Garnteg Primary School Ysgol Gynradd Garnteg School Development Plan 2018 2019
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
Garnteg Primary School Ysgol Gynradd Garnteg
School Development Plan
2018 – 2019
Agreed by the Head teacher, staff and Governing body on 20.10.19
Page 1 of 35
Garnteg Primary School SDP 2018-9
Inspection Areas 1 and 2
Standards 1.1 Standards and progress overall
1.2 Standards and progress of specific groups
1.3 Standards and progress in skills
Wellbeing and
attitudes to learning
2.1 Wellbeing
2.2 Attitudes to learning
School Development Priorities 2018/19
STANDARDS 1 WELLBEING 2
Continue to monitor standards in Welsh. To continue to work with pupils and parents to further increase the overall attendance for the
Emphasis on writing. Ensuring comparable performance with oracy and reading. school.
To review the standards of intervention-based pupils / vulnerable learners and the impact this is having in the To FURTHER develop the role of young Ambassadors and play leaders to provide structured
classroom. games and exercise for the pupils on the yard.
Address issues in-line with trends of performance in FSM GIRLS AT THE HIGHER LEVELS. Pupil perception behaviour to be addressed and new classes and whole structures.
To continue to develop LNF, including digital competency. To analyse PASS data to reflect upon how Learning Spies has impacted upon those pupils
To continue to develop curriculum Pioneer, including digital competency and the Numeracy AOLE. identified.
To EXTEND THE ROLL OF Learning Spies, as appropriate, to newly identified pupils from
PASS TO gain accreditation for healthy schools leaf 6/7
To complete mindfulness and in CLASSES in ks 2 and the kindness Curriculum FP and Develop
the practice of staff and learner mindfulness.
Safeguarding Arrangements.
Review existing procedures clubs and partnership working to support all learning
Develop the learner voice in the new and ACES for Health and Wellbeing.
Page 2 of 35School Development Priorities 2019/20
STANDARDS 1 WELLBEING 2
Continue to monitor standards in Welsh. Review sec175 and Safeguarding Arrangements.
Emphasis on writing. Ensuring comparable performance with oracy and reading. Review existing procedures clubs and partnership working to support all learning.
To review the standards of intervention-based pupils / vulnerable learners and the impact this is having in the Develop the learner voice in the new AOLEs including for Health and Wellbeing.
classroom. Develop the practice of staff and learner mindfulness.
Address issues in-line with trends of performance. ALN REFORM engagement
To continue to develop Curriculum Pioneer, including digital competency National Nurture Programme Engagement
School Development Priorities 2020/21
STANDARDS 1 WELLBEING 2
To continue to monitor the standards of groups of learners and vulnerable groups e.g. To explore further developments for pupil voice ensuring all groups of learners have a voice.
FSM/MAT/Gender/LAC/SEN. Review of PSE and SEAL.
Emphasis on oracy & Science TAPS project. Continue to explore community links / parental engagement.
Fully implement successful futures and the new curriculum. Develop well-being learner champions.
Full AOLE participation from learning teams.embed skill development Develop the practice of staff and learner mindfulness.
ALN REFORM engagement
National Nurture Programme Engagement
Page 3 of 35Teaching and Learning Experiences 3 CARE, SUPPORT & GUIDANCE 4 Leadership and Management 5
2018-9 2018-9 2018-9
Review of SEP Policy and action plans. To further develop pioneer and leadership planning.
Rigorously monitor the quality of teaching and learning. Review anti-bullying and inclusive procedures. To lead on curriculum change and schools and
To evaluate the impact of AfL across the whole school. School-to-school learning walks involving cluster schools. learning organisations
To review the reporting and recording procedures. On-going programme of maintenance. Develop and embed critical research and staff
To liaise with Peer Review schools to further enhance learning experiences. Review Green Peer Review groupings – EAS. development through the ETLF.
To evaluate pupil skills profiles. To continue to develop links with neighbouring Primary by further To familiarise staff and governors with new
To develop the 4 core principles of the new curriculum in pedagogy. developing moderation and bridging yr6/7 transition units including framework for Wales 4 principles.
Colleagues to further enhance learning experiences through school to school team teaching share best practice. Develop SLT skills to continue to work towards
workings. To further engage with creative lead schools to develop MAT learners. writing the new curriculum in Wales.
In Foundation Phase exploit areas of learning to develop pupils' skills of Evaluate the impact of the National Nurture Programme Engagement. To develop SLT competencies in completing a new
reading, spelling, handwriting and number formation, e.g. Motor skills areas self- evaluation for leadership of the new framework
Read Write Inc, Spelling Planet stratgeies. for Wales.
To provide on-going training and support for staff as identified through To support staff through a wide range of training
performance management reviews and school need with an aim to courses, in-house and Inset opportunities.
restructure for extension to school. Audit and evaluate the impact of the School as
To provide on-going Welsh training and support for teaching and non- learning organisations.
teaching staff as required.
To use own experience and research to develop new techniques with freedom
to innovate.
Develop new techniques for problem solving and higher order thinking skills
such at STEM and authentic learning experiences indoors and out, e.g.
Woodworking in Foundation Phase.
Teaching and Learning Experiences 3 Care Support and Guidance 4 Leadership and Management 5
2020-1 2020-1 2020-1
To embed all new principles and Climb to sparkle curriculum To explore the use of new technologies eg. Class Dojo, to Evaluate impact of SEG /PDG and WEG funded
colleagues to further enhance learning experiences through school to liaise with parents. initiatives and assess the value added to work done to
school workings including the new curriculum. To further develop ‘new curriculum Teams’ across schools raise standards.
To provide on-going Welsh training and support for teaching and non- based on the AOLE’s. Evaluate impact of resources (ICT)
teaching staff, promoting Welsh language and culture in the whole To lead on cluster developments in assessment and Management of Garnteg build with LA and finances.
school community. moderation in line with the new curriculum. Familiarise GB with new curriculum for Wales.
Colleagues to further enhance real-life, authentic learning and HT to work alongside cluster HT’s to formulate a Apply appropriate funding to curriculum changes.
problem-solving experiences through school to school workings. Transition Plan for Abersychan. On-going programmes of work as agreed with Governor
To provide on-going training and support for staff as identified through To further reinforce ‘Sparkle Spies’ identified through Building & Maintenance committee.
performance management reviews and school need with an aim to Climb to Sparkle curriculum, PASS survey, to enhance Review of staffing.
create a culture of open collaboration. pupil voice. Review the impact of interventions upon groups of
n which encourages diversity in thinking and where innovation and Review Questionnaire effectiveness – pupils, parents, staff learners.
invention are welcome. and governors. To develop SLT competencies in completing a new self-
use an evidence base to embed innovative and new techniques To further engage with creative lead schools to develop MAT evaluation for leadership of the new framework for Wales.
expanding teaching repertoire to improve outcomes for learners. learners. To support staff through a wide range of training courses, in-
To undertake ongoing self-review to evaluate effectiveness of current Evaluate the impact of the National Nurture Programme house and Inset opportunities.
practise. Engagement.
Page 4 of 35Major Priority
Action Plans
Page 5 of 352018-2019
Targed 1
Inspection Area 1 Standards
Inspection Area 2 Wellbeing &Attitudes to Learning
Inspection Area 3 Teaching & Learning Experiences
Aspect: 1.1 1.2 1.3 2.2 3.1 3.2 3.3
School Aim: We will ensure that children are provided with a creative and challenging curriculum that is child centred and relevant and ensures that children can
communicate in different settings, in both English and Welsh.
LA Strategies: Raising Standards for FSM Girls more able
National Priorities: Raising Standards in FSM
Target:
1. Improve oracy, spelling and presentation skills for learners to including public speaking and audience awareness in English and Welsh.
Page 6 of 35Learner Input LLC team
To Improve our Speaking and listening and presentation skills in Welsh and English:
Making Welsh fun to learn through games.
Build up confidence when speaking to a class or in assembly.
We would like to work on changing voice levels.
Help on how to be a good listener.
School Ambassadors
As School Ambassadors we will listen to what learners have to say, speak up about things that are important to the learners and tell them about their rights.
We are focussing on 6 rights, some of which include:
1. All children have rights no matter what.
2. Your right to learn and go to school.
3. Your right to be the best you can be.
Learner Evaluation
Towards the end of the Autumn Term, as a LLC team we went around the school asking pupils what they would like to learn and improve in Language, Literacy and
Communication. We made a PowerPoint of the results that included a bar graph about the most and least popular ideas for learning. Our focus was the genres that they
would like to learn more. We presented to the whole school in assembly and explained the targets. We also presented this information at the Torfaen Head Teacher
Conference, to Governors and at our school Peer Review. We also worked with staff on the policy poster for LLC and presented it in assembly for the pupils to see. This
really helped our confidence to grow when speaking to an audience. We had to project our voices loudly and clearly so that everyone could hear us. We’ve developed our
listening skills because we have listened to each other's ideas in a group and to other pupils in classes. Our next step is to go back around the classes and ask the pupils if
they have learnt more based on their targets and take pictures for evidence. (Reported by the LLC team, Sparkle Spies, School Ambassadors and the School Council)
Target Leader: Hayley Lee Team Members: All SLT staff. RAG Group
Page 7 of 35PERSONNEL START
RATIONALE ACTION RESPONSIBLE
SUCCESS RESOURCES MONITORING & KEY EVIDENCE
Include data where appropriate COMPLETION
CRITERIA/ EVALUATION
OUTCOMES
To improve spelling To improve spelling Monitored by Literacy coordinator to Oct 2018 RWI resources - Data analysis Monitoring Data collected by End of Autumn
throughout the school. throughout the school. Literacy order resources needed onwards £1200 of sessions. Term, analysis of spelling planet
coordinator for each year group. years 2-6
To support staff and RAG RWI to be used for Year % of pupils
through a wide range team 2018- pupils in Rec and Year group improving on
of training courses, in- 2019 1. Spelling RWI assessment
house and Inset results to be analysed Jan termly scores
Opportunities. Purchased the Read 18. 2 96%
Write Inc Spelling 3 72%
planet from years 2-6. 4 71%
Monitor RWI spelling
5 76%
data and sessions
6 75%
Improve the evaluation of To improve evaluation of All staff To improve standards of Sept 2018- Oracy evaluation Book monitoring New sheets for use in moderation and
oracy. Cluster oracy across the school, evaluation in oracy May 2019 sheets Cluster meetings agreed by the cluster.
recommendation to in-particular upper KS2. across the cluster Cluster grant - £2500
include “change of style ensuring all learners Oracy evaluation sheets have started
and vocabulary”. have opportunities to to be used in spring Term in upper
Ensure learners are evaluate style and KS2.
identifying and giving vocabulary.
examples of different To ensure oracy tasks Target MAT pupils in writing for
vocabulary choices. are rich with script across Y6 and Y7 (performing
opportunities to enable arts
clear evaluation project)
comments.
To build upon good
practice with English
commentaries, ensuring
evaluation is included
using statements from
level descriptors.
To ensure consistency
with evaluation
comments using
Abersychan cover
sheets.
Page 8 of 35To give MAT pupils To improve the quality of All staff Through cluster cross March 2019 - MAT Cluster Lesson observations for Pupils to begin in the Spring term,
opportunities to work as creative writing phase school July 2019 Engagement Grant writing. all year groups to allocate time on
a cluster on a joint throughout the school, by Cluster lead observations, ensure that Total = £3,030 Cluster sessions with the 12 week planner for poetry
project e.g. creative for English all standards of teaching editorial group. writing.
providing rich learning
schools raising (HL) and learning is at least South Wales Argus South Wales Argus All Y6 teachers from cluster schools
aspirations opportunities across the good and better in provision sessions. to arrange a date to discuss projects.
school. literacy and throughout Where necessary, teachers to
the cluster, ensuring feedback to Literacy Coordinator
appropriate expectations with regards to writing project.
for all learners, including
more able and talented In March 2019, identify groups of
pupils across the cluster. Y6 pupils targeted at Level 5 for
To identify groups of Y6 writing to undertake the writing
pupils targeted at Level 5 project. MAT pupils targeted in Y7
for writing to undertake for writing. (Editorial Group)
the project. Utilise
outside providers to Target MAT pupils in writing for
extend opportunities and script across Y6 (performing arts
experiences for MAT project)
learners. (South Wales
Argus) Copy of the magic box to be
Raising standards in Y6 distributed to all cluster schools
– identified pupils with details of expectations.
achieve Level 5 target in
Oracy, Reading and Y6 pupils targeted at Level 5 for
Writing and 115+ in writing to work with MAT pupils
NRT. targeted in Y7 for writing to begin
the editing process. By the end of
Collaborate work from the day, a range of poetry examples
Nursery-Y9 poetry to be selected from nursery to Y9.
focussing on ‘The magic
box’ by Kit Wright. Pupils to make contact with South
Wales Argus to discuss details
regarding the supplement in April
2019.
Raise aspirations and Develop cluster links Cluster lead Cluster performance at Feb 2019- MAT Cluster Data analysis Monitoring Cluster comprehensive
presentation skills for through project work Y5& 6 Congress Theatre July 2019 Engagement Grant of sessions representatives to work with
learners to including (drama) including teachers Cwmbran Total = £3,030 children in the primary schools to
vulnerable pupils, MAT plan and prepare the script.
public speaking and
and FSM. Target MAT pupils in T shirts £100
audience awareness writing for script across Cwmbran £500 MAT pupils to write letters to
through the cluster Y6 Buses Cover cost University of Exeter to take part in
SEREN £1000 taster day with parents/carers.
Vulnerable PGP
Page 9 of 35primary/secondary project All pupils (vulnerable PDG - £4500 Presentations to head teachers,
second year. and FSM) to perform during assembly and Governors for
with chosen topics; the LLC completed.
social media
New beginnings Z.A.P. and H.L. attended a Cross
To improve FSM Say no to bullying Cluster Meeting at Maendy Primary
Going for goals School on 24/01/19 for raising
performance of more able
aspirations using the SEREN
learners by 4% of cohort approach. EAS to support organising
in oracy LLC/WELSH in for SEREN pupils to become
end of year target involved with pupils in Y5-7. Pupils
attainment in year 5 and 6 have researched 6 identified Russell
EAS Local target. group universities for opportunities
offered to Expressive Arts and have
chosen to visit Exeter this year.
01/02/19
All more able Y2 pupils receiving
Literacy lead FSM are on target to achieving their
To improve FSM Year 2 individual targets set for Oracy in
performance of more able teachers both English and Welsh Second
learners by 3 % in Oracy Improve FSM Language at the end of the Autumn
LLC/WELSH in end of performance of more term.
year target attainment in able learners by 3 % in
year 2.Eas Local Target. Oracy LLC/WELSH in
end of year target
attainment in year 2.
Continue to improve more Train support staff with Literacy lead Improved National test Sept 2018 Cost PDG £ 14,627 Data analysis Monitoring Year 5 and 6 are taking part in free
able provision in Y5 and groups and whole classes (HL) and results of pupils onwards of sessions reading sessions and novel reading.
Y6 for reading. Improved to ensure a consistent SLT attaining over 116
Standardised scores in PR organised the bug club to extend
National test results of approach to the teaching
Y5 and Y6 by the end of more able readers with access to
pupils attaining over 116 of reading and writing the year by 6% from books up to level 6.
by 6% from previous using modelled, shared previous attainment.
attainment. and guided reading and Bug club training during Spring
writing processes. term
Continue to improve
provision for FSM in Y5 Autumn indicative results
and Y6 for reading. demonstrate:
Improved National test
results of pupils attaining
Page 10 of 35over 116 by the end of the Year % MAT achieving
year. group 116+ in January
5 3/4 pupils (75%)
achieved 116
6 5/5 (100%)
pupils achieved
116+
Autumn indicative FSM results
demonstrate:
Year % %
group achieving achieving
85+ in 116+ in
January January
5 8/11 2/11
(73%) (18%)
6 12/20 4/20
(60%) (20%)
To improve public All learning teams to have Curriculum LLC and Sparkle Spies Autumn 18- £2500 Improvement of public Presentations during whole school
speaking and presentation the opportunity to develop team learning to provide action points Summer speaking. assembly, governors, head teachers
skills through the work of as healthy confident Teams and for each class to develop 2019 conference, Peer Review school for
the pupil curriculum team individuals through Sparkle Spies areas of learning by the LLC completed Dec 2 18.
for LLC and Sparkle presenting the findings of using pupil voice. Sparkle Spies have presented to
Spies. their learning team to all governors and to Investors in Family
stakeholders. assessor.
Continue to develop To improve the use of Welsh Co- Evidence of all Start Evidence of Evidence of Welsh in lesson
Welsh oracy skills everyday Welsh in and out ordinator pupils/staff using Welsh September 18 improvement in Welsh observations and incidental Welsh
throughout the school of the classroom. (AP) outside of the classroom. Oracy levels in each year being used around the school.
both in and out of the Provide pupils and staff Completion group Continue to monitor use of Welsh
classroom. the opportunities to use Criw July 2019 throughout the school – Criw
Welsh in different Cymraeg Cymraeg
contexts – tuck shop, in RAG DATA – Autumn Term:
assemblies, playing games
on the yard. Y6 Oracy – 98% on target (One pupil
below target)
Page 11 of 35Train Criw Cymraeg in Evidence of Welsh Y5 Oracy – 100% on target
using Welsh games on work in all class books Y4 Oracy – 96% on target (2 pupils
yard and in the classroom. below target)
Y3 Oracy – 98% on target (1 pupil
below target
Welsh is being used in Spring term - School held Eisteddfod in March
To use Welsh in other other areas of the ongoing 2019 – Welsh singing, Recitals,
areas of the curriculum. Look at new Welsh Welsh curriculum. Country Dancing.
Cross-curricular
Packs – coordinator
sheets from
questions/phrases to use Pupils to take part in Pontypool
All staff Cross-curricular appendix in new Eisteddfod at end of March 2019
in other areas of the packs.
curriculum. placemats are being
used throughout the Training for pupils in using Welsh
Provide learning games in the class and on the
opportunities to use school. playground to take place in the
Welsh in other subjects Spring Term 2019
Evidence of how Welsh
will be used across the
curriculum in medium
tern planners.
To work towards the Coordinator to attend Welsh Portfolio of evidence Start Campus Cymraeg Portfolio of evidence Criw Cymraeg completed
Campus Cymraeg meetings in Welsh Coordinator is created at end of October pack for each target questionnaire in KS2.
Silver Award. Coordinator Group. (AP) year. 2018
Targets Sheets Criw identified targets and displayed
Staff Meeting to action All staff (1st year in a two-year Completion target on Criw Cymraeg board.
and review Campus process) June 2020 Welsh Portfolio
Criw Assemblies taking place every week
Cymraeg targets – Cymraeg regarding Welsh culture.
Where are we? What do School has a whole
we need to do? school Welsh ethos. All classrooms have bilingual signs.
Meeting with Criw School holds an LLC team members to complete
Cymraeg to identify assembly each week phrase of the week – Dec 18 -
first group of targets to that celebrates Wales started in Spring Term.
work on. and Welsh culture.
School is confirmed to take place in
All classrooms to Pontypool Schools Eisteddfod – 20th
Staff to provide
(FP)and 21st March (KS2)
evidence for each target evidence bilingual
for portfolio. signs in classroom School Eisteddfod took place on the
5th March 2019.
Page 12 of 35areas e.g. cornell School held Dydd Music Cymraeg
darllen. Day on Friday 8th February.
Participate in
Pontypool Eisteddfod
and showcase to
parents for an evening
performance.
To continue to develop Provide training Welsh Evidence in books of Start Evidence of reading Evidence of reading activities in
Welsh reading skills opportunities for new Coordinator Welsh reading September Guided Reading activities in books in books.
across the school. staff in guided reading. (AP) activities. 2018 prompts all classes during book
Provide all staff with monitoring sessions. Corner Darllen evident in all
questions to use in All pupils provided Guided reading classes.
guided reading sessions. with opportunity to questions
Class
Coordinator to provide teachers read welsh books in Completion All Reading resources to be
new reading materials the classroom. July 2019 Welsh reading given out to all classes –
for use in classroom. materials completed Dec 18
Additional Areas for Development / Sustained Actions: Monitor standards in Attendance
Raising standards of More Able Girls with Reasoning skills and Maths and ICT
Number formation in Foundation Phase
PERSONNEL START
RATIONALE ACTION RESPONSIBLE
SUCCESS RESOURCES MONITORING & KEY EVIDENCE
Include data where appropriate COMPLETION
CRITERIA/ EVALUATION
OUTCOMES
To improve Attendance Specifically targeting HT and SLT Improve Attendance by Sept 18-July Meetings with Attendance meetings and Analysis spring term
outcome target from the performance and 0.6% 19 parents and School reviews. Core data family of schools
second quartile 2017-8, wellbeing of boys at FP From 2017-8 Support Officer and Termly analysis information sets Garnteg in Quartile
to the first quartile outcome 5. SLT. Position 1 for 2017-8 with 94.4%
performance in 2018-9. attendance TARGET ACHIEVED
To improve Attendance Specifically targeting
outcome target from the performance and 04.03.19 overall attendance 94.9%
second quartile 2017-8, wellbeing of girls at KS2 target 94.8%.
to the first quartile level 5.
performance in 2018-9.
EAS Local target.
Page 13 of 35Investigations /problem Provide whole staff training CJ • Clear differentiation of Sept 18-July £200 - resources CJ to monitor standards Investigation /problem solving
solving. on using and applying/ Class activities which extend 19 during class observations books have been ordered and
• Staff to include open reasoning activities to teachers the MAT pupils. and book monitoring. distributed to Y1-Y6 classes for
ended investigations into increase the percentage of Analysis of results. examples of activities to incorporate
weekly planning. pupils achieving 116+ in • 100% Staff to include in planning and books.
Reasoning Results 2018 the Y2-Y9 National Tests. rich open-ended
SS116+: This will include staff investigations into Maths staff meeting delivered in Oct
Boys Girls meetings and Numeracy co- weekly planning. 18 to teaching staff regarding
Y5 13% 7% ordinator working with staff resources, pedagogy, TAPAS and
Y4 33% 0% to embed the RUCSAC •Effective use of yellow new curriculum.
Y3 28% 0% approach in classrooms. maths investigation The following Teacher Assessment
Y2 44% 26% books. results for Autumn 18.
Staff to build a bank of
resources to include a wide •To Increase percentage Above On Below
variety of investigations. of current Y3 and Y4 Y2 0% 100% 0%
girls achieving SS116+ Y3 60% 40% 0%
Deliver training on new by at least 15% in Y4 16% 84% 0%
curriculum: pedagogy, Reasoning Tests 2019. Y5 7% 93% 0%
resources, components of. Y6 57% 43% 0%
During Spring term class
observations will focus on authentic
investigations and use of RUCSAC.
Improve ICT keyboard More Able girls to practise CJ To embed the use of My Sept 18-July £350 My Maths CJ and curriculum team 100% pupils have My Maths
skills in particular ICT key board skills and Maths as an on line 19 renewal licence to ensure groups accounts. Classes are using this
focusing on girls to fully regular access to My Maths Maths Maths ICT tool to identified regularly use during maths lessons and to set
ICT program. Curriculum support homework and My Maths Homework homework. Spring term will need to
access STEM projects and
Team activities during lessons. program on line. ensure this is consistently used
online procedural across all year groups.
assessments. Class To raise confidence and To use National Tests as
teachers attainment of MA girls a diagnostic tool to More Able My Maths homework
More Able homework using ICT online improve results in club to start in January 19.
group to start for My assessment procedures. Numeracy.
Maths. 100% of Y2-Y6 pupils completed on
To reduce gender gap line GL maths tests in Autumn term
Pupils to complete GL particularly in Y4 and and will repeat same test in Sum 19.
assessment for maths on Y5 cohort (2018-19) to
line in Aut 18. Staff to within 10%.
monitor how MA girls use
ICT.
Page 14 of 35To review all online
assessment procedures in
line with the new
curriculum in Wales.
To use online National
testing from Year 2 to Year
6 in line with the new
curriculum for Wales (To
be rolled out from 2019
onwards).
National Numeracy on line
Personalised Assessments
to be completed half term
commencing 27/04/19.
Improve letter and number Pupils to practise correct SLT Staff to model correct Sept 18 -July Range of media in Correct formation of Evidence of correction and practice
formation in Foundation letter and number formation formation. classroom letters and numbers across all AoLEs , pupil books and
Phase (Estyn in continuous and enhanced Foundation across FP and AoLEs. portfolios.
provision using a range of Phase Staff Correct misconceptions
Recommendation).
media. if needed e.g. letter and Continuous motor skills provision
number reversals. set up in each FP class for pupils to
practise letter and number formation
in a range of ways. Continue to
embed through Spring and Summer
terms.
Page 15 of 35Targed 2
Inspection Area 1 Standards
Inspection Area 2 Wellbeing &Attitudes to Learning
Inspection Area 3 Teaching & Learning Experiences
Aspect: 1.1 1.3 2.2 3.1 3.2 3.3
School Aim: We will ensure that children and staff are provided with the skills to take responsibility for their own lives, ready to lead fulfilling and healthy lives as valued
members of society, building mental and emotional wellbeing by developing confidence, resilience and empathy.
LA Strategies:
National Priorities: To improve Health & wellbeing for children and young adults
Target:
1. To Improve wellbeing of pupils.
2. To improve wellbeing of pupils and staff through ACE awareness and trauma training and Mindfulness.
Learner Input: Sparkle Spies, Ambassadors, LLC
To have happy, healthy, confident children:
Increasing the amount of PE and physical activities, including the daily mile.
Increase Mindfulness in different classes during the day.
Learners in classes decides the climb and sparkle curriculum.
Eat and drink healthily and encourage others in the school.
School Ambassadors
1. All children have rights no matter what.
2. You have the right to life and to grow up to be healthy.
3. You have the right to meet up with friends and to join clubs and groups.
4. You should not be harmed and should be looked after and kept safe.
5. Your right to learn and go to school.
6. Your right to be the best you can be.
Page 16 of 35Learner Evaluation
In assembly we spoke about the daily mile and we have encouraged classes to do it daily. After lunch we do mindfulness in some classes to focus and meditate,
this helps us concentrate on our lessons for the afternoon. In classes we write down our ideas for the topics each term to decide the climb and sparkle for
lessons, we then create our lessons using them. As School Ambassadors we have worked with the School Council to encourage the pupils in FP and KS2
classes to eat a piece of fruit or vegetable every day at tuck time. In Spring term, we designed charts for each class to record how many pupils brought pieces of
fruit or vegetables each day. Before half term we collected the charts, we added the ticks and calculated the percentages. We then went around the classes and
told them their percentages, so they knew what they were to improve upon. Next, we had a meeting with Mrs Roche and told her about the results of the charts
from tuck time and we asked if we could have a healthy day for the winning classes. (Reported by the LLC and Health and Wellbeing team, Sparkle Spies,
School Ambassadors and the School Council)
Target Leader: Linda Davies Team Members: SMT LLC All staff
PERSONNEL RESPONSIBLE START COMPLETION
RATIONALE ACTION SUCCESS CRITERIA/ RESOURCES MONITORING & KEY EVIDENCE
Include data where
appropriate
OUTCOMES EVALUATION
High quality Vulnerable groups lead LD CB SM HT SLT Practitioners will become September 2018-July £2000 Staff Training The School wellbeing
education provision to undertake ACE’s trauma trained to 2020 VG lead to attend 2 Evaluation, scores & lead provided ACE
for all staff, learners training. support ACE learners. days ACE training. comments; training for all staff in
and parents. Vulnerable groups lead • Practitioners will develop September 2018.
To develop the to train all school staff an understanding of Class impact Wellbeing network
National Mission’s on ACE awareness. attachment and nurture to EP drop in sessions for comments and session attended.
wellbeing agenda in support ACE staff to discuss questionnaires. EP drop in sessions
staff training and learners. concerns/ seek advice. took place on Monday
learners mental • Practitioners will develop a 5th and 12th November,
health. cluster network of sharing Referrals made to Feedback from drop in 12 members of staff
information and professional Torfaen Counselling sessions. attended the sessions.
learning opportunities. service. 100% staff who
• Learners will have access attended felt that the
to a range of support and sessions were helpful
resources. and provided them
with new strategies to
use.
12 referrals have been
made to Torfaen
Counselling service to
date.
2 referrals have been
made to Torfaen
outreach for Play
Therapy for 2 year 2
pupils.
Page 17 of 35TARGET
ACHIEVED
To develop Release for Vulnerable LD, CB, ZS Vulnerable Group Leader to September 2018-July £24000 PDG Staff Training School achieved the
Excellence, Equity group leader to develop understand the current 2019 LD leader to attend Evaluation, scores & investors in Families
and Wellbeing the coordination and national and regional half termly wellbeing comments. award 17th October
throughout the pastoral support agenda regarding wellbeing. network meetings and 2018.
school. throughout the whole • Understand how to evaluate family and community Class impact
school. and forward plan actions to engagement network comments and
School wellbeing
embed the wellbeing agenda meetings. questionnaires. lead took part in
into school and the wider Families Connect
school community. training.
• Understand how to use The 8-week
pupil voice to drive forward programme started
the agenda of wellbeing in school on 8th
within their setting. February with
Reception parents.
Develop emotional Vulnerable groups LD, CB, ZS • Boxhall profile used to give September 2018-July Whole school Class impact Three members of
wellbeing of all leader and LSA to Class teachers whole classroom overview of 2020 THRIVE training. comments and staff attended National
Primary School attend National social emotional wellbeing of questionnaires. Nurturing Programme
pupils through Nurturing Programme pupils. 2x teachers and 1 LSA training, the training
adopting nurture training. • Development of pupils and to attend National was disseminated to
practice. All staff to be family aspirations. Nurturing Programme staff in January 2019.
Ensure all new involved in school training. All staff contributed
learners to Garnteg, nurture Self- LD £600 ideas to the whole
existing learners are evaluation. School staff school self -
settled and continue Action plan written. Trauma informed assessment process
to transition well. Staff to be informed school training £200 and an action plan has
and involved in supply cover. been written.
updating the action All staff received
plan and all training THRIVE training in
and work undertaken September 2018.
disseminated. A second member of
staff is undertaking the
THRIVE practitioner
training.
The school wellbeing
lead attended trauma
LD September 2018-July training.
2020 Evaluation of Pupils from year 2-6
ALNCO £500 presentation and staff have completed the
disseminate cluster meetings and questionnaires for PASS survey, new
changes in ALN to school visits further training needs. Sparkle Spies have
all staff through IDP’s used effectively. been identified.
presentation
Page 18 of 35Transformational ALENCO to attend All staff and Boxhall Profile to be
Curriculum Meeting with Tracey LD governors aware of undertaken on a group
Pead and WAG to new ALN bill and of year 4 pupils end of
complete a self- changes in ALN. Spring Term 2019.
evaluation of current Successful use of
ALN provision, an IDP’s in all classes
action plan to be ALENCO attended
written to ensure that cluster meeting with
we are ‘ALN Bill Tracey Pead. Self-
Ready’ evaluation completed.
Attend meetings and Action Plan to be
visit schools for good written.
practice with IDP’s. ALENCO to present
ALENCO to present ALN reform to staff
ALN reforms to all and governors May
school staff and 2019.
governors. Dates to be arranged
for cluster meetings
and school visits.
New curriculum Training for two Y5/6 All Staff trained in 8 To develop a whole school October 18 – July 18 x2 Teachers to attend Staff Training 8 Week Frantic World
'Healthy & teachers to attend a 3 weeks ‘Frantic Mindfulness spiral PAWs B training; £650 Evaluation, scores & Training with
Confident day PAWs B training World’; curriculum: comments; Elizabeth Williams
Individuals' are and deliver to year began for new staff on
building their groups. HL trained in Paws B. N/R/Y1/Y2 - ‘The Kindness Class impact 08/01/19 in the Spring
mental and Curriculum’ comments and term for 8 weeks.
emotional well-being H.L. to deliver PAWs ZA Lead Teacher. questionnaires. Experienced staff
by developing B training to Years 5 & Y3/4 ‘The Present’ members have been
confidence, 6 class swap for 6 given top-up sessions
resilience and hours / 12 ½ hours. Y5/6 ‘ PAWs B on 02/02/19 and 15-01-
empathy. 19.
Training for two Y3/4 Application forms
teachers in ‘The currently being
Present’ to deliver in completed for ‘Paws
year groups. B’ and ‘The Present’
training for start dates
Lead Teacher (Z.A.) to in June and July.
liase with Bangor All Foundation Phase
University to become classes using ‘The
Lead Teacher to train Kindness’ Curriculum.
staff / cluster Showcased for the
Green School review.
To build resilience Training for two staff SM ZS LD CB HT Staff trained to September 2018-July x2 Teachers to attend Training Evaluation, All staff received
and self- esteem to be a thrive link in SLT deliver Thrive 2020 Thrive training; scores & comments; THRIVE training in
with identified addition to existing sessions £2,500 September 2018.
member of staff.
Page 19 of 35Thrive Curriculum throughout Class impact Trained License
learners. Foundation Phase. comments and Practitioner working in
To continue to Wellbeing agenda questionnaires. both key stages on
improve into school and growing evidence that
wellbeing in the wider school the brain develops
learners using community through personal and
the ACE and Understand how social interaction.
Boxall profile to use pupil voice Baseline assessments
scale tool kit and to drive forward help us to identify
pass survey by the agenda of emotional
7% of cohort wellbeing within development needs in
using thrive their settings. order to give support.
strategies in FP Lead Teacher 2018 – Individuals
and KS2. EAS (SM.) to liaise have climbed up to
Local Target. with staff to 2-3 development
develop units of stages within 6
thrive to work on months by building
through the
social and emotional
curriculum each
term and feed
relationships.
back to parents Development Data
and staff of accessible online.
progress. Term 2018/2019 -
22 children are
currently being
Thrive supported
showing growing
evidence of the
positive impact to
access the
curriculum and
progress forwards.
A second member
of staff is
undertaking the
THRIVE
practitioner training.
Boxhall profile to
be undertaken on a
group of year 4
and 5 pupils in
Spring Term 2019.
Page 20 of 35Additional Areas for Development / Sustained Actions:
RATIONALE ACTION PERSONNEL SUCCESS CRITERIA/ START RESOURCES MONITORING & KEY EVIDENCE
Include data where RESPONSIBLE OUTCOMES COMPLETION EVALUATION
appropriate
To use existing RAG team to monitor CJ RAG team and class Sept 18 – July 19 RAG meetings at RAG meetings RAG team and
robust school progress of all new teachers to use data to set least once half term. Subject Leads to interventions
tracking systems learners and ensure RAG team targets for new learners. analyse termly co-ordinator have
and external appropriate measures Interventions co-ordinator teacher assessments used SIMS data to
performance and are put in place to aid and RAG team to identify using agreed identify pupils
target setting data to transition. New new pupils requiring proforma. requiring
accurately track and learners are to be put intervention. interventions in Aut
report learner on existing tracking 18 and Spr 19.
progress for all new proforma and RAG team discuss
learners. systems. progress for new
learners and ensure
appropriate action is
put in place to
address concerns.
ALN and MAT have
been updated to
include new learners.
Targed 3
Inspection Area 2 Wellbeing &Attitudes to Learning
Inspection Area 3 Teaching & Learning Experiences
Inspection Area 4 Care, Support & Guidance
Aspect: 2.1 2.2 3.1 3.2 3.3 4.1 4.2 4.3
School Aim: We will ensure that children are provided with a creative and challenging curriculum which instils secure values, knowledge of their culture and community
and provides relevant experiences. Children will develop lifelong skills that will enable them to lead fulfilling lives as valued members of society and as citizens of Wales
and the world. Children will experience creative, collaborative learning using investigative and ICT skills.
Page 21 of 35LA Strategies:
National Priorities:
Targed:
1. New curriculum and pedagogy
To Improve attitudes to learning
To develop the new curriculum pioneer pilot, individualised learning and monitor impact in the classrooms.
To ensure the new curriculum pilot is consistent in all classes throughout the school.
Learner Input
Learn new skills for a new way of learning
Arrange for new ideas for outdoor learning in every class.
Decide on play and breakfast club activities.
Fund raise for new items to help us learn in and out of school.
Work closely with teachers to make new ways that will help us to learn by visiting classes.
School Ambassadors
1. All children have rights no matter what.
2. You have the right to meet up with friends and to join clubs and groups.
3. Your right to learn and go to school.
4. Your right to be the best you can be.
Learner Evaluation
Page 22 of 35We have used the new climbing wall as part of our PE sessions, and we are taking part in forest school and gardening sessions. Some classes have set up
outdoor learning zones such as role play and independent art areas. We had a disco to raise money for breakfast club. We ordered some different games and
craft activities for after breakfast, this has made children happier and learning skills such as taking in turns and learning rules. We have worked on our team
building skills, strength, athletics and concentration through the new equipment at playtime. The school council had a stall at the Christmas Fayre and are
going to use the money raised for the winners of the healthy tuck chart. (Reported by the LLC team, Health and Wellbeing team, Sparkle Spies, School
Ambassadors and the School Council)
Target Leader: SLT Team Members: SLT, All Staff
PERSONNEL START/
RATIONALE ACTION RESPONSIBLE
SUCCESS CRITERIA/ COMPLETION
RESOURCES MONITORING & KEY EVIDENCE
(Include data where appropriate)
OUTCOMES EVALUATION
Develop the 12 SLT and subject co- SLT SLT, Middle leaders, teaching Autumn 12 pedagogical Lesson observation feedback The 12 pedagogical
pedagogical principles ordinators to use the Subject co- staff and LSAs will develop a 18/Summer 19 principles forms principles have been used to
from successful 12 pedagogical ordinators greater understanding of the 12 inform observations from
Futures across the principles to identify pedagogical principles from Excellence in Excellence in Teaching both SLT and subject
school. good practice during Successful Futures. Teaching Framework data leaders.
lesson observations. Framework
As a school we will identify Staff have had opportunities
SLT and subject co- areas of strength and areas for during staff meetings to
ordinators to use the development with regards to engage with the pedagogical
12 pedagogical pedagogy and be able to principles such as concrete,
principles to identify identify training needs for staff. pictorial and abstract.
areas for improvement
during lesson Training and Professional
observations. learning has been
encouraged through the PG
Cert and Research based
programs (SPE/SA)
Further development will be
made on imbedding the
principles across the school.
Develop the six AoLEs AoLE curriculum SLT SLT, Middle leaders, teaching Autumn AoLE Policies Successful completion of AoLE Curriculum teams have
from Successful teams to create pupil AoLE co- staff and LSAs will develop a 18/Spring 19 placemats and displaying of continued to run
Futures consistently placemats in relation ordinators greater understanding of the six these in teaching areas. successfully in the new
across the school. to each policy, with All staff AoLEs from Successful AOLE’s.
Futures. Action plans from AoLEs to
include pupil voice.
Page 23 of 35input from governors Pupils will gain a better Pupils have been chosen
and pupils. understanding of what each Autumn AoLE placemats AoLE progression steps to be accordingly for each AOLE
AoLE looks like within our 18/Ongoing visible in planning. and started to work within
AoLE curriculum school and will have a voice in the subject alongside subject
teams to identify ‘link how these are developed. coordinators.
pupils’ (1 pupil from
Yr 2 to Yr 6) who will Pupil led research has taken
have input into place across the school for
developing each AoLE each AOLE with an aim to
AoLE throughout the progression steps improving standards for
school. Spring each area. Findings have
19/Ongoing then been fed back to whole
school in assemblies.
Staff to begin to use
the progression steps
from each AoLE We must now ensure
within their planning progression steps are
from Spring Term. starting to be used within
planning following their
upcoming release date.
Develop the four Staff to include Four SLT SLT, Middle leaders, teaching Autumn Four Purposes Four Purposes to be visible in The four purposes have
purposes from Purposes within long All Staff staff and LSAs will develop a 18/Ongoing termly overview planning and on been split accordingly to
Successful Futures term and weekly greater understanding of the classroom/teaching area link with topics. All classes
consistently across the planning. Healthy, Four Purposes from Successful displays. have the ‘child speak’
school Confident Individuals Futures. principles of the four
to be a focus every purposes available to pupils
term with other in class. All classes have the
purposes to be a focus four purposes displayed.
per term.
Four Purposes focus
for each term to be
included on Climb to
Sparkle displays
within every
classroom area.
To continue to develop Staff to fully Science & All staff, including those new to Autumn DCF Staff long term and weekly Y5 and Y6 pupils
the Digital incorporate Digital Technology the school will have a better 18/Ongoing planning. working with Renishaw -
Competency Competency Team understanding of how to use the Staff Training Coding, use of the
Framework throughout Framework DCF within planning to Audit Microbit, 3D printing.
the curriculum, during throughout the SLT improve the teaching and Questionnaire
topic based lessons and curriculum. learning for pupils.
Page 24 of 35extra-curricular All Staff DCF Skills 3D printer loaned to
activities. Termly Overview school for the Spring
Term (working with F1
in Schools project)
Projects completed in TV
Studio including
interview with Welsh
Minister for Education.
DCF evident in 12
weekly planners and in
weekly planning.
TARGET ACHIEVED
Develop an awareness Staff to share the four KN Staff will become more aware September Successful KN & SLT to monitor The core purposes have
of the four purposes of purposes with pupils of the four purposes of the 2018 Futures classroom practice and displays been used with pupils when
the new curriculum for when planning new All teaching curriculum and how they relate (ongoing) during lesson observations planning for new topics.
staff and pupils topics. staff to our setting. four purposes throughout the year (four
ladder for display purposes should be displayed in Pupils are engaging with
Staff will become more aware in all classroom classrooms with notes of pupil the core purposes
of how the four purposes can be areas. ideas for links to topics) regularly. Pupils in
developed through a topic-
Staff to discuss the based approach to teaching and four purposes in Four purposes ladder should be
curriculum teams are
four purposes with learning. child speak for displayed in all classroom areas aware of how these can
pupils and explore discussions with – KN & SLT to monitor during be met in their own
how they can be Pupils will become aware of the pupils. lesson observations. AoLEs.
developed through four purposes of the curriculum
learning experiences and how they relate to their
as part of a topic- learning and development.
based approach.
Maths co-ordinator to Maths co-ordinator to CJ All Y2 –Y6 staff to include Oct 18- July Maths AoLE CJ and curriculum team to CJ/SLT delivered staff
continue to work on deliver whole staff All staff Financial Education in planning 19 sessions funding monitor during classroom and meeting on use of
Maths AoLE and meetings and phase using new maths curriculum – approx 18 days book observations and resources and pedagogy
embed new maths Achievement Outcomes (AO) at £150 per day collection of planning. in Oct 18.
meetings.
curriculum into Climb and Knowledge, Skills, (supply costs)
to Sparkle curriculum – Experiences (KSE) and provide
Activities have been
focussing on pedagogy Young Money pupils with real life experiences Young Money downloaded from
and Financial Literacy. activities to be of managing money. licence £85 https://www.young-
Page 25 of 35downloaded and put money.org.uk/ and have
on HWB for all staff to All staff to receive training on been uploaded to HWB
access. new draft curriculum and for FP and KS2.
incorporate into planning.
Maths co-ordinator to Staff to include a range of
CJ delivered staff
work with colleagues pedagogical approaches into meeting in Dec 18 on
and start using new maths lessons. new Maths curriculum
curriculum. Achievement Outcomes
and Planning for
Learning for each the 4
What Matters. Staff to
Provide staff with
training on incorporate Financial
pedagogical Literacy in planning next
principles. term.
Develop independent To develop pupil's use All classes All children to Autumn Key resources for We must continue to
learning in all classes. of independent independently access 18/Summer 19 each year group develop use of independent
learning areas in resources when needed. £50 Lesson observation feedback learning areas within all
classes.
PHOTOCOPYIN forms classes and the pupils
LLC team to G understanding of said areas.
All classes to set up monitor use and
stations with access to functionality. All pupils to use pupil voice
dictionaries and other to suggest resources and use Excellence in Teaching
key resources that have of independent learning Framework data
been suggested by the area.
pupils in the class
through the use of
pupil voice. Pupil questionnaires
All pupils to
understand how the
areas work and how to Learning walks and talking to
utilise the features children.
appropriately.
PERSONNEL START
RATIONALE ACTION RESPONSIBLE
SUCCESS CRITERIA/ COMPLETION
RESOURCES MONITORING & KEY EVIDENCE
(Include data where
appropriate)
OUTCOMES EVALUATION
Page 26 of 35Develop Class teachers to identify All Class Teachers identify and plan for Autumn Staff Training All class teachers to track ‘Talented learners’
individualised ad monitor the progress Teachers ‘most talented’ learners. 18/Summer 19 from NACE; progress of groups of learners identified across the
learning of more able and ‘Most (MAT – More able / Most school and placed on the
talented’ learners. Z.A.P. & All learners are challenged to MAT talented); MAT register. All class
SLT to become ‘Ambitious, Capable identification
Class teachers to plan monitor Learners’ meeting individual sheets; SLT to monitor learning
teachers have reviewed
and deliver challenging targets set. activities of MAT learners and updated MAT plans
learning experiences, e.g. MAT plans; during lesson observations; for Spring Term.
Most Talented learners Years 5 & 6 taking part in
to take part in cluster / SIMs / INCERTs 'Most Talented’ learners to LLC and Expressive Arts
PLC projects. data; evaluate their own MAT plans; based Cluster / transition
projects beginning in
Z.A.P to track progress of ‘Most Spring Term.
talented learners’
Develop the whole All class teachers to Class Parents will feel involved in Autumn 4 core aims Parent response forms 100% staff have been
school use of home develop learning log Teachers their children’s learning and 18/Summer 19 sending learning logs
learning logs to tasks for pupils which have a better understanding of Class dojo SPE and SLT monitoring of home with pupils with
incorporate the four will include the new curriculum. learning logs
appropriate tasks
purposes. opportunities to develop Learning log
resulting in some
the four purposes across Staff and pupils will have a books Excellence in Teaching
the school. Tasks should good understanding of four Framework data excellent homework.
link to the 12 purposes and how to develop Homework tasks have
pedagogical principles. them within learning. been linked to the four
purposes and AoLEs as
Pupils should be well as the 12 principles.
rewarded for use of
learning logs in order to Staff must continue to
encourage the tasks.
reward and celebrate
Homework put on
completed homework
display and shared, dojos
rewarded, notes home tasks in order to ensure
and general celebrations total engagement
of work. throughout the school.
RATIONALE ACTION PERSONNE SUCCESS CRITERIA/ START RESOURCES MONITORING & KEY EVIDENCE
(Include data where L OUTCOMES COMPLETIO EVALUATION
appropriate) RESPONSIB N
LE
Develop the whole As a whole school, we SPE AND Parents will feel involved in Autumn Class dojo Parent response forms Class dojos are being
school use of Class will develop the use of Class their children’s learning and be 18/Summer 19 No cost used across the school
Dojo within both the Class dojo as a tool for Teachers able to share home experiences SPE and SLT monitoring of within classes to reward
classroom and home. communication. Using work and behaviour.
with the class teacher. learning logs.
Page 27 of 35portfolios and the class
story mode, teachers will We will be working towards all Excellence in Teaching Some classes are
be sharing celebrated four purposes through Framework data. successfully using the
work and tasks with celebration of the work and class story mode to share
parents. connecting with families. pupils learning and
achievements. This must
now be rolled out across
the school.
Continue to ensure all
parents are engaging with
class dojo.
To continue to raise 2 School Ambassadors to CJ/ Health & School Ambassadors to identify Sept 18- July UNCRC As a result, all pupils will be In Oct 18, School
pupils’ awareness make sure other pupils Wellbeing 5 key rights and to present 19 resources and able to identify the rights and Ambassadors delivered a
about rights under know about children’s team. during assemblies and work website. how they can impact them. presentation to FP and KS2
the UNCRC and rights under the during assembly.
with classes to raise profile of
safeguarding within UNCRC. KS2 pupils completed
school. Complete special these rights throughout the Special Missions special mission (online
missions set by the year. on childcomwales survey) set by Ambassadors
Children’s website on behalf of Children’s
Commissioner for Wales Commissioner for Wales in
including on line Nov 18.
questionnaires. CJ/Health & Sept 18-July19 All pupils are aware of The ambassadors first task
Wellbeing safeguarding and know who to was to identify 6 Rights
Each meeting Safeguarding will NSPCC and
School Council to raise team. talk to if they are worried or which the whole school are
the profile of be an item on the agenda to website upset. going to work on this year.
safeguarding with pupils discuss. School Council to raise Ambassadors included these
throughout the school. profile of safeguarding through in the SDP and presented to
arranging NSPCC workshops pupils, governors and the
and events. Peer Review.
Feb 19 Ambassadors
Excellence, equity LD/CJ/Health participated in a webinar
and wellbeing. & Wellbeing Sept 18 -July Developing role of safeguarding session with Sally Holland
To further develop the team. Improved engagement levels 19 and School Council/ where she introduced their
Team around the Cluster with school activities, school Ambassadors. special mission for spring
working by further council minutes & pupil voice £613.00 Aims of school Council for year term and they asked her
developing the role of surveys. including results from pupil questions about it.
the Family and surveys.
Community Engagement Curriculum Learning Teams School Council have
Leads. All cluster school surveys, responses and evidence discussed safeguarding in
Family and Engagement as a result of findings. meetings and brainstormed
Leads to attend relevant how we can promote this
and appropriate training throughout the school.
Page 28 of 35and develop suitable NSPCC is visiting school in
programmes in the Spring term.
school setting. For In Dec 18, Pupils completed
example, developing the Curriculum Learning Team
role of the school surveys in all classes and
council, including the presented findings during
inclusion of standard FP and KS2 assemblies.
items such as Pupils to revisit classes in
safeguarding spring term to evaluate
ambassadors and pupil impact of findings in
wellbeing. classrooms.
Develop wellbeing Health and February 2019 Teachers feel more confident to
and an awareness of Wellbeing deliver sessions for more
pupil's rights at team & Year Improved awareness of their difficult PSHE subjects and
home and in school. 2 and 5 staff. rights as pupils and people in £1000 areas. Staff are aware of a range Less behavioural incidents
To work alongside the SPE ZA the wider world. of strategies to use with the in Year 5 since the sessions.
Spectrum project to More ethically informed learners during PSHE and Pupils feel more confident
develop an awareness of citizens. across the curriculum. Pupils discussing their feelings.
wellbeing and self- have more awareness of how to
worth. Providing deal with uncomfortable Activities should be
children with an situations. revisited in the Summer
understanding of what is term to further develop the
acceptable in the home subject areas discussed, e.g.
environment, as well as identifying where we feel
in school with actions of safe, understanding who to
other pupils and staff. contact when we are
This will be carries out concerned and incidents at
across Years 2 and 5 home such as domestic
over a 4-session basis. violence.
Page 29 of 35You can also read
