GEORGETOWN PRIMARY SCHOOL - SCHOOL DEVELOPMENT PLAN 2020/21 - GEORGETOWN PRIMARY SCHOOL DEVELOPMENT PLAN 2020/2021
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GEORGETOWN PRIMARY SCHOOL DEVELOPMENT PLAN 2020/2021
GEORGETOWN PRIMARY SCHOOL
SCHOOL DEVELOPMENT PLAN
2020/21
Headteacher: Date:
Chair of Governors: Date:
Consortium Challenge Adviser: Date:
Chair of School Council: Date:
1GEORGETOWN PRIMARY SCHOOL DEVELOPMENT PLAN 2020/2021
Georgetown Primary School 3 Year Plan
Major/Minor Priorities
2020-21 Priorities 2021-22 Priorities 2022-23 Priorities
1. To ensure high levels of wellbeing 1. To continue to improve standards in 1. To improve standards of Literacy across the
throughout the school with a focus on support Language, Literacy and Communication with a curriculum.
for our most vulnerable learners. focus on writing and closing the gap in
standards between girls and boys.
2. To continue to improve standards in 2. To continue to improve standards in 2. To improve standards in Mathematics and
language, literacy and communication with a Mathematics and Numeracy with a focus on Numeracy across the curriculum.
focus on closing the gap for our most number skills throughout the curriculum.
vulnerable learners.
3. To continue to improve standards in 3. To improve standards in science at the 3. To continue to develop digital opportunities
mathematics and numeracy with a focus on higher levels through further enhancement of for teaching and learning and skills across the
closing the gap for our most vulnerable the STEM curriculum. curriculum.
learners.
4. To improve opportunities to develop 4. To continue to develop self and peer 4. To update policy and procedures for
Assessment for Learning throughout the assessment including digital opportunities to assessment in line with Curriculum 2022.
school. develop AFL.
5. To continue to develop digital teaching and 5. To improve standards in IT with a focus on
learning experiences throughout the school the enhancement of the DCF and skills
and improve provision for distance and throughout the school.
blended learning.
6. To improve standards in Welsh with a focus 6. To secure high levels of wellbeing 5. To continue to raise standards in STEAM.
on incidental welsh in all areas. throughout the school with a focus on pupils
health and wellbeing and physical skills.
7. To continue to develop STEAM participating 7. To improve standards in welsh with a focus 6. To continue to secure high levels of
throughout the school. on oracy throughout the school. wellbeing throughout the school with a focus
on pupil voice and co-construction of the
curriculum.
8. To continue to engage with the curriculum 8. To continue to prepare all stakeholders for
reform agenda including the PLO and SLO curriculum reform with a focus on AoLEs and
agenda. effective teaching and learning.
2GEORGETOWN PRIMARY SCHOOL DEVELOPMENT PLAN 2020/2021
PRIORITY 1
1. To ensure high levels of wellbeing throughout the school with a focus on support for our most vulnerable learners.
TEACHERS WITH RESPONSIBILITY: LEEANNE REES, SIAN HOWELLS, JULIAN ROGERS
TEAM RESPONSIBILITY: HEALTH & WELLBEING LINK GOVERNORS: TIM WILLIAMS, JOHN MORGAN
RATIONALE FOR DEVELOPMENT: LINKS
High levels of wellbeing have always underpinned the philosophy for effective Local Priorities (BG)
teaching and learning in Georgetown Primary School and in light of the current
pandemic and school closure, this has never been more important. Life inside and To improve value-added progress for our most vulnerable learners.
outside of school is very different for our learners and their families and we have
recognised the need to do all we can to support our families at this difficult time, Regional Priorities (EAS)
particularly those families who are vulnerable and already struggling even before the
pandemic. Strong and inclusive schools committed to excellence, equity and wellbeing
• Providing schools with support, guidance and professional learning to ensure all
- The % of compulsory school age pupils who are entitled to free school meals learners (including all known groups of vulnerable learners) attend school every
(FSM) in Blaenau Gwent is 19.2%. This is higher than the national figure of day, engage well in their learning, receive the correct support and challenge in
18.3% (PLASC data 2019). In Georgetown the % of pupils entitled to FSM is supportive and inclusive learning environments.
rising and currently stands at 16.35% of compulsory school age (September
National Priorities (WG)
2020).
- Engagement in learning throughout the summer term school closure was Closing the Gap
significantly less for our most vulnerable learners. AWAITING DATA
- School has seen a rise in the number of pupils who are experiencing with National Mission (WG)
ESBD throughout the school. AWAITING DATA
Strong and inclusive schools committed to excellence, equity and well-being.
1. To ensure high levels of wellbeing throughout the school with a focus on support for our most vulnerable learners.
ACTION SUCCESS CRITERIA RESOURCES, TIMESCALE RESPONSIBILITY MONITORING
TRAINING AND Who, how, when
COSTINGS
1.1 To gather data about Children will complete the Supply cost for LR to Autumn/Spring term 2020/2021 Data reports to be analysed by
pupil wellbeing in order to set surveys to share their views on analyse (PDG 3 X LR and shared with all staff at
targets for improvement and school and learning. £190= £570) staff meeting
3GEORGETOWN PRIMARY SCHOOL DEVELOPMENT PLAN 2020/2021
secure high levels of
wellbeing for all learners. Findings are shared with all LR to monitor intervention
- Complete the Happen (Years staff and included in an action programmes termly and work
4, 5 and 6) survey plan. with staff to produce impact
- Complete Pass Survey (Year Children needing support in reports that are shared with all
2 - Year 6) different areas are identified. stakeholders.
-Send questionnaire out to
parents to gather data about Intervention is put in place and
wellbeing. pupil progress is tracked.
1.2 To ensure intervention Pupils are identified termly for Staff Members Autumn Term 2020 and ongoing termly Practitioners to baseline and
and support for wellbeing is Thrive and ELSA support. track pupil progress for wellbeing
available for all pupils. (PDG £26 348
- 2 x Thrive practitioners Pupils receive support weekly EYPDG £25 300 LR to monitor pupil progress and
support identified learners on a and make progress in the CLUSTER FUNDING meet with staff to discuss support
weekly basis. support programme. £1950) termly
- 2 x ELSA practitioners support
identified learners on a weekly Wellbeing is tracked and Wellbeing tracker is used to
basis. shared with all stakeholders. monitor progress and updated
-Thrive/ELSA activities are termly
included in PSE sessions for all
learners.
1.3 To re-evaluate and A completed document with up Non-contact time for Autumn term SH with liaise with Shan Palmeria
complete the NQA document to date evidence ready for NQA co-ordinator SH (3 2020 to re-evaluate and update
and update evidence. accreditation. days EIG £570) evidence.
- NQA document to be shared NB Depending on Design to Smile SH Meet and discuss with Design
again with all staff and updated. Staff meeting time certificate. to smile to arrange evaluation
-Staff to participate in recording, visit and release of certificate.
supplying and evidence where SH to lead staff meetings with
appropriate. regard to evidence.
LT to review and share with
governors policies in readiness
for inspection
1.4 To embed the use of RSE All staff will know where to find Toolkit on shared Autumn/Spring term 2020/2021 SH Autumn term liaise with staff
toolkit within the new areas the toolkit and how to access drive/HWB on using toolkit and generate
of the curriculum to (shared drive/hwb) ideas on how strands can be
encourage the teaching of Staff start to pick and use Staff meetings to taught in an holistic way e.g.
health and wellbeing in a strands within their teaching. share resources through Humanities
holistic way. Eventually staff will teach all SH Spring term monitor use of
-All staff become familiar with strands across the curriculum. RSE course through toolkit and share good practice
the resources and start to use EAS (EIG 1 day £190) with staff meetings
them with their classes.
4GEORGETOWN PRIMARY SCHOOL DEVELOPMENT PLAN 2020/2021
-Hafan Cymru’s Spectrum Children in Year 2 and 6 will
Project. A Welsh Government take part in 2 sessions via -
Project delivering sessions to Microsoft Teams.
Year 2 and Year 6 pupils on Learners will show an
Healthy Relationships. understanding of what a healthy
relationship is and how to be
safe.
1.5 To continue to provide JR to audit provision for PE and Non-contact time for JR to audit provision and staff
quality opportunities for sport throughout the school. co-ordinator JR (2 Autumn Term 2020 skills Autumn 2020
pupils to participate in sport JR to provide training for staff days EIG £380)
and physical activity. based on audit. JR to provide training for staff
- JR to audit staff skills and JR to map skills to ensure and then monitor provision
provision for PE and sport. effective coverage. Spring 2021
The children will share their
- Sport Wales wanted PE views on an online survey Sport Wales and Summer term 2020/2021 Sport survey to be completed
coordinators in Wales to about Sport. Sports Development Summer 2021 and findings
respond to the consultation We will receive a summary of representatives will shared with all stakeholders.
document in the Autumn Term. the results in order to act on the come into school to
pupil voice. support this.
EVALUATION
5GEORGETOWN PRIMARY SCHOOL DEVELOPMENT PLAN 2020/2021
PRIORITY 2
2. To continue to improve standards in language, literacy and communication with a focus on closing the gap for our most
vulnerable learners.
TEACHERS WITH RESPONSIBILITY: RHIAN THOMAS/ CATH ROBERTS TEAM RESPONSIBILITY: LLC
LINK GOVERNORS: D HARDMAN/J D’AMATO
RATIONALE FOR DEVELOPMENT: LINKS
MER activities during the academic year 2019-2020 highlighted the need to raise Local Priorities (BG)
the profile of reading, particularly amongst our most vulnerable and disadvantaged
learners. Whilst standards in reading are good throughout the school it was felt that Accelerating early language acquisition skills between the ages of 3 to 7
raising the profile of reading and creating more opportunities for all pupils to read
would further develop pupil skills and attainment in reading. To improve value-added progress for our most vulnerable learners.
INSERT DATA FROM AR AND RWINC. ASSESSMENTS AUTUMN TERM 2020 Regional Priorities (EAS)
Standards in writing are generally lower than standards in reading and oracy by the Strong and inclusive schools committed to excellence, equity and wellbeing
time children reach end of key stage. This is particularly evident with boys and our • Providing schools with support, guidance and professional learning to ensure all
vulnerable learners. MER activities including book looks during the academic year learners (including all known groups of vulnerable learners) attend school every
2019-2020 highlighted the need to improve grammar and punctuation skills in day, engage well in their learning, receive the correct support and challenge in
writing and ensure full coverage of a range of genres. It was also highlighted that supportive and inclusive learning environments.
more authentic learning experiences needed to be developed ensuring all children
have opportunities to write for a range of purposes. National Priorities (WG)
INSERT DATA FROM TEACHER ASSESSMENT AUTUMN 2020 Closing the Gap
National Mission (WG)
Strong and inclusive schools committed to excellence, equity and well-being.
6GEORGETOWN PRIMARY SCHOOL DEVELOPMENT PLAN 2020/2021
2. To continue to improve standards in language, literacy and communication with a focus on closing the gap for our most
vulnerable learners.
ACTION SUCCESS CRITERIA RESOURCES, TRAINING TIMESCALE MONITORING
AND COSTINGS RESPONSIBILITY Who, how, when
2.1 To raise the profile of School has sufficient reading
reading across the school. resources to give all pupils £2000 (EIG) Autumn Term 2020 RT/CR to complete reading
- Audit of reading resources access to relevant and quality audit
needs to take place including resources inside and outside of
RWINc books, Dandelion books school.
and AR books throughout the Virtual Training (MYON)
school. All pupils continue to make
- MYON Online reading scheme progress in their reading. Staff meeting time Reading tests to be complete All staff to complete reading
linked to AR to be introduced Pupils who are below the termly and results recorded and assessments termly and these
for all pupils encouraging expected level are highlighted Supply costs to cover subject analysed by class teachers for to be stored centrally for
reading at home. termly and have access to leaders (2 x £190= £380) their pupils. RT/CR to analyse and produce
- Reading assessments to be intervention and support. impact reports. Reports to be
completed termly for all pupils Subject leaders to analyse shared with all stakeholders
and used to plan effective Subject leaders are well reading data and produce
intervention and support. informed and produce termly impact report termly.
- Subject leaders to analyse impact reports that are shared
data and produce impact report with all stakeholders.
on AR at the end of each term.
Scaled score to be the focus
not age.
- FP RWINC assessment to be
completed termly by teachers
and scrutinised for continuity
and progress.
2.2 To continue to raise Independent writing areas Subject leaders learning walk
standards in writing established in all classrooms Autumn Term 2020 termly to look at provision
throughout the school. where possible and writing
-Provision for writing needs to resources available
be a reviewed and pupils need within classrooms. Resources Book looks termly to monitor
more opportunity to to reflect enhanced and provision and standards in
independently write. continuous provision. writing.
- Classrooms to have additional
resources to allow children to Class teachers produce termly
choose independent writing overviews of genres covered. Monitoring of planning by SLT
activities. and subject leaders termly
7GEORGETOWN PRIMARY SCHOOL DEVELOPMENT PLAN 2020/2021
- Overview of genres to be Monitoring of spelling data by
followed to ensure coverage- Supply costs to cover subject subject leaders and impact
class teachers to provide leaders (2 x £190= £380) reports by SLT termly
overview due to new topics.
- Collaborative standardisation Standardisation termly and
of writing to take place termly. Standards in spelling to ongoing
SPELLING improve with most pupils
- Spelling strategies and making good progress and Co-ordinators to monitor termly
activities to be taught weekly. closing the gap between their Autumn Term ongoing during subject leader time
- Progress in spelling to be spelling age and chronological
tracked termly for all pupils. age.
-Data from SWST to be Spelling data analysed termly
analysed for impact every term. and used to inform ongoing
HANDWRITING programme of intervention and
-Letterjoin to be used support. FP staff Autumn Term ongoing RT to monitor spring term 2021
consistently throughout the FP Twice weekly lesson using
to improve letter formation. letterjoin YR1-YR6
- Presentation policy to be
updated and shared with clear Teaching of basic grammar is
expectations for all pupils. given allocated time by class
GRAMMAR & PUNCTUATION teachers and taught specifically
- Teachers to provide more through the topic umbrella. KS2 staff Autumn Term CR to monitor spring term 2021
opportunities to teach basic There is a consistent approach ongoing
grammar and punctuation to throughout KS2 that alleviates
improve standards in writing. the common misconceptions
and mistakes that are evident.
EVALUATION
8GEORGETOWN PRIMARY SCHOOL DEVELOPMENT PLAN 2020/2021
PRIORITY 3
3. To continue to improve standards in mathematics and numeracy with a focus on closing the gap for our most vulnerable
learners.
TEACHER WITH RESPONSIBILITY: MARY PHILLIPS TEAM RESPONSIBILITY: MD LINK GOVERNORS: SIMON BALDWIN
RATIONALE FOR DEVELOPMENT: LINKS
Recommendation from last inspection; Local Priorities (BG)
To improve value-added progress for our most vulnerable learners.
R1 Improve pupils’ numeracy skills in key stage 2 (ESTYN Nov 2013)
Regional Priorities (EAS)
MER activities 2019-2020 included book looks, listening to learners and lesson IS2
observations. There was sufficient evidence of numeracy skills being developed Strong and inclusive schools committed to excellence, equity and wellbeing
throughout the curriculum but this needed to be consistent throughout the school Providing schools with support, guidance and professional learning to ensure all
with pupils being given more authentic learning opportunities and more opportunity learners (including all known groups of vulnerable learners) attend school every
to participate in real life experiences. day, engage well in their learning, receive the correct support and challenge in
supportive and inclusive learning environments.
The impact of school closure from May-September is also said to be more for
numeracy and maths as pupils were given more opportunities to develop literacy National Priorities (WG)
skills. We are currently benchmarking numeracy skills using Mathletics. Robust assessment, evaluation and accountability arrangements supporting a self-
improving system.
INSERT MATHEMATICS DATA
National Mission (WG)
Closing the Gap
3. To continue to improve standards in mathematics and numeracy with a focus on closing the gap for our most vulnerable
learners.
ACTION SUCCESS CRITERIA RESOURCES, TRAINING TIMESCALE MONITORING
AND COSTINGS RESPONSIBILITY Who, how, when
1. To improve pupil’s skills in Staff are confident when £2000 (EIG) Autumn Term 2020 and SLT to monitor planning
number. teaching numbers and provide Training and resources for ongoing including enhanced provision
-To train staff on the pedagogy daily opportunities for pupils to teaching number skills using termly
of using the CPA method of develop number skills. concrete methods.
teaching number skills. Weekly planning will match Maths team to monitor during
- Implement the ‘White Rose’ overviews. INSET DAY Spring Term 22nd book look termly
Medium Term planning Skills are effectively mapped to February 2020
overviews to ensure coverage ensure coverage and Focus; Effective Teaching & Co-ordinator to monitor use of
of skills throughout the school. progression. Learning in relation to the New LNF tracker to track number
-LNF tracker to be used by all Opportunities for pupils to Curriculum for Wales skills
staff ensuring effective consolidate number skills are
9GEORGETOWN PRIMARY SCHOOL DEVELOPMENT PLAN 2020/2021
coverage and progression of well planned throughout the White Rose Planning Lesson observations
number skills in all year groups. school. Documents Spring Term 2021
-Staff to plan for number Test data is used effectively to
activities every day including improve performance.
mental starters for all maths During monitoring, LNF trackers
lessons. are up to date displaying
- Enhanced provision including effective coverage and Co-ordinator and ARR Leader
‘missions’ in KS2 to be well progression. Summer 2021
planned to consolidate number Mathletics to be incorporated
skills throughout the curriculum. into weekly planning. Maths Coordinator to monitor
- Mathletics to be used from Y2- Pupils to complete baseline impact.
Y6 to benchmark performance Assessment on Mathletics
and highlight areas to improve. software.
- Mathletics to be used to raise Progress is expected to be Maths team to monitor planning
standards on a regular basis. evident at the end of the Mathletics £1600 (EIG) and pupil voice during the
Both in class and at home. Summer term. Spring Term.
2. To improve reasoning and Outdoor learning environment £5000 (EIG) Summer Term 2021 Co-ordinator & SLT to monitor
problem solving with a focus has more opportunities for Outdoor resources including impact Spring 2021 Learning
on real life contexts. pupils to develop number skills. playground markings Walks, Lesson Obs. L2L.
- To audit provision of outdoor New resources used effectively
resources to develop number to enhance the teaching of
including playground markings number.
and equipment. Pupil’s number skills to
- To purchase new resources to improve.
allow more focused learning to
take place outdoor.
-To plan weekly outdoor
learning opportunities
throughout the school to
develop number skills.
EVALUATION
10GEORGETOWN PRIMARY SCHOOL DEVELOPMENT PLAN 2020/2021
PRIORITY 4
4. To develop ARR in line with the new curriculum recommendations and improve opportunities to develop Assessment for
Learning throughout the school
TEACHER WITH RESPONSIBILITY: HAYLEY KAYA TEAM RESPONSIBILITY: SLT LINK GOVERNOR: J DAMATO
RATIONALE FOR DEVELOPMENT: LINKS
ARR was highlighted as a recommendation in previous inspection (November Regional Priorities (EAS)
2013) ‘Ensure that feedback to pupils on their work is regular, consistent and
purposeful’. IS1
i) Developing a high-quality education profession
Assessment calendar needs to be updated in line with the new Curriculum for ii) Inspirational leaders working collaboratively to raise standards
Wales’s recommendations. Staff development also a priority. • Developing all staff and leaders to have the right knowledge and skills to do their
job effectively so that pupils make good progress over time.
MER activities including book looks and listening to learners during the spring term • Developing leaders and providing them with the opportunity to learn with and from
identified that assessment for learning needed to be more consistent throughout the others.
school, this was also highlighted by the CA during a spring term visit.
IS2
Strong and inclusive schools committed to excellence, equity and wellbeing
• Providing schools with support, guidance and professional learning to ensure all
learners (including all known groups of vulnerable learners) attend school every
day, engage well in their learning, receive the correct support and challenge in
supportive and inclusive learning environments.
IS3
Robust assessment, evaluation and accountability mechanisms, supporting a
self-improvement system
• Providing support for schools to use a wide range of evidence to accurately
assess where they are, where they want to be and how they will get there through
continuous self-improvement.
National Priorities (WG)
Robust assessment, evaluation and accountability arrangements supporting a self-
improving system.
11GEORGETOWN PRIMARY SCHOOL DEVELOPMENT PLAN 2020/2021
4. To develop ARR in line with the new curriculum recommendations and improve opportunities to develop Assessment for
Learning throughout the school
ACTION SUCCESS CRITERIA RESOURCES, TRAINING TIMESCALE MONITORING
AND COSTINGS RESPONSIBILITY Who, how, when
4.1 To improve tracking Cohort Books set up and used HK to set up Cohort Book and Autumn term 2020 HK to monitor cohort books
systems throughout the effectively with all relevant share with staff termly
school. information checked and Staff meetings held
-Introduce digital cohort books updated regularly throughout LT/HK to hold termly progress
to be used by all staff. the year. meetings with individual
- Use SIMS for all data All data to be recorded on HK to liaise with DD and DS teachers to discuss targets,
collection. SIMS. progress and intervention
- Use tracking tools to gather New spreadsheets set up by
effective data including Dan Seymour to include what is
INCERTS and GL Assessment needed to avoid duplication and
package. multiple locations of data.
Staff have access to all data
needed to inform effective
teaching and learning.
4.2 ARR policy and ARR/MER A detailed calendar for staff is HK to liaise with LR time Autumn term 2020 SLT to update
Calendar to be reviewed. updated and shared with all. needed to meet to handover
-HK to update ARR policy and Assessment processes are well HK to share with all staff
established and followed by all.
share with staff.
SLT to monitor progress of
- SLT to review ARR calendar tasks termly
and update.
-ARR calendar to be shared
with all staff.
4.3 AFL Foundation Phase template HK -Time to devise template September initially -ongoing HK to monitor termly
To further develop self and introduced to be used and monitor use
peer assessment. consistently throughout the Self and peer book looks to
- AFL policy to be updated with Foundation Phase. take place termly
all staff at staff meeting. Key Stage 2 template
-In the Foundation Phase a introduced to be used SLT to monitor books termly
template to be devised to consistently throughout the
ensure consistency of language Foundation Phase. Listening to Learners Spring
and self-assessment. Policy to be amended and Need to see good practice Term 2021
- In KS2 a template to be updated in line with current ideas in other schools and
devised to ensure consistent practice. action research.
12GEORGETOWN PRIMARY SCHOOL DEVELOPMENT PLAN 2020/2021
approach of self and peer Planning Review to take place.
assessment throughout KS2. Staff meeting required to share
- AFL policy to be updated to good practice and unpick
include digital opportunities. current policy.
-Marking and Feedback Policy
to be updated to reflect
discussions.
Evaluation
13GEORGETOWN PRIMARY SCHOOL DEVELOPMENT PLAN 2020/2021
PRIORITY 5
5. To continue to develop digital teaching and learning experiences throughout the school and improve provision for distance and
blended learning.
TEACHER WITH RESPONSIBILITY: CAROLE WILLIAMS (IT) /HAYLEY KAYA (DCF)
TEAM RESPONSIBILITY: SCIENCE&TECHNOLOGY
LINK GOVERNORS: S BALDWIN/ D POWELL
RATIONALE FOR DEVELOPMENT: LINKS
New DHT in post with expertise in ICT and development of digital skills. Regional Priorities
IS1 i) Developing a high-quality education profession
Development of distance and blended Learning strategy needs to be a priority to • Developing all staff and leaders to have the right knowledge and skills to do their
better prepare for school closure or periods of self-isolation due to C-19 job effectively so that pupils make good progress over time.
National- WG Priorities
National Mission
Developing a high-quality education profession.
• Inspirational leaders working collaboratively to raise standards.
• Strong and inclusive schools committed to excellence, equity and well-being.
National Priorities
Closing the Gap
5. To continue to develop digital teaching and learning experiences throughout the school and improve provision for distance and
blended learning.
ACTION SUCCESS CRITERIA RESOURCES, TRAINING TIMESCALE MONITORING
AND COSTINGS RESPONSIBILITY Who, how, when
5.1To raise further awareness 360 Safe Cymru evidence Staff Meeting on 360 Safe Autumn Term 2020 - ongoing HK to address 360 Safe Cymru
of Digital Safety in school collated and at least level 2/3 Cymru - Digital Safety is Action Plan.
- 360 Safe Cymru to be awarded in all areas. everyone's responsibility. HK, CW, HM to review 360
updated and an action plan Digital Safety team set up, safe action plan half termly.
drawn up and addressed. Science and Technology team Science and Technology termly
- Digital Safety Team set up to to also take ownership of 360 time to review 360 Safe action Link to Action Plan from 360:
include staff and learner Safe Cymru. Team must also plan.
representatives. consist of learners. All key
-Ensure SDP/SER and all key documents will make necessary
documents make reference to reference to Digital Safety.
14GEORGETOWN PRIMARY SCHOOL DEVELOPMENT PLAN 2020/2021
Digital Safety in-line with
safeguarding.
5.2To raise standards in Staff audit - questionnaire re: IT Autumn Term 2020 - ongoing HK & CW questionnaires IT
digital skills for all skills -Google classroom CPD audit
stakeholders. Staff to attend training CPD and Tech Time CW – planning Spring Term
- Staff audit on skills to be weekly Tech Time. Staff Meetings 2021
completed/updated. Tech Time Create questionnaires Google Digital leaders meetings CW - Digital Leader meetings,
and staff meetings to support Classroom/per year group for Value Added Education training ongoing
progression in skills and CPD pupil’s audit Staff - CPD
opportunities. Create laptop trolly timetable TEAMS - Governors
- Learners skills audit to be KS2
completed. HK to ensure ICT ICT to be included on planning
sessions are taught to ensure Create Governor’s Google
progression in skills. Classroom
-Governors to be introduced to Digital leaders weekly
Teams/Google Classroom meetings/training
- Community termly drop in
sessions organised by Digital
Leaders (online).
5.3To ensure DCF skills are Training via outside agencies Staff Meeting Time Spring 2021 HK monitor projects
applied throughout all areas DCF tracker used effectively
of learning. and consistently
-Staff training to upskill to use
DCF skills across all areas of
the curriculum.
5.4 To ensure Pupil Voice All pupil voice groups set up in Autumn Term 2020 - ongoing Pupil Voice Groups monitored,
groups - Digital Safety Team, September. Pupil Voice Templates
Digital Leaders and STEAM Termly meetings carried out, monitored.
Ambassadors are utilised minutes shared on Pupil Voice Digital Leaders -
effectively. Google Classroom to ensure Digital Safety Team -
-Pupil Voice groups set up and whole school collaboration. STEAM Ambassadors
Action Plans published for all
stakeholders to view.
-Termly meetings and
collaboration.
5. To ensure devices are Chromebooks x 30 and iPads x New Devices funded from WG Autumn Term 2020 - ongoing Digital Hub Ideas:
utilised and located 30 to be used independently by Ed Tech funding
purposefully and effectively. learners on a timetable basis
-ICT Suite repurposed into a (there are other devices already
Digital Hub. in classes for group work).
15GEORGETOWN PRIMARY SCHOOL DEVELOPMENT PLAN 2020/2021
-New Chromebooks and iPads Digital workstations outside
in KS2 Timetabled each Foundation Phase
-PC’s redistributed into corridor classroom.
areas of KS2. Redistributed equipment
-Current equipment audited and utilised effectively, each
redistributed. classroom sufficiently
-Foundation Phase iPads to be resourced.
purchased.
6. To ensure Georgetown is There is a clear policy and a £5000 (EIG) Autumn Term 2020 - ongoing HK/LT to audit provision and
equipped with the digital digital agreement for use of IT skills during Autumn Term.
capacity for distance and platforms Value Added to provide training Parent and pupil
Staff feel confidence to Release time for staff to questionnaires to inform
blended learning.
embrace blended and distance develop skills planning for distance learning
- Google Classroom training for learning.
all staff and pupils. Tech time is regular and MER focus Spring 2020 to
- Hwb training for all staff and ongoing to further develop skills include digital book looks,
learners. and confidence. planning, learning walks.
- Value Added to support staff Pupils and parents feel
and pupils. confidence to embrace blended
and distance learning
- Support for parents and
Learning accessible for all
carers. (those face to face and those
-Distance learning plan updated distance learning)
and shared with all.
Evaluation
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