- All children taking part in 3 hours physical activity.

engage them and their parents.Active lunchtimes: playground leader games, huff and puff, adventure trail, sandpit., skipping. Equal opportunities on the lunchtime time table to be active. Complete criteria for Sainburys School games gold level Continued involvement of the Sports Development officer to provide extracurricular opportunities for KS1/KS23 x extracurricular clubs for KS16 Intra house competitions – pancake races, house morning, intra house netball, intra house cricket, (sports day/Sainsbury’s school games day), intra house KS2 football, tag rugby netball led by year 6 house captains.KS1 skillbased festival/ KS1 intra competition Year 5 active playtimes for young school leadership- Stuart Lord –June, September MTA

£2000 to Ocra sport provision

IS/

IS/LH

IS/

IS/

IS autumn term – September, February, June

IS- July

IS termly

IS

2. Continue to develop Wider Opportunities in the community for KS1/KS2 criteria for success- All children continue to participate in sport festivals in KS1 and lower KS2All children in KS2 to participate in sporting competitions at least once a year.

OCRA linked to Cooperative Trust PE programme

PE Coordinator to attend OCRA PE meetings

IS/ class teachers

IS/LH

£2000 to Ocra sport provision

Supply £160

Curriculum governors to complete a learning walk to observe PE and talk to children

3. Continue to support PE Sports Assistant (HS) with professional development and necessary training Criteria for success- HS able to enchance the quality of PE lessons.

Contact Ocra with suitable courses for HS to attend to enhance her development in PE

IS/LH/Aosw IS to work daily with the HSAppraisal -spring

28

HS able to run lunchtime and extra curricular clubs.HS to complete Apprenticeship.Children to use Speaking and Listening in PE using appropriate vocabulary Criteria of success-to explain how to stay healthy, to evaluate performance to communicate the skills and tactics to other participates

Staff to share key vocabulary with children through teaching and display linked to the specific sport.

Conferencing children about their learning

Review Autumn Review Spring

Review Summer

Led by Staff: Karen HigginsonGovernor:

Year2019/2020

Area of Development:Brass, woodwind and listening and appraising topics in lessons


Evaluation of current position:Music is strongly supported at Whitchurch School and is regarded as a vehicle for allowing pupils to be confident and to have a sense of achievement. Children accessing music find a voice for themselves and are able to develop personally because of this. Whitchurch School celebrates 60 pupils attending choir rehearsals weekly. Over the past 3 years, the choir has trebled in size due to song selections, watching older children perform (eg transition choir) and events such as performing at Exeter Cathedral, Exeter Rugby Pitch, Tavistock College, our summer Jazz concert and Tavistock local events It has given them a platform to perform. We hold weekly singing assemblies as platforms to perform as groups, individually or as a whole school. Songs are regularly written by the music co-ordinator for the choir, for class learning and for our yearly KS1 Nativity plays. Instrumentally, 50 pupils learn instruments over the course of the year, from Brass to drums to piano. Our Music competitions inspire pupils to perform and they are rewarded with a shield that dates back to 2009. All Year 3 pupils have the opportunity to learn a brass instrument. Although we are losing our present Brass teacher, we are introducing a new brass teacher who will continue to promote wider Opps and the rock brass group. The new piano teacher has settled into school and more pupils are engaging in this instrument. There is a need to develop woodwind opportunities for pupils but we are still looking to find a teacher in the local area. Weekly music lessons are administered through the Charanga programme, which has been valuable for all teachers. But we can be further develop this by using the Free style sections to promote the use of listening and appraising skills. We are going to introduce recorder in KS1 ad violins to year 6. In Year 6 children, through the music co-ordinator, have the opportunity to compose using graphic and formal notation. They have had opportunities to access Year 7 programmes to develop their understanding of notation through a Notessimo programme. House morning allows all children the opportunity to work with the schools skilled music teacher to enjoy percussion and use instruments. The impact of this high quality music teaching is the end of the year Whitchurch musical concert. This year we have had the Infant choir and the junior choir performing plus 40 children performing solos or duets.Key Target and criteria for success Actions to achieve target: what, how and



1. To support the new brass teacher.2. Criteria for success

All Year 3 pupils to learn a simple tune on a brass instrument.

3. To continue to develop

KH to establish an afternoon, room and instrumental hireEncourage parental support for the choir to Perform at the venues

1000

-

AutumnKH will have regular discussions with visiting teachers KH will inform teachers of the focus on listening appraising and key vocabulary in order to implement where relevant in lessons

29

opportunities for the choir to perform and thrive.Criteria for successNumbers in the choir maintained at least 3 external performances

4. To further develop Charanga and opportunities for listening and appraising( spk /Listening skills)Criteria for successPupils should be able to talk about the style of music they have listened to and the instruments used in the music.Pupils should be able to use key vocabulary to support their points of view.

5. To reintroduce violin teaching Criteria for successAll Year 6 pupils able to play a tune on a violin.

6. Teach recorder in Year 1Criteria for SuccessYear 1 children can read music

Opportunities for younger members of the school to engage in singing

KH to teach Year 6 the violin

N/A

N/A

SpringKH to take choir into the local community to perform

KH to establish Wider OppsTimetabled weekly

KH to conduct a learning conference with pupils in KS2 to talk about music they have listened to and discussed as a class. Kh will discuss with pupils their use of musical terminology in classroom musical debates.

SummerMusic Coordinator to work alongside peripatetics to encourage pupils to perform in a final year concert


30

Led by Staff: AOSWGovernor :SO

Year2019/2020

Area of Development:PHSE /RE /British Values


Evaluation of current position:PHSE is an integral part of the curriculum. Good relationships is an integral part of the school ethos. Learning to be responsible citizens is a core intention. We have introduced a scheme called JIGSAW which ensures that we are developing children’s emotional and social skills. The pupils know and understand the school rules. The house system is an integral part of developing the pupil’s skills as they have the opportunity to work in teams. The House Captains led an eco project this year. Healthy life styles is an integral part of the PHSE programme linking into PE/Science. Opportunity to embed and teach British values is embedded alongside the curriculum. The ethos of the school reflects the principles of tolerance, respect and equality. The house system promotes democracy. . Bullying is a concern for a small group of pupils. We actively engage with the whole school community to address bullying issues. Social media is becoming an increasing area of challenge. Religious education is taught across the key stage. We begin each theme within a Christian context and then move on to one of the world faiths. Pupils are engaged and enthusiastic in RE lessons. We invite people of different faiths to come into school and talk about their belief. We have had visitors from Islam, Hindu, Christian including a Quaker and a Humanist. The children enjoy handling religious artefacts and have an understanding of the sacred. We visit the local Church regularly as well as the Synagogue and Mosque.Key Target and criteria for success Actions to achieve target: what, how and



1.To improve the teaching of PHSECriteria for SuccessFor children to be able to talk about a range

To pilot a new scheme “Jigsaw” To promote “Reduce Bullying

Week” by encouraging House Captains to lead events.

Scheme £1000INSET x 2 to introduce scheme

Ethos Governor to observe a PHSE lessons using new resources – March 2018

31

of issues and concerns.For children to know how to keep safe.

2. to empower pupils and parents to use social media for good and to be aware of the dangersCriteria for successPupils are able to talk about how they use social media and how they keep themselves safe

To engage parents and pupils in a discussion about how we can use social media in a positive and safe way

Liaise with ICT coordinator

November 2018 – parents forum meeting Governors to attend meeting

1. To develop opportunities to develop understanding by generating questions, discussion and debate.Criteria for SuccessPupils will generate questions in RE.Pupils will be able to explain what they believe and what other people believe using appropriate religious vocabulary.


32

Led by Staff: Jenny Lane/Angela O’Shea-WarmanGovernor: Curriculum Committee

Year2019-2020

Area of Development:Art and Design, Design and Technology


Evaluation of current position:-Teachers understand and have the necessary skills and resources to teach Art and DT. Outcomes demonstrate a good understanding of the design process eg textiles in Year 4, model cars in Year 5 and mechanisms in Year 2. Art Sketch books demonstrate an improvement in progression in drawing skills. We need to improve progression in painting skills. Some good examples of teaching of painting are colour mixing in Year 1 and landscape painting in Year 5. House mornings have enriched children’s understanding of art and DT. They have learnt about a British Artist, had opportunities to explore a range of materials and apply skills. The Artist in Residence Project in Year 3 continues to have an impact on how children value and present art. The production of high quality, permanent art raises the pupils awareness of how art can inspire the viewer. The annual open evening event helps to raise the status of DT with children and parent. Last year the focus was on mechanism. This year the focus in on textile. The school also participates in a range of community art projects. Gifted pupils participate in the Tavistock Town Council art project. Foundation Stage and Year 1 pupils design a Christmas decoration for the local church Christmas tree. Children design their own Christmas cards applying skills they have learnt in Art and DT. The Year 5 trip to London involves a visit to St Pauls and to an Art Gallery.Key Target and criteria for success Actions to achieve target: what, how and



1) all teachers will clearly identify the artistic skills being taught in art sketch booksCS consistency across each year

1) JL to speak to teachers at the start of the year about how we present the child’s artistic journey through their sketch book

1) JL to check art books from each year once a term

Every term collect in a sample of work from class. Talk to children. Look at planning. Feedback to staff (specifically focus on seeing a clear progression in skill across the books FS 6)

33

2) to study a range of artists (KS2)CS KS2 children to be able to name a famous artist they are inspired by. Children are able to discuss artists and explain what they like and dislike.

3) To improve the quality of painting skills across the schoolCS to see more evidence of painting

4) To develop children’s speech and language skills. CS children can talk about their work using age

appropriate vocabulary.

2) JL will ensure this is clearly identified in medium term plans. JL will also ensure her house morning incorporates the study of an artist

3) JL to ensure teachers have skills, knowledge and resources to teach painting skills.

4) JL will ask each KS2 teacher to allocate time (once a DT project has been completed) for the child to present their work to the rest of the class and explain their design, product and process. KS1 teachers will be encouraging children to discuss their work; eg what colour are you using? How did you do that?

2)JL to speak to KS2 children and ask them to tell her about an artist. JL will also speak to teachers and support them with finding suitable artists to use.

3)JL to monitor teaching of painting

4)JL to liaise with Sarah Earley (leader of Speech and Language)

Every term JL will chat to some KS2 children and ask them to tell her about an artist they like.

Every term JL will check for evidence of painting in each year group.

JL will speak the children to check that there has been an impact on language skills in the subject area.


Review Summer

34

Led by Staff: Hannah Down Governor: Curriculum Committee

Year2019/2020

Area of Development: Languages Working together for the Whole Child

Evaluation of current position:Although there is variety in teachers’ subject knowledge and confidence levels when teaching French, Key Stage 2 children are accessing this as part of their curriculum, yet it can be sporadic. This year there has also been some specialist teaching in Spanish with year 6. In some year groups we have celebrated other cultures by having focus days involving learning to speak a few words in another language e.g. Japanese day in year 4.Subject leader continues to be well supported by knowledgeable Teaching Assistant. Governors informed by termly report. Through conferencing, children report enjoying French. In Year 5&6 the HLTA who is a confident French speaker follows the curriculum to ensure progress in Upper Key Stage 2.




All Ks2 children to write words and simple phrases from memory, and adapt these to create new sentences, to express ideas clearly.

Criteria for successFrench books will show that children can write simple words and phrases with decreasing support as they reach the end of the Key Stage

All KS2 children to use their knowledge of English vocabulary and phrases to help them “jist” French words and phrases.

Criteria for successFrench books and lesson observations will show children making links between English and French vocabulary.

HD to ensure all KS2 classes have a Languages book

HD and JA to review Medium Term Planning to highlight opportunities for writing.

HD and JA to model possible ways to promote writing in language teaching and a progression of skills.

HD/JA to support staff in the use of “jisting” via Inset and learning walks.

Sept 2019 from main school order.

Autumn Term (HD/JA) (2hrs)

1 x 30mins inset (Autumn)

1 x 30 min inset (Autumn)

HD to monitor books (Dec & Mar)

HD/A to conduct learning walk (Feb)

HD to monitor books (Dec & Mar)

HD/A to conduct learning walk (Feb)

35

Led by Staff: Jenny Lane (HD to take over Jan 2020)Governor: Naomi Ellis

Year2019/2020

Area of Development:Early Years


Evaluation of current position: Although 2019 data has not been finalised or submitted to county; the teachers May predictions indicate that the data will be above the national % for GLD (Good Level of Development).

2018 SCHOOL %

National % 2019 provisional %

GLD class 70 70 77GLD girls 81 77 83GLD boys 63 64 69Gender gap 18 13 14

Progress:

Out of pupils – % of class % of girls % of boys % of pp children

% of summer borns

Not enough 19 17 30 25 46Typical 68 66 69 75 31Rapid 10 17 0 0 23Excellent

Standards: Standards are currently good. Most children make at least typical progress but more girls still make at least typical progress than boys. . Not all Pupil Premium children are achieving a Good Level of Development or making enough progress, however this year there is a 25% increase in Pupil Premium children achieving a GLD.

Teaching & Learning: The FS teacher has completed another successful year within the EYFS and has taken on the role as the EYFS Co-ordinator. She attends local early years forums to support quality and for moderation. The TA is experienced within the Foundation Stage.

Leadership: The new EYFS leader continues to work closely with the Assistant Head. They EYFS and KS1 team work closely to support further professional development and data analysis to promote children’s progress across Key Stages.

36




1. Following the visit from Rebecca Cosgrove (Babcock Literacy Lead), to invest time into structuring the planning of literacy sequences with the KS1 team

Criteria for success: Foundation to have a list of quality texts and planned literacy sequences

2. To early identify the children at risk of not making enough progress and begin early interventions

Criteria for success: to try and reduce the percent of children starting at 30-50 months not making enough progress

JL/HD/KH to meet and discuss how we are going to implement Rebecca Cosgrove’s advice

To create a list of quality texts to be used throughout the Foundation year

To ensure progress can be seen within the unit of work in literacy books

JL to identify children starting low using on entry assessments

SENco to be involved with next steps

Use ‘communication and language’ assessments with children who may come in at a low starting point in the first term and start interventions ASAP.

HD/KH/JL to meet termly to discuss (£150)

After on entry assessments have been made, JL will need time out of the classroom to use communication and language assessments with children (£100)

Termly meetings with SENco TJ (INSET)

KS1 team and English co-ordinators to monitor progress termly

Governor to come in Autumn term and discuss new sequencing approach

JL to monitor effect of unit and

children’s progress

JL to assess on entry data (Autumn) JL to assess which children may need

early help/interventions (Autumn) JL to use communication and language

assessment/interventions with children (Autumn)

JL/TJ (HD to take over Jan 2020) to meet termly to discuss children who are not making progress and take action if necessary (eg contacting external agencies- Spring)

3. To increase the percent of boys making at least typical progress

Criteria for successAtleast 100% of boys to make at least typical progress .

JL to ensure accurate on entry judgments for a sound starting point.

School Progress meetings to look at predicted progress termly.

JL to monitor provision to ensure it matches children’s areas of need.

JL to work with SENCO to support children as appropriate.

Further develop buddy system to provide positive male role models for boys.

To find more effective ways to engage parents of boys who are not making progress.

HD/TJ & JL meeting time. ½ day each term. (£150)

JL to assess on entry data (Autumn)

SENCO/Maths & English co-ordinators monitor through progress meetings (termly)

HD to take over and monitor progress and predicted attainment for pp children (Feb 2020 )

Spring term – review boys progress and begin/alter interventions accordingly

37


Led by Staff: Hannah DownGovernor: T&L Committee

Year2019/2020

Area of Development:Teaching and Learning


Evaluation of current position:The quality of teaching is generally good as evidence by observations by HT, SLT and Advisors. There has been some inconsistency in the style of teaching of maths which is being addressed. Limited training budget and the demise of the Tavistock Learning Community has meant this has been gradual rather than a rapid improvement, Staff have completed training in maths with a focus on helping children to make meaning in their learning. Impact: Improved use of imagery and coherence in planning to support under achieving children. (See maths action plan for more detail)The school curriculum has been reviewed by subject co-ordinators to ensure coverage and skills progression. Staff have looked at History in depth to consider rigour of skills development and quality outcomes. Staff have collectively considered the intent of our school curriculum and have agreed on principles of intent for each subject. Further work is needed to develop the subject co-ordinator role in the foundations subjects to ensure that they have a high profile and impact. Staff are committed to the principles of our teaching and learning policy and our learning attitudes are strongly promoted. Vast majority of pupils are engaged in their learning and talk enthusiastically about their teachers.




2. To successfully induct a newly qualified (NQT) staff member into the school and support them to complete their 3 term induction.

Criteria for SuccessA considered programme of induction will lead to a successful completion of the NQT year.

HD (mentor) /AOSW to draw up an induction programme for the year. (Sept)

HD to arrange suitable training opportunities for NQT based on need including time with core subject co-ordinators and assessment co-ordinator. (Autumn)

HD to arrange regular non- contact time to liaise with NQT. (Sept)

Half termly reviews with HD

6x ½ day release time for reviews. HD to report to SMT on a monthly basis – to be recorded in SMT minutes.

SMT to quality assure induction (termly)

HD to report termly to Governors.

38

3. All foundation subject leaders will monitor the teaching and learning outcomes for their subject to ensure that the curriculum is broad and balanced.

Criteria for successAll foundation stage subject leaders will complete a learning walk, book monitoring and planning scrutiny and feedback to staff points for development in achieving the necessary skills and knowledge in their subject area.

HD & SMT will create a monitoring schedule to include all foundation subjects (Autumn)

HD to support subject leaders as needed in their monitoring.

Subject leaders will feedback to staff on an individual basis following monitoring. (throughout year as monitoring schedule)

Minimum 1X monitoring session per subject.

1x Inset per subject

Subject leaders to feedback to SMT from their monitoring – to be recorded on SMT minutes.

HD to report termly to Governors.

Review Autum Review Spring Review Summer

39

Led by Staff: AOSW/TJGovernor: Naomi Ellis

Year2019/2020

Area of Development:Special needs


Evaluation of current position:We are committed to inclusion and 90% of pupils with SEN achieve their individual targets. However, some of these pupils are making very slow progress and we have reviewed provision and are introducing a new approach to use limited resources more effectively. This provision includes a new space and a restructuring of how support staff are deployed.Pupils with EHCP are making good progress. Staff have been trained in the graduated response model and this is supporting pupils with high needs. The training on sensory needs has enabled staff to help to reduce the impact of these needs by addressing them by offering a range of strategies. Ruth Miskin intervention programme continues to have a significant impact on progress in reading but due to staff absence some pupils have made slower progress than expected. This will be addressed next term. Thrive continues to have a positive impact on pupils emotional well being. This has had a significant impact on two puisl who have been excluded due to dangerous and destructive behaviour. Both of these children are being maintained and are included in the class. Administration of SEN pupils takes up the vast majority of the assistant Sencos time but we are accessing extra funding and support for individual children.We have a team of volunteers who support vulnerable pupils with learning. Catalyst provide trained mentors.




1. To use staff and resources to support the well being and educational outcomes for all vulnerable pupilsCriteria for success

All vulnerable pupils

Establish a new inclusion unit

Engage staff with approaching meeting needs differently

Set up a “working party” to draw up plan and implement

INSET x 3

TJ/BJ/AOSW/LH Fund building project £15,000(Capital budget – apply for grants, PTA)

AOSW and CH meet termly to discuss impact on children.

AOSW and CH to talk to staff and pupils about new provision.

Expand to monitor provision September 2019 and February 2020.

40

are given focused support

All vulnerable pupils meet their individual targest

Organise new space for project

Visit special needs school unit to gather ideas

Establish principles and purpose of new provision

Establish staffing structure and deployment

Establish how class teacher and inclusion team work together and have an impact

TJ to monitor provisional mapping – individual targets.


41

Led by Staff: Imogen SyrettGovernor: Nicola Bench

Year2019/2020

Area of Development:Assessment


Evaluation of current position:We have worked with our Cooperative Trust partnership schools to explore a range of approaches to assessment. Our focus has been on assessment for learning. We have focussed on encouraging children in the assessment process; checking for meaning, verbal feedback and marking, learning conferences, peer feedback and target setting.

Assessment without levels is embedded in the school WTS working towards the expected standard, EXS working at the expected level and GDS working at greater depth within the expected level terms used .We have given parents information about the skills and knowledge required in each year group. Years 2 and 6 have been reported scaled scores. Autumn parents evening administrated and in spring term parents were given their Interim reports at the parents evening.

Review of marking and verbal feedback has improved the learning dialogue between pupils and staff. Assessment principles have been revised and disseminated to staff which has been reviewed. The impact has helped pupils understand the next steps in their learning.

Termly progress meetings have continued with the Literacy coordinator, Maths coordinator, assistant SEN coordinator as a whole key stage and with the class teacher .SEN intervention sheets have SMART targets which are updated regularly and relate to the teacher target. Need to further develop target setting. SEN children are on an additional intervention sheet. Every child who is Pupil premium, forces, barrier to learning and SEN have a planned intervention. ISEN reviews analyses the progress of each child and the impact of the interventions. Coloured tracker implemented to identify children who are not on track to make national expectation.

NFER assessment in Key Stage 2 introduced to address slow progress across the key stage by a small number of pupils. This tool is supporting teachers in their planning and to take ownership of their part of the learning progress across the key stage.

Foundation stage Baseline assessments have been implemented and analysed. Year 2,6 SATs and Phonic screening administrated .Governors monitoring KS2 SATs and LEA monitoring visit –feedback recognised the rigorous systems the school has in place to ensure statutory guidelines are followed precisely. We ensure moderation of standards by working with other schools, buying into literacy and numeracy termly training and working with literacy and numeracy advisory staff.Key Target and criteria for success Actions to achieve target: what, how and



1.Children continue to achieve good progression in year. Criteria for SuccessAll children make at least satisfactory

Analysis Data including NFER. Termly data needs to impact on teaching practice, focusing on children who are making slow

2 days x2 £150 per day LEA advisor to monitor with SLT and Governor.

42

progress in each year.33% make better than satisfactory progress.

progress. Staff Focus on groups of children

FSM/PP/ vulnerable childrenKey Stage meetings to drill down to identify pupils not making progress and identify strategies to support children. Why and what can the class teacher do differently to make a difference?

Year 6 teacher/ IS target children to achieve more than expected progress – share good practice across KS2.

Embedding Sims tracking systems with all teaching and support staff without levels – all staff confident at using Sims

Updating and training staff in upgrades IS/LH Scomis

Half termly

2.Ensure that Reception baseline assessment is implemented Criteria for SuccessBaseline supports teaching and learning, baseline creates a reliable data base for future progress measurements.

Moderate with local community school

Use advisory service to support implementation

Attend early years forum Support temporary Foundation

Stage Teacher.

£150

FS Governor to do monitor visit termly.

3. To prepare staff for statutory changes; baseline assessments, Year 4 test and the Year 2 and Year 6 changes

Criteria for Success

Staff have knowledge and skills to administer all statutory assessments

Year 6 and Year 2 to administer the SATs for KS1 and KS2 in 2019/2020 to apply a raw score (number of raw marks awarded) and a scaled score to confirm whether or not they attained the national standardIS/ LH/CP/HD/Attend LA training sessions and disseminate to relevant staffSupport temporary FS teacher to prepare for FS moderation (HD)

Liaise with English and Maths leaders from their subject leaders course of updates

£150 – Inset x 2

Feedback to IS and AOSW

Assessment Governor and HT to monitor delivery of statutory assessments.Feedback from staff team.

4.Children to be fully involved in assessment process.

Criteria for success

Learning attitudes - used dailyHalf termly learning conferences with identified pupils

All staffINSET x 2INSET Day

Learning walksTalking to children

43

Children’s continue to have positive attitude to learning and are able to talk about areas they need to improve on and how they are going to do it linked to the teaching, learning and assessment policy

5. For teachers to improve how they given verbal feedback to pupils

Criteria for SuccessPupils understand how they can improve.Pupils able to take next step in their learning.

Training on giving feedback that makes a difference HD/IS to lead

INSET x 2 Classroom observations – focus on verbal feedback – AOSW/IS/HD


Review Summer

44

Led by Staff: AOSWGovernor: DA

Year2019/’2020

Area of Development:Safeguarding



All staff know that safeguarding is their responsibility. We have termly updates to flag up and remind staff about the responsibilities. All staff complete online training every two years and face to face every two years (so alternate years ). The head teacher is the safeguarding coordinator and the Assistant SENCo is her deputy. The Assistant Headteacher, the School Business Manager and the breakfast club/after school club supervisor have also completed the 3 day training for coordinators.

We have introduced a modified approach to recording safeguarding concerns after an incident. Experienced safeguarding governor who completes spot checks on systems Talking to staff about what they need to do if concerned about a child or an adults conduct. We buy in local authority safeguarding audit and implemented recommendations. A key one was to ensure the caretaker was patrolling during the start and end of the day.

This year we have had an increase in bullying by upper key stage two pupils using social media. This is happening outside school. Parents have been given advice and sign posted to sites to help them have an understanding of the dangers. We are encouraging parents to take control of their childrens access to the internet and social media. Some parents struggle to set boundaries around their children’s use of social media.We also have a scheme of work which gives pupils the skills to help keep themselves safe and to know what to do if they are being bullied or groomed online.




1. Parents and children are informed about social media safety and internet (see ICT action plan)Criteria for SuccessChildren are able to talk about how to keep safe on the internet and when using social media.Parents have the confidence to manage their children’s online use.

Parents Forum meeting to discuss use of social media

ICT coordinator to ensure website has information about safety on the internet

Ensure all teaching staff are aware of and understand key message about internet safety and social media

Training session for parents in Autumn term – follow up with questionnaire.

Engage pupils through house captains and house assembly.

Invite outside specialist speaker – September 2019.

DA/ML to attend parents forum and trainingMW to monitor planning to ensure safe internet use is being taught.AOSW to talk to children about their experiences online.

2. For the community to have a clear To review bullying policy in light Spring 2020 DA/HT to talk to parents and pupils.45

understanding of what is online bullying and how to ensure our children are not being bullied and are not bullying.Criteria for SuccessThe whole community understand that online bullying is unacceptable.Online bullying incidences are reduced.

of social media bullying. Maintain a separate record of

reported online bullying incidences. Parents Forum Spring meeting


46

Led by Staff: LHGovernor:

Year2019/2020

Area of Development:Kitchen


Evaluation:Staffing has been reduced which has reduced costs.New member of staff working well with team.Numbers are consistentExtra themed lunches are popular ie “St Georges Day lunch” – “Fish and Chips picnic lunch on the field” and this creates extra moneyKitchen no longer losing money – breaking even.Experienced Catering Manager is retiring in December Key Target and criteria for success Actions to achieve target: what, how and



To increase uptake of mealsCriteria for successIncreased number of children purchasing school meal

2. To recruit an experienced kitchen manager to start work in JanuaryCriteria for SuccessNo loss in numbers/continuity of business

3. To look at all suppliers to see if we are getting the best produce for the priceCriteria for successFood quality is improved

4. To make more moneyCriteria for success

Parents Forum discussion – parents asking for more raw fresh vegetables

More Themed days – try for one per month

Not to have events on a Friday that take children out of school and therefore not ordering lunch

LH to induct and to continue to monitor kitchen along with any training needs

New catering manager to do a price comparison of local businesses

At interview need to ensure we employ somebody with new ideas and experience

LH/AH to meet monthly to address concerns over budget or staffing.

Advert £300

Overtime -£100

LH to monitor monthly to ensure kitchen is covering costs.

LH and Governor to review and support Kitchen manager

47

New kitchen manager is able to start new innovations to make extra money eg tuck/more specialist days/options


48

Led by Staff: AOSW/LHGovernor: CH

Year2019/2020

Area of Development:WACY and breakfast club


Evaluation of current position:WACY and breakfast club continue to be an important part of school life. Children generally respond well to the caring, child centred approach. We have made a significant number of improvements including reflooring the whole area, painting, new TV, Fridge, sofas and cushions and this has made an improvement to the environment. Experienced Governor who monitors and supports WACY. Visiting termly and reporting to Full Governors.We have built up a strong team of casual workers who understand the ethos of the club and work well with the children.




Behaviour to improveCriteria for SuccessAll children to follow the WACY rules

AOSW to rewrite behaviour policy for WACY

July 2019 CH to visit termly and feedback to HT

LS/AOSW to meeting with AL to monitor setting.

Recruit and train more casual staffCriteria for successTo build up “bank staff”

AL/SC and LH to ask around and if they hear anybody suitable approach them

September 19 LH/AOSW to monitor at half termly meetings


49

Building and Health and Safety Action Plan (Building Committee to Monitor)

2019/2020 Cost 2020/2021 Cost 2021/2022 CostInclusion unit £15,000 capital

£500 budgetRefurbishing hall

£6000 capital £1000 leasing budget

Refurbishment of KS2 toilets

£10,000 capital

Repair play trail £1000 Replace main gates

£300 New adventure trail

£10,000 lottery

New Roof £50,000 (LA funded)

New carpets for classrooms

£3000 New carpets for classrooms

£3000

Inclusion and Access plan (SEND Governor to monitor)

2019-2020

Target Criteria for success Action Cost DateFor MTAs/WACY to understand inclusion and support needs of special needs children

MTAs/WACY feel confident to support children with special needs

Training programme to be organised by TJ/AOSW

£800 Autumn 2019

All staff to undergo safeguarding training

Staff to understand safeguarding requirements

Training for all staff on INSET DayAOSW

£300 Autumn 2019

To improve the outcomes for special needs pupils

Special needs children will achieve their targets.Special needs children will be able to access the curriculum in the classroom.Special needs pupils are able to be independent learners.

Provide a new provision that will support the delivery of the provision mapping and understand learning plansAOSW/TJ

£14,000 capital money

Autumn 2019

50

Monitoring Timetable for SMT & Curriculum CoordinatorsMonitoring Who Sept Oct Nov Dec Jan Feb March April May June JulyAdvisory Visits √ √ √ √Progress meetings KH/IS/CP/TJ √ √ √ √ √ √Literacy obs and work scrutiny

IS/KH √ √ √ √

Numeracy obs and work scrutiny

CP √ √ √ √

Planning scrutiny HD √ √ √Assessment and moderation

IS/KH/CP √ √

Observation linked to appraisals/standards

AOSW/HD √ √ √

Curriculum coordinator learning walks; work scrutiny, planning with a Governor

ICT √ √Science √ √Humanities √ √ √RE √ √ √PE √ √ √Art and D&T √ √ √Music √ √

Special needs SENCOAssistant SENCo

√ √

Key Focus Speaking and Listening

Books√

Lesson obs √

Books√

Data√

WACY AOSW/LH √ √ √

51

Monitoring by Governors 2019/2020Monitoring Governor Sept Oct Nov Dec Jan Feb March April May June JulyEthos – Learning attitudes /PSHE/BehaviourSafeguarding SO

DA

√

√

√

CurriculumBroad and Balanced Various √ √ √ √Teaching and LearningQuality of teaching and learningSpecial NeedsLiteracyNumeracyAssessmentScience

Various

NEKBSBNBNB/DJ

√√√

√√

√√√ √

√√

Gov SATs visit

√√√

Leadership and ManagementAdvisory visitsWACY

Termly visits CH √

*

√

* *

CommunityBritish Values SO

√ √ √ √

ResourcesH&SFinance

DADJ

√√

√√

52

Training and Development 2019-2020

We are committed to training and developing all staff. Due to significant pressures on the budget the opportunity has been significantly reduced over the last three years.The training and development programme is generated in different ways.

Self Evaluation process and School improvement planning Appraisal Government and LEA initiatives Tavistock learning group.

Training and development is provided in a variety of ways:

Training in-house Tavistock learning group Training by Advisors and Consultants Attendance at courses, conferences, meetings Working alongside other schools eg Learning Network, NCSL St Mark and St John, Plymouth University, Exeter University, Peninsula Medical School Peer coaching Business links through Governors Teacher training Research Project – eg STAR project/Animation project/Farmington Trust School Direct – Teacher training Babcock CPD – buying into advisory service

Staff are expected to take responsibility for their training and development needs with the support of their line manager.

INSET DAYSDay 1 SafeguardingDay 2 Maths, Teaching and Learning Day 3 Maths – raising standards – advisory teamDay 4 Speaking and ListeningDay 5 Special needs

Twilight sessionsTeachers and TAs embedding good practice - the focus this academic year will be:-

Improving standards in maths Improving opportunities for speaking and listening across the curriculum Improving writing across the curriculum Developing role of Foundation Subject leaders

During twilight sessions there will be opportunities for staff to have time to read current research and reflect on their own practice. We want to create a learning culture amongst ourselves and to take control of change and development.

53

Financial Statement for 2019/2020

The school continues to struggle financially. Devon is one of the worst funded counties in the country and Whitchurch is one of the worst funded schools in the county. The Governors over the past three years have had to make cuts in staffing, curriculum spend and training. This year we were unable to set a budget. The Governors applied to the Financial Intervention Panel (FIPs) to seek financial support. The school is full. Comparing the school to other similar schools in terms of staffing we have similar staffing levels for support staff and teaching staff are below average. In June 2018 we had an audit. The auditor stated that Whitchurch was one of the worst funded schools in the country.

The school has been proactive in addressing the shortfall in funds; applying for grants, training teachers, engaging volunteers, working with other schools to reduce costs and fundraising.

The Governing Body has discussed the threats and opportunities coming up in the foreseeable future.

Threats

Ongoing staff cuts

Increasing costs in all areas: supplies, energy costs, staffing, pensions

School continues to be one of the worst funded in the county.

Temporary huts need replacing or upgrading urgently.

Changing catchment area, increase in vulnerable families.

Cuts in funding of special needs pupils and outside agencies.

Less training opportunities for support staff.

Changing catchment area. Increase of number of parents both working.

Higher percentage of special needs children in the school without sufficient funds.

Opportunities

A Governing Body that is proactive and strategic.

New Ofsted leadership with a vision for a broad and balanced curriculum.

Experienced staff who are committed and willing to be creative in the way they teach and the use of resources. They understand the need to use limited resources effectively.

Supportive parents who are engaged in their child’s learning and generate income for the school.

A highly skilled workforce that will provide opportunities to think creatively about staffing.

Changing catchment area

Strong community who have supported the school.

Opportunity to work more closely with other schools.54

Costings of School Improvement Priorities

1. Improvement priorities have been funded by the school budget, capital budget; grants and parental support.

Training and development school budget fund has been cut so we will have very limited opportunities to provide training or courses. This has been an ongoing problem for the last three years.

Curriculum budget will cover mainly consumable item and some curricular development and extra curricular initiatives.

Capital funds used to set up new inclusion unit.

2. Pupil Premium has been used to narrow the gap in basic skills, this has allowed the funding of teaching assistant hours to deliver specialist interventions eg THRIVE, Ruth Misken. MyTy

3. Future plans for our capital grant include:

Refurbish hall Create a covered area outside classrooms. Improve classrooms Hardware for computing

Improving Efficiency (Please see Best Value Statement)

Continue to work closely with LA Advisory service to seek support and guidance. Continue to apply for grants Training students Seeking sponsorship and support from businesses Continue to support work of Whitchurch School Association (PTA). Continue to work collaboratively with local schools to share resources, training and procure cost effective

services

55

BEST VALUE STATEMENT 2019/2020

IntroductionThe Governing Body is accountable for the way in which the school’s resources are allocated to meet the objectives set out in the school’s development plans. Governors need to secure the best possible outcome for pupils, in the most efficient and effective way, at a reasonable cost. This will lead to continuous improvement in the school’s achievements and services. We need to discuss with the school community the need for sustainability and the principals of ethics in the purchasing of resources. The Governors over the past three years have had to make cuts in staffing, curriculum spend and training. This year we were unable to set a budget. The Governors applied to the Financial Intervention Panel (FIPs) to seek financial support. The school is full. Comparing the school to other similar schools in terms of staffing we have similar staffing levels for support staff and teaching staff are below average. In June 2018 we had an audit. The auditor stated that Whitchurch was one of the worst funded schools in the country.

What is Best Value?

Governors will apply the four principles of best value: Challenge – is the school’s performance high enough? Why and how is a service provided? Do we still

need it? Can it be delivered differently? What do parents want? Compare – How does the school’s pupil performance and financial performance compare with all

schools? How does it compare with LA Schools? How does it compare with similar schools? Consult - How does the school seek the views of stakeholders about the services the school provides? Compete – How does the school secure efficient and effective services? Are services appropriate quality,

economic?

The Governors’ Approach

The Governors and school managers will apply the principles of best value when making decisions about: The allocation of resources to best promote the aims and values of the school The targeting of resources to best improve standards and the quality of provision The use of resources to best support the various educational needs of all pupils

Governors, and the school managers, will: Make comparisons with other/similar schools using data provided by the LA and the Government, eg

RAISE, quality of teaching and learning, levels of expenditure – analysis RAISE with LA advisor, standards are good. Analysing benchmarking data and this led us to reduce admin costs.

Challenge proposals, examining them for effectiveness, efficiency, and cost, eg setting of annual pupil achievement targets, debated expansion of school, challenged LA on use of Section 106 money.

Require suppliers to compete on grounds of cost, and quality/suitability of services/products/backup, eg provision of photocopier, uniform

Consult individuals and organisations on quality/suitability of service we provide to parents and pupils, and services we receive from providers, Parents’ Forum. Governing Body to include representative from local community, questionnaire, seek advice from specialists eg crime prevention officer.

This will apply in particular to: Staffing Use of premises Use of resources Quality of teaching Quality of learning Purchasing Pupils’ welfare Health and safety

56

Governors and school managers: Will not waste time and resources on investigating minor areas where few improvements can be achieved Will not waste time and resources to make minor savings in costs Will not waste time and resources by seeking tenders for minor supplies and services

The pursuit of minor improvements of savings is not cost effective if the administration involves substantial time or costs. Time wasted on minor improvements or savings can also distract management from more important or valuable areas.

StaffingGovernors and school managers will deploy staff to provide best value in terms of quality of teaching, quality of learning, adult-pupil ratio, and curriculum management.

Use of PremisesGovernors and school managers will consider the allocation and use of teaching areas, support areas and communal areas, to provide the best environment for teaching and learning, for support services, and for communal access to resources, eg the ICT Suite, School field.

Use of ResourcesGovernors and school managers will deploy equipment, materials and services to provide pupils and staff with resources which support quality of teaching and quality of learning.

TeachingGovernors and school managers will review the quality of curriculum provision and quality of teaching to provide parents and pupils with:

A curriculum which meets the requirements of the National Curriculum, the LA Agreed RE syllabus and the needs of pupils

Teaching which builds on previous learning and has high expectations of children’s achievement.

LearningGovernors and school managers will review the quality of children’s learning, by cohort, class and group, to provide teaching which enables children to achieve at least nationally expected progress and for a significant percent of pupils to achieve better than expected progress.

PurchasingGovernors and school managers will develop procedures for assessing need, and obtaining goods and services which provide “best value” in terms of suitability, efficiency, time and cost. Measures already in place include:

Competitive tendering procedures (eg for goods and services above £5000) Procedures for accepting “best value” quotes, which are not necessarily the cheapest (eg suitability for

purpose and quality of workmanship) Procedures which minimise office time by the purchase of goods or services under £1000 direct from

known, reliable suppliers (eg stationery, small equipment)

Pupils’ WelfareGovernors and school managers will review the quality of the school environment and the school ethos, in order to provide a supportive environment conducive to learning and recreation.

Health and SafetyGovernors and school managers will review the quality of the school environment and equipment, carrying out risk assessments where appropriate, in order to provide a safe working environment for pupils, staff and visitors.

57

Monitoring and evaluation

These areas will be monitored for best value by: In-house monitoring by the Head Teacher and curriculum co-ordinators, eg classroom practice, work

sampling, learning walk Fortnightly meetings between the Head Teacher and SMT Annual appraisal Annual Budget Planning will evaluate spend in terms of impact on learning eg cost of training and its

impact on learning. Termly visits by an LA Advisor Monthly visits by the LA bursar and Headteacher review of budget Analysis of school pupil performance data, eg SATs results, standardised test results. Analysis of LA pupil performance data Analysis of LA financial data, eg bench mark data for all schools, LA schools, similar schools Analysis of DCSF pupil performance data eg RAISE Ofsted Inspection reports Governors’ termly committee meetings Governors’ full termly meetings Governors have an associate Governor who is a Surveyor who supports the work of the Building

Committee Governors have expertise in financial management including an accountant and school business manager

In the next three years the Governing Body will Focus on addressing budget crisis Discuss “Best Value” at each Autumn Term meeting of the Finance committee Consider best value when arranging internal and external contracts Obtain tenders and a consultant’s advice on all projects over £3000. Obtain asset management surveys

Whitchurch Primary Pupil Premium Strategy Statement 2019/2020RationalPresently the school has 26 pupils eligible for Pupil Premium (PP) funding. 16 disadvantaged PP and 10 forces pupils.Each of these pupils have specific needs and barriers to their learning. We strive to be flexible in our approach in order to ensure that the way we use the funding has the greatest impact on each child. We have used research from the Sutton Trust to help us to select appropriate strategies that will have the greatest impact on narrowing the gap.

58

Total number of pupils in school 218No of pupils eligible for PP including forces 26% of FSM 8%% of FSM Ever 6 3%% of service children 5%% of Looked after children 0%Total % of pupils eligible for PP 12%

Possible in school barriers to future attainment for pupil eligible for PPa. On entry low attainment and dysregulated behaviourb. Emotional, social and SEND needsc. Speech, vocabulary acquisition and language skillsd. Lower attaining pupils not achieving expected levels

Possible external barrierse. Low attendancef. Reduced access to cultural experiences which promote vocabularyg. Parental health issuesh. Preparation for school (toileting, vocabulary, routines)

Planned expenditure 2019/2020- £29,360Barrier ref

Contribution from PP

Action Impact

CD

£10,000 Interventions eg Ruth Miskin, MyMaths, Phonics, pre learning guided sessions and 1:1 English and Maths

KS1 pupils to be on reading level. (Year 1 Turquoise, Year 2 White)KS1 pupils to have passed phonicsKS1 pupils to understand key number concepts in Maths.KS2 pupils make good progress from Year 2 to Year 6 in English and Maths

C £1500 Developing “Time to talk” to improve pupils speech and increase vocabulary

Pupils making at least good progress in FS.Pupils in Year 1&2 meeting individual English targetsPP pupils greater confidence in answering questions in class, speaking in class.

AB

£610 Relax kids KS2 Increased engagement in learning eg on task. Reduced deregulation incidences.

ABG

£1500 Targeted support for parents;Regular meetings

Improved engagement in class; answering questions, completing tasks, personalised work completed.

59

WACY sessionsFamily THRIVE

CD

£1800 Training for all staff on:Effective feedbackAccelerated readingSensory integration project.Vocabulary gap

Termly progress meetings to highlight PP pupils achieve targets

D £2250 Learning conferencesKS2 pupils

Pupils able to set goals, discuss termly attitudes and change behaviour

A £2500 Sensory activitiesFun fit and Whitchurch Woodland Project

Improve fine and gross motor skills. Able to regulate behaviour.

CBD

£1500 Individual pupils accessing programmes on laptop eg mathletics.

Pupils engaging more effectively in curriculum. Enabling inclusion. Improvement of basic skills (NFER score)

E £200 Training on attendance

Attendance has improved

F £500 Music lessons and after school clubs

Children are engaged in classroom and have the opportunity to perform and excel.

F £2000 Cultural trip to London and activity trip to Skern Lodge

Children feel part of a team, attitude and behaviour improved. Life skills improved

ABCD

£5000 Access to new ArkTHRIVE sessionLife skills sessionEnvironment sessions

Improvement in engagement and learningGreater vocabularyReduced anxiety eg improvement in learning attitude.

PE Grant and its impact – 2018- 2019

Amount received:- £18160

At Whitchurch we are committed to ensuring that all children enjoy and participate in sport. We strive to give children excellent teaching in PE and opportunities to participate in competitions and co-operative sporting activities and events, both in school time and beyond.

At Whitchurch Primary School we have used our PE Grant in the following ways:-

60

We use the grant to enable us to access the sporting partnership organisation OCRA (Okehampton Community Recreation Association) which organises and coordinates a range of local sporting opportunities including specialist coaching, competitions and in-service training. We also employ a sports assistant.

The impact of this arrangement has been significant:-1. Increase the skills and confidence of teachers to teach PE. Teaching is consistently good or outstanding.

The vast majority of pupils enjoy PE ad understand the importance of an active lifestyle.2. Increased participation in competitive sport. All children, by the end of Key Stage 2, have represented the

school in at least one sporting event outside of school over 30 events.3. Pupils have been given the opportunity to experience a wider range of sport.4. Increased activity of all pupils by whole school engagement in whole school sporting events eg active

lunchtimes, whole school running events, inter-house sporting events.5. Inclusion; the sports assistant has allowed us to provide individual interventions to enhance children’s

skills eg fun fit, individual challenge programmes tailored to children’s needs. Pupil premium pupils are targeted to ensure engagement.

Swimming

Our Year 3 children have 10 lessons in the Spring term each year and our Year 6 children have 6 lessons in the Summer term with the focus on survival. 32 out of 33 Year 6 children in 2019 could swim 25 metres unassisted.

Evidence

After School Club

Netball= 16 childrenYear 4,5,6 cross country = 30 childrenyear 5+6 football = 16 childrenYear 5+6 girls football- 10 childrenYear 5+6 cricket = 18 childrenYear 4,5&6 Summer Games Club – 25 childrenyear 4,5,6 cycle cross= 12 childrenYear 5&6 rag rugby – 10 childrenYear 1&2 running club – 45 children

Teaching and Learning is good

We use a variety of teaching and learning styles in PE lessons. Our principal aim is to develop the children’s knowledge, skills and understanding. We do this through a mixture of whole-class teaching and individual/group activities. Teachers draw attention to good examples of individual performance as models for other children, and also encourage children to evaluate their own work as well as the work of other children.

We understand that children learn in different ways and at different rates; therefore objectives, tasks and evaluations are given in various formats to help the children understand what is being asked of them.

Within lessons, we give children the opportunity to collaborate and compete with each other, and have opportunity to use a wide range of resources when doing so. Collaboration and healthy competition act as a

61

vehicle to develop the social, personal, cognitive, creative and physical skills listed within the aims. Additionally, we believe competition provides a ‘real life’ context to apply these skills.

In all classes there are children of differing physical ability. We provide suitable learning opportunities for all by matching the challenge of the task to the ability of the child. Pupils are challenged effectively to reach their potential, but also have a clear pathway to aspirational development, regardless of ability.

Attainment and Progress

2018/19 dataPredicted

%Emerging %Expected %Exceeding

Foundation stage Moving and handling ELG

9 61 30

Health and self-care ELG

9 82 9

% Working towards expected standard WTS

% working at expected standard EXS

% working above standard GDS

Year 1 10% 90%Year 2 6% 87% 6%Year 3 9% 85% 6%Year4 9% 85% 6%Year5 90% 10%Year6 6% 76% 18%

Children’s view about PE

All the children questioned have a positive view about PE.

Year 6 children – enjoying the range of PE and exercise they have enjoyed the traditional dance, netball, football Frisbee and orienteering. They are looking forward to personnel survival swimming skills

Year 5 children spoke about PE being Fun, keeps you healthy, you get fresh air and liked the new track around the field.

Year 4 enjoy the varied amount of ball games and the after school activities

Year 3 liked the good sportmanship and cheering others on. They also spoke of enjoying the new track, gymnastics, football and ball games.

Foundation stage love PE especially climbing running and gymnastics.

Review AutumnOur apprentice – Hermione Shaw- joined us and has been inducted. She has been enrolled at Exeter University of which her

Review SpringOur apprentice – Hermione Shaw – has received First aid training and fun fit training this term. In addition Hermione

Review SummerOur apprentice – Hermione Shaw – is at the end of her training at Exeter College. She continues to fully being involved in

62

tutor has met Lindsay Hobbs. She is now started her weekly tutor days at college. Hermione has received 2 day training in Outdoor learning and 2 twilight sessions in gymnastics. She has attended PLT meeting and feedback and acted on developments. She has been fully involved in curriculum learning, afterschool clubs and lunchtime activities. Impact – apprentice inducted, improved subject knowledge and making an impact to the PE provision at Whitchurch Year 6 successfully completed their residential at Skern lodge impact- improved self-confidence and personnel achievements. Year 2 attended their multi skills event. impact - practise skills with other schoolsAfter school clubs have been mixed football club (22) mixed netball (17) and cross country (30). Years 1 and 2 takes place in school time at morning break. Impact improved skills , enthusiasm, significantly increased numbers of participatesWe have participated in the Tavistock district Football tournament of which we came third. Netball district tournament ( 2 teams consisting of 3PP children ) , hockey at Kelly College tournament ( 14 children 7 each from each class of children who are in the Hockey club or have not competed this term ) and cross country at Castle Drogo to take place this month. Impact success achievement in competing at a competition level and higher competition level.

Our weekly newsletter continues to celebrate individual achievements in and out of school hours and it also promotes clubs and runs such as Tavy 7 fun run and Santa run in the local area. Impact celebrating achievements and providing opportunities and awareness of clubs in the local area .

won an award for being an exceptional apprentice of the year for sport and leisure presented by Exeter College. She continues to go to college on Tuesdays has been fully involved in curriculum learning, afterschool clubs and lunchtime activities. Impact – apprentice inducted, improved subject knowledge and making an impact to the PE provision at WhitchurchAfter school clubs have been mixed tag rugby club (14) mixed netball (17) and cross country (30). Years 1 and 2 takes place in school time at morning break. Impact improved skills , enthusiasm, significantly increased numbers of participatesWe came second with our Sportshall team who competed in the Tavistock and District Sportshall competition, which meant they went to the West Devon Finals and came 4th Impact success achievement in competing at a competition level and higher competition level .

Primary Schools Challenge 2019 continues where our cross country team run a total of 12 miles before the 24th March and then run the final 1.1 miles on the 24th March. Impact – personnel achievements, stamina and competing at competition level Our Netball team came 3rd in the West Devon Finals in Okehampton .Impact success achievement in competing at a competition level and higher competition level.

Swimming Gala – we have entered two teams for the Tavistock and District Swimming Gala and came 4th Impact success achievement in competing at a competition level

In Tag Rugby we won the competition and came second in the West Devon Finals Impact success achievement in competing at a competition level and higher competition level .

Year 4 represented the school for a dance festival at Tavistock college foundation impact - practise skills with other schools

Our weekly newsletter continues to celebrate individual achievements in and out of school hours and it also promotes clubs and runs such as Primary School Challenge run in the local area. . Impact celebrating achievements and providing opportunities and awareness of clubs in the local area .

curriculum learning, afterschool clubs, sporting competitions and lunchtime activities. Impact – apprentice inducted, improved subject knowledge and making an impact to the PE provision at Whitchurch After school clubs have been mixed cricket club (14)and mixed summer sports (25) impact improved skills , enthusiasm, significantly increased numbers of participatesYear 5 have completed their Bikeability to improve road safety awareness and improved cycling skills level 1 and 2. New this year Year 3 have been given the opportunity to complete their level 1 as well. Impact road safety awareness, improved cycling skills level 1 and 2We came first with our Quad Kids team who competed in the Tavistock and District Quad Kids competition, which means we are in the final at Exeter Arena. In the event Lucas came first overall and Elliott 2nd . All our Year 6 took part so we has A,B and C . Impact success achievement in competing at a competition level and higher competition level .Whitchurch hosted the tri golf tournament. Our year 6 were our sport leaders for the event. 6 year 6 children took part and 10 year 4. There came Impact success achievement in competing at a competition level and parents engagement. Encouraging year 6 house captains becoming young leaders in sport.

We also took part in the year 3&4 tag rugby event Impact success achievement in competing at a competition level In the pipeline are the following schedule events Whitchurch Primary Sports day – all children involved. Impact success achievement in competing at a competition level. Encouraging year 6 house captains becoming young leaders in sport.

Year 6 to complete their personnel survival swimming course at Kelly 33 children impact knowledge of swimming survival skills. Dartmoor Cup Preliminary round at the Whitchurch – 6 a side 2 girls Impact success achievement in competing at a competition level.

Multi skills festival for year 1 and foundation impact - practise skills with other schools West Devon Aquathlon Impact success achievement in competing at a competition level.Intra house competition for KS2 Impact success achievement in competing at a competition level. Encouraging year 6 house captains becoming young leaders in sport.

Our weekly newsletter continues to celebrate individual achievements in and out of school

63

hours and it also promotes clubs and runs such as Primary School Challenge run in the local area. Impact celebrating achievements and providing opportunities and awareness of clubs in the local area .

This year we have had 90 children participate in after school clubs.

Intra events ; Pancake race ,House morning, Sainsbury’s school games day, and on going competitions in P.E

Funding for 2019/2020 - £17860We will continue to use the grant to pay for OCRA and our sports Assistant

64

WHITCHURCH COMMUNITY PRIMARY SCHOOL - Income/Expenditure Report

Income

Cost CentreLedger Code Fund Description

2019 - 20

2020 - 21

2021 - 22

2022 - 23

2023 - 24

SBS 9050 01 Basic Entitlement 601,593 607,087 604,340 601,593 593,352 SBS 9050 01 FSM 4,420 4,400 4,400 4,400 4,400 SBS 9050 01 Free School Meal Ever 6 9,394 9,352 9,352 9,352 9,352 SBS 9050 01 IDACI 603 600 600 600 600 SBS 9050 01 English as an Additional Language 1,200 1,194 1,194 1,194 1,194 SBS 9050 01 Prior Attainment 87,108 86,710 86,710 86,710 86,710 Total Pupil Led Factors 704,318 709,343 706,596 703,849 695,608 SBS 9050 01 Lump Sum 101,105 101,105 101,105 101,105 101,105 SBS 9050 01 Rates 4,309 4,309 4,309 4,309 4,309 Total Other Factors 105,414 105,414 105,414 105,414 105,414 SBS 9050 01 Minimum Funding Guarantee 0 3,216 0 0 0 Total Minimum Funding Guarantee 0 3,216 0 0 0

SENADD 9052 01 Element 3 18,625 17,883 17,883 17,883 17,883Per IAR for June 2019 - adjusted for leavers and possible 1 additional child - est £1800

Total SEN Funding 18,625 17,883 17,883 17,883 17,883 PP 9054 01 Pupil premium 29,360 27,660 27,660 27,660 27,660 Total Pupil Premium 29,360 27,660 27,660 27,660 27,660

TCHRS 9066 01 Reimbursement for higher pension for teachers 16,786 0 0 0 0

The new pension rate of 23.68% from 15.4% for teachers will cost eh school £16,786 in the first year and £25,000 in the second year. Has been confirmed that for the first year we will get 218 x £77 = 16786

TCHRS 9066 01 refund for pay increase teachers 6,167 0 0 0 0This is the amount of money I am anticipating getting back from the Government to cover the 1% payrise this year. Estimated at 218 x £28.29

Total Other Government Grants 22,953 0 0 0 0 PRESCHOOL 9391 01 pre sch rent/energy 1,384 875 875 875 875 In 19/20 includes 18 months worth of income

OFFCOSTS 9303 01 WASCY recharge 4,000 10,000 10,000 10,000 10,000Reduced to £4000 only for 19/20 to allow for deficit at start of year in B'Fast Club to be recovered.

Total Income from Facilities & Services 5,384 10,875 10,875 10,875 10,875 MEALS 9301 01 Meals income 21,000 21,000 21,000 21,000 21,000 Total Income from Catering 21,000 21,000 21,000 21,000 21,000 PEGRANTIN 9059 01 PE Grant 17,860 17,860 17,860 17,860 17,860 UIFSM 9069 01 Universal infants 36,745 36,745 36,745 36,745 36,745 Total Additional Grant for Schools 54,605 54,605 54,605 54,605 54,605 Total Revenue Income 961,659 949,996 944,033 941,286 933,045

Expenditure65


2019 - 20

2020 - 21

2021 - 22

2022 - 23

2023 - 24

Teaching Staff - Pay 334,503 321,220 317,287 294,108 309,348 Teaching Staff - Employers NI 34,341 32,317 31,873 28,674 30,778 Teaching Staff - Pension 69,153 76,065 75,134 69,645 73,254 Teaching Staff - Other 0 0 0 0 0 Total Teaching Staff 437,997 429,602 424,294 392,427 413,379 Supply Teaching Staff - Pay 0 0 0 0 0 Supply Teaching Staff - Employers NI 0 0 0 0 0 Supply Teaching Staff - Pension 0 0 0 0 0 Supply Teaching Staff - Other 5,000 4,000 4,000 4,000 4,000 Total Supply Teaching Staff 5,000 4,000 4,000 4,000 4,000 Education Support Staff - Pay 170,986 158,774 135,675 119,025 121,406 Education Support Staff - Employers NI 8,583 7,922 6,791 5,958 6,264 Education Support Staff - Pension 33,509 31,219 25,721 21,724 22,158 Education Support Staff - Other (295) 0 0 0 0 Total Education Support Staff 212,783 197,914 168,187 146,707 149,828 Premises Staff - Pay 20,985 21,405 21,833 22,270 22,715 Premises Staff - Employers NI 562 452 485 518 552 Premises Staff - Pension 3,938 4,016 4,097 4,179 4,262 Premises Staff - Other 0 0 0 0 0 Total Premises Staff 25,485 25,873 26,415 26,967 27,530 Administrative and Clerical Staff - Pay 45,981 47,870 48,828 49,804 50,800 Administrative and Clerical Staff - Employers NI 4,977 5,234 5,363 5,494 5,627 Administrative and Clerical Staff - Pension 10,713 11,154 11,377 11,604 11,836 Administrative and Clerical Staff - Other 0 0 0 0 0 Total Administrative and Clerical Staff 61,671 64,258 65,567 66,902 68,264 Catering Staff - Pay 25,060 22,119 22,765 23,221 23,901 Catering Staff - Employers NI 624 186 241 270 329 Catering Staff - Pension 5,839 5,154 5,304 5,410 5,569 Catering Staff - Other 0 0 0 0 0 Total Catering Staff 31,524 27,459 28,311 28,901 29,799 Other Staff - Pay 22,142 22,640 23,093 23,555 24,026 Other Staff - Employers NI 65 73 84 92 98 Other Staff - Pension 5,159 5,275 5,381 5,488 5,598 Other Staff - Other 0 0 0 0 0 Total Other Staff 27,366 27,988 28,558 29,136 29,722 Total Staffing 801,826 777,095 745,332 695,040 722,522 OSC 1801 01 IMASS health 500 500 500 500 500 Total Indirect Employee Expenses 500 500 500 500 500

66

OSC 1802 01 Training 2,500 2,500 2,500 2,500 2,500 Total Development and Training 2,500 2,500 2,500 2,500 2,500 MUTUAL 1831 01 Mututal Fund 6,705 3,586 3,586 3,586 3,586 Assume only bought into Teachers Scheme from 2020 - saved £3119 per yearDEDELEGAT 1831 01 Dedelegtion 5,250 5,250 5,250 5,250 5,250 Total Supply Teacher Insurance 11,955 8,836 8,836 8,836 8,836 REPAIRS 2251 01 Repairs and Maintenance 4,000 4,000 4,000 4,000 4,000 Total Building Maintenance and Improvement 4,000 4,000 4,000 4,000 4,000 GDNSMAIN 2701 01 Grounds Maintenance 3,500 3,500 3,500 3,500 3,500 Total Grounds Maintenance and Improvement 3,500 3,500 3,500 3,500 3,500 CLEANCARE 2601 01 cleaning 2,400 2,400 2,400 2,400 2,400 Total Cleaning and Caretaking 2,400 2,400 2,400 2,400 2,400 WATER 2361 01 Water 3,200 3,200 3,200 3,200 3,200 WATER 2361 01 Thirsty work 430 430 430 430 430 Total Water and Sewerage 3,630 3,630 3,630 3,630 3,630 GAS 2304 01 Gas 4,800 4,848 4,896 4,945 4,995

ELEC 2302 01 Electricity 5,500 5,555 5,611 5,667 5,723New Contract starts 1st April 2019 with Scottish Power - will see if they still under charge us

Total Energy 10,300 10,403 10,507 10,612 10,718 RATESRENT 2341 01 Rates 4,309 4,309 4,309 4,309 4,309 Total Rates 4,309 4,309 4,309 4,309 4,309 REFUSE 2602 01 Waste 2,500 2,525 2,550 2,576 2,602 Total Other Occupation Costs 2,500 2,525 2,550 2,576 2,602 EDVISITS 4331 01 Educational visits 1,000 1,000 1,000 1,000 1,000 PEGRANT 4003 01 OCRA 2,100 2,100 2,100 2,100 2,100 CURRGEN 4003 01 Curriculum costs 17,500 17,500 17,500 17,500 17,500 To include things like My Maths, Twinkl, Charanga, Makaton, Mathletics, ThriveOFFCOSTS 4003 01 Office costs - stamps/stationery 1,000 1,000 1,000 1,000 1,000

OFFCOSTS 4003 01 New online payment system 2,000 2,000 2,000 2,000 2,000New system to include payments, email and text messages. Email and payments invoice April and Texts October

Total Learning Resources (not ICT) 23,600 23,600 23,600 23,600 23,600 ICTCON 4541 01 ICT Expenses 2,000 2,000 2,000 2,000 2,000 Hardware and licencesBDBAND 4541 01 Broadband 2,100 2,100 2,100 2,100 2,100 Went down 2018/2019 Total ICT Learning Resources 4,100 4,100 4,100 4,100 4,100 PHOTOCOPY 4201 01 Photocopier 6,000 6,060 6,121 6,182 6,244 DEDELEGAT 4801 01 Dedelgation 66 66 66 66 66 Total Administrative Supplies 6,066 6,126 6,187 6,248 6,310 INSEXT 4204 01 External insurance 6,700 6,700 6,700 6,700 6,700 INSEXT 4204 01 Zurich 600 606 612 618 624 DEDELEGAT 4204 01 Dedelegation 5,238 5,238 5,238 5,238 5,238 Total Other Insurance Costs 12,538 12,544 12,550 12,556 12,562

67

CATFOOD 4102 01 Bartletts 700 700 700 700 700 CATFOOD 4102 01 FOOD COSTS 20,000 20,000 20,000 20,000 20,000 Total Catering Supplies 20,700 20,700 20,700 20,700 20,700 DEDELEGAT 4376 01 Dedelegation 7,862 7,862 7,862 7,862 7,862 Total Bought in Prof Services - Curric 7,862 7,862 7,862 7,862 7,862 01 NPS 2,200 2,200 2,200 2,200 2,200 01 LDP 3,438 3,472 3,507 3,542 3,578 01 Devon Portfolio 5,746 5,803 5,861 5,920 5,979 01 velp 6,000 6,000 6,000 6,000 0 01 Janet Edwards 1,200 0 0 0 0 Ending contract from 31.12.19 - assume £600 per term 01 Scomis 6,494 6,559 6,625 6,691 6,758

Total Bought in professional services – other (except PFI) 25,078 24,035 24,193 24,353 18,515

Total Revenue Expenditure 947,364 918,665 887,256 837,321 859,166

In Year Surplus / (Deficit) 14,295 31,331 56,777 103,965 73,879Surplus / (Deficit) Brought Fwd (48,093) (33,798) (2,467) 54,309 158,274Cumulative Surplus / (Deficit) C/Fwd (33,798) (2,467) 54,309 158,274 232,153

Capital Income


2019 - 20

2020 - 21

2021 - 22

2022 - 23

2023 - 24

Total Capital Income 0 0 0 0 0

Capital Expenditure


2019 - 20

2020 - 21

2021 - 22

2022 - 23

2023 - 24

Total Capital Expenditure 0 0 0 0 0

In Year Surplus / (Deficit) 0 0 0 0 0Surplus / (Deficit) Brought Fwd 0 0 0 0 0Cumulative Surplus / (Deficit) C/Fwd 0 0 0 0 0

Key Performance Indicators2019 - 20

2020 - 21

2021 - 22

2022 - 23

2023 - 24

Total Staff Costs (£) 801,826 777,095 745,332 695,040 722,522 Total Staff Costs to Budget Share (%) 99% 95% 92% 86% 90%Total Staff Costs to Total Income (%) 83% 82% 79% 74% 77%

68

Total Staff Costs as Proportion of Total Expense (%) 85% 85% 84% 83% 84% FTE Teaching Staff 8.3 8.3 8.2 7.9 7.9FTE Support Staff 12.7 11.8 10.7 9.9 10Total FTE 21 20.1 18.9 17.8 17.9 Total Pupil Numbers by Lagged Pupil Numbers 218 221 220 219 216Pupil Teacher Ratio as per Lagged Pupil Numbers 26.27 26.63 26.83 27.72 27.34 Average Teacher Cost (£) 52,771 51,759 51,743 49,674 52,326Proportion of budget spent on the Leadership team (%) 14% 15% 13% 7% 7%Spend per pupil for non-pay expenditure lines (£) 667.61 640.59 645.11 649.69 632.61

69

SEPTEMBER 2012/2013 - whitchurch-primary.devon.sch.uk€¦ · Web viewTo develop mathematical...

Documents

Transcript of SEPTEMBER 2012/2013 - whitchurch-primary.devon.sch.uk€¦ · Web viewTo develop mathematical...