Glen Hills Primary School Subject Plans 2019-20 - Received by LGB

 
Glen Hills Primary School

              Subject Plans
                2019-20

Received by LGB

                    1
Links with Core Priorities highlighted in green

                          Contents                             Page number
English                                                              3
Maths                                                                5
Pupil Premium                                                        7
LAC                                                                 10
SEN                                                                 12
Child Mental Health                                                 14
Gifted and Talented                                                 16
EYFS                                                                18
Computing                                                           21
Science                                                             24
PE                                                                  26
RE                                                                  27
History                                                             29
Geography                                                           31
Music                                                               33
PSHE                                                                35
Library                                                             37
French                                                              39
Art                                                                 41
DT                                                                  43
Local Community and British Values                                  44
Environmental                                                       46

                                               2
Subject/Area: English                                                                        Key Personnel:- Mr Storey and Miss Walker

Quality of teaching and learning; outcomes for children

Activities and improvements during              Whole school Reading Olympics scheme continued to engage children in reading at home.
the year 2018/19                                A change to the way phonics has been taught in 4+ and Year 1 Rising Stars spelling tests have been utilised throughout the school, along with weekly spelling tests
                                                 taken from common exception words in the National Curriculum.
                                                PiRA test used across all classes has provided support for teacher assessment in Reading and also a point of comparison between Symphony schools, through
                                                 shared standardised data.
                                                Mr Sutcliffe handwriting in years 2-6 and Ruth Miskin focus in 4+ and Yr 1 continued the focus on handwriting
                                                Writing inset across both key stages linked to GDS continued to raise the profile of writing.
                                                Review inset on GAPS (KW) to discuss grammar and spelling results and future recording of these. It was decided that we would continue with RWI modules and
                                                 lessons that are used for weekly tests.
                                                Links made between spelling and handwriting.
                                                CPD spelling inset (KW) to refresh ideas for spelling games which were spoken about with a view to fitting into 5 minute slots during the day.
                                                Standardised spelling tests to measure development and progress across the school. To continue use of Rising Stars tests (Yrs 2 – 6).
                                                Sentence formation and development week discussed to take place at the beginning of each term.
Overall evaluation of impact on                 Changes to phonics teaching has resulted in strong results from the Year 1 phonics screening (87% pass compared to National Average of 82%).
subject                                         Results remain high in Key Stage 1 SATs (77% Reading and 73% writing).
                                                GLD in the EYFS of 72%
                                                PiRA results linking closely to teacher assessment.

Judgement:
Outstanding                                                           Good                                                                 Requires Improvement

On the basis of this information, what are your key priorities for development? (up to 3)
1. Writing – To improve sentence level grammatical understanding across Key Stages 1 and 2.
3. Reading – To restructure Reading Olympics scheme and incorporate Routes to Resilience. To drive up participation in Year 6 reading at home.

Improvement plan for the year

    What do we want to                    How will we go about it?                   When will it        What will success look like/          Cost (if            Who will monitor its        SLT Business Plan
         improve?                                                                  happen and be           anticipated impact?               applicable)         impact and to whom                reference
  ( area for development                                                            completed?                                                                    will this be reported?
Writing                           Four externally led staff inset meetings on      Staff                Improved staff subject              Rainbow             BS                            4c
         To improve              Rainbow Grammar introducing new                  meetings/inset       knowledge.                          Grammar £1300
          understanding of        resources to be used throughout school.          Classroom            Evidence of Rainbow Grammar         inset led by
          sentence structure      Staff to introduce these idea into class and     practice             being used in all year groups 1-    Jason Wade.
          and use this to         consolidate throughout the year.                 2019/20              6.
          improve writing                                                                               Improved sentence structure
          across the school.                                                                            observed in scrutiny/books and
                                                                                                        SATs along with improved
                                                                                                        standards of writing.
                                  To work with the More and Very able
                                  coordinator to raise standards in writing with

                                                                                                    3
     To improve GDS            a focus on greater depth through writing                                 Focus on writing standards and      N/A
           standard in writing.      competitions and drama linked activities.                                GDS writing to raise progress                         BS/KW/LO/RW   4c
                                                                                                              score
                                     Further practical handwriting activities
                                     furthering letter formation.
          To improve letter         Joining of basic letter blends.
           formation                 Work with 4+ and Year 1 so yr 1 continue         Meeting with 4+         Improved letter
           (handwriting) in          good work of 4+ with Ruth Miskin sayings and     and Yr 1(internal       formation/handwriting
           4+/KS1.                   actions.                                         training if             observed in scrutiny/books and
                                                                                      needed).                SATS.
Spelling/phonics                     KW to liaise with Newcroft and set up master     Autumn 1                Sheets used as intervention         Rising Stars CD   BS and KW     4c
            To introduce            copies of ‘Marmalade’ sheets. These will                                 across school. Improvement in       per year group
             ‘Marmalade’ sheets      then be distributed through school for           Half termly             scores on standardised spelling
             as an intervention      intervention groups.                                                     test and general spelling ability
             tool to address gaps                                                                             within work.
             in                      KW to have data submitted on a half termly
             knowledge/difficultie   basis from years 2 – 5 on Rising Stars format.                           Data used to identify areas of
             s with spelling.                                                                                 weakness and lead to
            Rising Stars                                                                                     intervention/different
             spreadsheets                                                                                     approaches within class.
             submitted internally
             to monitor progress.
Reading                              Reworked Reading Olympics scheme to              Staff meeting           Improved levels of reading          Funding for       BS            4c
     Reorganisation of the          continue to keep reading as a focus cross        Inset                   participation in Reading            prizes.
      Reading Olympics               the school.                                      Classroom               Olympics in all year groups.
      scheme to ensure all           Separate reading scheme for Year 6               practice
      children remain engaged        launched and run throughout the year.            2019/20
      in reading at home and it                                                       Assembly results
      links to Routes to                                                              shared.
      Resilience.
     Year 6 to have                 Meeting to discuss teaching of reading                                   More children reading for
      independent competition        across the school and ideas of how to                                    pleasure.
      with a prize.                  improve this.
    Reorganisation of Guided                                                                                 Children reading a wide range
     Reading/class reading to        Inset                                                                    of genre to help with
     include more nonfiction.                                                                                 vocabulary and knowledge of                           BS/RW
     To improve the pace that                                                        Staff meetings          text types.                                                         4C
     children are moved              Speed reading
     through book bands
    To improve subject              Inset                                                                    Audit of Guided Reading
     knowledge of teaching                                                                                    Improved knowledge of
     reading domains                                                                                          reading domains
    To improve accuracy of
     assessment of reading

Subject specific tasks for                      Work scrutiny, resources audit, observations, insets, staff meetings, standardised tests and analysis.
the year

                                                                                                          4
Subject/Area:                                Mathematics                                Key Personnel:- Janette de Voil

Quality of teaching and learning; outcomes for children
Activities and improvements during          Inset was carried out in Sept, Jan and March. The first session focussed on improving fluency so that children had a secure foundation for solving problems. The
the year 2018/19                             January session looked at how to use the bar model to support problem solving and the March session looked at a range of ways of raising attainment in Maths
                                             following cpd undertaken by JdV and BS.
                                            Termly tables checks were introduced in Years 2-4 to track pupil progress in learning these. Results from the tests show a big improvement by nearly all children
                                             over the year. Children in Yr 3 who have not made much progress to be highlighted for Year 4 teachers.
                                            A range of online games have been used by Years 3 and 4 to improve fluency and recall of multiplication facts in preparation for the Multiplication check in 2020.
                                             Times Table rock stars has also been purchased to support this.
                                            The SLT Maths group completed the fractions document for years 1-6 and this will be given out at the start of the new academic year.
Overall evaluation of impact on             Work Scrutinies in November and March showed that the children are still being taught the entire curriculum and SLT sheets were being completed through the
subject                                      year. There was an increased use of bar modelling seen in the second half of the year following Jan inset.
                                            Raising attainment generally still appears to be an issue as children do not appear to be secure with facts and methods that were thought to have been secured
                                             in earlier years. This has an impact on their ability to learn new elements of the Maths curriculum.

Judgement:
Outstanding                                                     Good                                                                  Requires Improvement

On the basis of this information, what are your key priorities for development? (up to 3)
1. More emphasis on fluency in known facts to ensure all pupils have a sound base prior to entry into next year group
2. Preparation for the introduction of the Year 4 tables test
3. To continue to provide inset to ensure all teachers subject knowledge is as good as possible

Improvement plan for the year
 What do we want to                  How will we go about it?               When will it            What will success look               Cost (if            Who will monitor              SLT Business
      improve?                                                             happen and                 like/ anticipated                applicable)          its impact and to            Plan reference
      ( area for                                                          be completed?                    impact?                                          whom will this be
   development                                                                                                                                                 reported to?

                                                                                               5
Children demonstrate greater       None                                          4a
                                                                                                   knowledge and recall of
                                     Following March inset,
                                                                                                   number bonds etc.
                                      teachers to be reminded to
                                      ensure that number bonds
                                                                         Daily extra sessions of   Children will show a greater
                                      etc are reinforced at other
                                                                         5 mins for all children   grasp of what is being taught
                                      times than in Maths lessons.
                                                                                                   during lessons and be able to                        JdV to monitor through
                                     To ensure that lessons use
                                                                         Lesson planning will      apply this more securely.                            timetables and lesson
                                      ‘small steps’ so that more
                                                                         take account of what      Gradual impact on PUMA                               obs. Impact to be
                                      children fully grasp what they
                                                                         needs to be taught at     scores                                               reported to SMT
To raise attainment in Maths by       are taught.
                                                                         each stage.                                                  None
all groups of pupils                 To improve retention of
                                                                                                                                                        JdV and SMT through
                                      knowledge by using regular
                                                                         Regular use of 5 o day                                                         lesson obs and test data
                                      repetition or ‘spaced
                                                                         or short quizzes.
                                      learning’ of methods. 5 a day
                                                                                                                                      None              As above
                                      or short low level testing to
                                      encourage recall.
                                     To continue to develop
                                      problem solving skills by
                                                                                                   Children will demonstrate
                                      teaching explicit strategies.
                                                                                                   greater confidence when
                                                                                                   solving non-routine problems
Preparation for the                  Strawberry Jam sheets to be        Specific sheets have      Progress should be seen by         None              Results to be reported to   4a
                                      used as a quick termly             been identified and       children’s higher scores in Jan                      JdV and any children not
introduction of the                   assessment of which children       should be used at the     and April.                                           making progress to be
Year 4 tables test                    are fluent in their times tables   end of Sept, Jan and                                                           identified and support
                                      knowledge in Years 2, 3 and 4      April.                                                                         given.
                                     Online games such as Times
                                      Tables rock stars to be used to
                                      practise the skills of entering                                                                                   Results of Multiplication
                                      answers quickly                                              Children will become more                            Check given to SMT
                                                                                                   proficient at entering answers     £50 for TT Rock
                                                                                                   quickly on a computer or           Stars
                                                                                                   tablet.
Provision for more and               MVA in years 3,4,5 to take         Autumn term               Children will have the             £60 for papers    LO/JdV
                                      part in the National Maths                                   opportunity to take part in a      (£20 per year
very able pupils                      Challenge.                                                   national event and receive         group)
                                     MVA in years 5 and 6 to                                      awards
                                      deliver part of a whole school
                                      or phase assembly on Maths         Autumn term               Pupils will have the opportunity   None
                                                                                                   to work with others and to lead                      ASenior/LO/JdV
                                                                                                   their own learning.
Subject specific tasks               Discuss with staff priorities for Maths budget next year
for the year                         Continue to monitor standards through book scrutiny and lesson observations

                                                                                               6
Subject/Area:                 Pupil Premium                                         Key Personnel:-George Robertson
Quality of teaching and learning; outcomes for children

Activities and improvements                 89% of Y6 PP children being assessed at EXS in Reading.
during the year 2018/19                     83% of Y6 PP children being assessed at EXS in Maths.
                                            Individual barriers to progress identified for all PP children.
                                            Interventions targeted at addressing these barriers.
                                            New system introduced to individualise PP programme, target interventions and assess impact across the school.
                                            Whole staff training delivered on Barriers to Progress for children.
                                            Whole staff training on ‘Improving the progress of PP children in the classroom’.
                                            Focus on PP progress and provision in the classroom in all lesson observations by SMT.
                                            Focus on PP pupils in Autumn Term work scrutiny.
Overall evaluation of impact                In writing PP groups in every year group have narrowed the gap.
on subject                                  In maths PP have narrowed the gap in 4 out of 6 year groups.

Judgement:
Outstanding                                                      Good                                                       Requires Improvement

On the basis of this information, what are your key priorities for development? (up to 3)
1.To narrow the gap by 5% in combined reading, writing and maths for PP compared to non PP students in all year groups.
2. To continue to personalise the pupil premium intervention provision.
3. To continue to effectively monitor the pupil premium provision.

Improvement plan for the year

    What do we want to                How will we go about it?          When will it happen        What will success look       Cost (if        Who will monitor its     SLT Business Plan
         improve?                                                       and be completed?       like/ anticipated impact?     applicable)      impact and to whom            reference
  ( area for development                                                                                                                        will this be reported
                                                                                                                                                           to?
To narrow the gap by 5% in      Targeted small group tuition in         Sept 2019 – July 2020   Gap narrowed by 5% in       Tutors – see PP   SMT – via lesson          4c
combined reading, writing       reading and maths for pupils                                    combined reading, writing   funding           observations
and maths for PP                identified as making lower progress                             and maths for PP            breakdown
compared to non PP              from PIRA and PUMA scores.                                      compared to non PP                            GR – pupil interviews
students.                                                                                       students.                                     and work scrutiny (see
                                Additional focus on individual                                                                                3 below)
                                specific barriers to progress (see 2
                                below)

                                                                                          7
Intervention by class teachers
                             following evaluation of data Dec
                             2018/March 2019. To target specific
                             areas of weakness in reading,
                             writing and maths

                             Structured conversations training        August 2019            Staff will be trained on       Provided by      GR      4c/2b
                                                                                             how to use structured          LA.
                                                                                             conversations with
                                                                                             parents to ensure
                                                                                             meetings are focussed
                             Trialling using structured                                      and engagement is
                             conversations for parents’ evening       October 2019           improved. Attendance of
                             with selected pupils                                            PP students is above 96%.

                             Using structured conversations for       February 2019
                             all PP parents’ evening meetings

                             Pupil interviews                         1st week of Autumn 2   Class teachers will hold       18 x ½ days      GR      4c
                                                                      1st week of Spring 2   interviews with students.      cover
                                                                                             Students will identify their
                                                                                             strengths and areas for
                                                                                             focus including route to
                                                                                             resilience targets.
                             Staff meeting for staff on how to        Autumn 2019            Teachers will be given         N/A              GR      4c
                             address barriers in the classroom                               guidance on how to
                             and will have agreed actions for                                target their PP children in
                             pupils.                                                         the classroom. They will
                                                                                             also be given the
                                                                                             opportunity to plan
                                                                                             weekly provision.
To continue to personalise   Identify specific barriers to progress   Summer term 2020       For each child: a clear list   N/A              GR      4c
the pupil premium            for individual PP children. Teachers                            of barriers.
intervention provision.      to complete questionnaire for their
                             current pupils (2019/20) and hand
                             on to new teacher/PP coordinator.
                             Identify key underachieving pupils.      Autumn 2019            Evaluation of results – Dec    ½ day cover      GR/RW   4c
                                                                                             2018/ March 2019. Are the      each term GR
                                                                                             gaps narrowing more
                                                                                             quickly?
                             Identify pupils for 1:1 reading with     Autumn 2019            Children who are               2 x 3 sessions   GR/RW   4c
                             A.Norman Years 1-3                                              identified as requiring        per week
                             M.Small Years 4-6                                               reading support will           HLTA cover
                                                                                             receive support and
                                                                                             narrow gap in reading.

                                                                                         8
Identify children for R.Fisher –        Autumn 2019              Pupils in need of support       2 x mornings   GR/RF                  4c
                             therapeutic groups and 1:1              Spring 2020              are able to access service      per week
                             counselling                                                      through self-referral or
                                                                                              teacher referral. Barriers to
                                                                                              learning are removed.
                             Update provision sheets termly                                   Teachers will be given          N/A            GR/RW                  4c
                                                                                              staff meeting time to
                                                                                              identify and update
                                                                                              provision and barriers to
                                                                                              learning sheets. Barriers
                                                                                              are identified, addressed
                                                                                              and reduced.
                             Social skills/team building groups.     Autumn 2019              Pupils from Y1-6 will be        HLTA cover     GR                     4c
                                                                     Spring 2020              targeted in team building       30mins 2x
                                                                                              and social skills groups –      weekly
                                                                                              they will show greater
                                                                                              confidence and
                                                                                              independence – barriers
                                                                                              to learning are reduced.
                             Identify pupils for Big moves(Y1),      Autumn 2019              Children will be picked by      N/A            GR/DB                  4c
                             energize (Y3) and Inclusive games                                class teachers to take part
                             (Y2)                                                             in a developmental
                                                                                              movement intervention
                                                                                              programme to improve
                                                                                              their physical
                                                                                              development and
                                                                                              develop listening,
                                                                                              concentration, learning
                                                                                              success and appropriate
                                                                                              behaviour.
To effectively monitor the   Pupil interviews                        January 2020             Evaluate findings. Take         1 day cover    GR/RW                  4c
pupil premium provision to                                                                    immediate action to             GR (1/2 day
identify further             Work scrutiny                           October 2019             improve any areas               for each)
improvements.                                                                                 identified. Share finding
                             PP Focus during all lesson              Throughout               with staff at staff meeting.    SMT            Individual staff/SMT
                             observations                            academic year

                             (as part of rolling programme of
                             evaluation for PP)

Subject specific tasks for            Work scrutiny; pupil interviews. Planning of timetable for PP teachers. Barriers questionnaire.
the year

                                                                                         9
Subject/Area:                                     LAC                                          Key Personnel:- Fatima Variava
Quality of teaching and learning; outcomes for children

Activities and improvements during                Consistency of teaching, planning, assessment and marking across LAC tutors and class teachers.
the year 2018/19                                  Regular verbal and written feedback given to relevant class teachers and consultation to set children’s targets.
                                                  ICT was used for creative and academic learning within many sessions, across all curriculum areas.
                                                  All children have had group time based on social, emotional, health and wellbeing activities. These may have been games, creative activities or verbal
                                                   interactions.
                                                  Art activities have been incorporated within the tutoring sessions to allow the children to experience different art forms. Also, children have been able to share
                                                   their feelings and experiences of times at Christmas, Easter and summer.
                                                  Children were taken to DMU for a drumming performance to family, friends and the public. They built their confidence and developed an understanding of how
                                                   to deliver a show.
                                                   KS2 LAC children were taken out for a trip to New Walk Museum and Heavenly Dessert where they learnt how to interact in shops and public spaces. They learnt
                                                   how to make orders for food and how to use their money efficiently.
Overall evaluation of impact on                   All LAC children have received academic and social, emotional and well-being teaching individualised for their needs. This has enabled all children to full
subject                                            access and focus on their classroom learning. It has helped them develop and extend their social interactions with peers and adults in school. All children have
                                                   achieved their end of year target, some making two times the progress.
                                                  All KS2 LAC children have been involved in Taiko drumming which has improved their personal and social skills. It has opened opportunities for them to be
                                                   involved in the public music industry.

Judgement:
Outstanding                                                            Good                                                                  Requires Improvement

On the basis of this information, what are your key priorities for development? (up to 3)
1. An individualised social and communication target set for each child (in line with their PEP document target).
2. LAC children to have their own R2R target to develop, in and outside of school.
3. LAC children to be involved in a social activity with student council (in line with new VS social development plan).

Improvement plan for the year

    What do we want to                     How will we go about it?             When will it happen        What will success look like/           Cost (if          Who will monitor its         SLT Business Plan
         improve?                                                                    and be                  anticipated impact?                applicable)        impact and to whom                reference
  ( area for development                                                          completed?                                                                        will this be reported
                                                                                                                                                                               to?
An individualised social and         Pupil interviews                           Termly                    (Dependant on specific target                           FV, SW, carers and class      3b, 3d, 4c, 4b
communication target set for         PEP meetings                               PEP meetings              – discussions with child)                               teachers
each child (in line with their PEP   Consultations with social workers and                                Class target with teacher
document target).                    carers.                                                              Joined a club
                                     VS approval                                                          Pupil feedback
                                                                                                          Produced project etc
LAC children to have their own       Pupil meetings and discussions             Termly                    More perseverance and                                   FV, class teachers,           3a, 3c, 3d
R2R target to develop, in and        Class teacher meetings                     Class times               resilience.                                             parents and carers.
outside of school.                   Carer and social worker discussions                                  Personal development of
                                                                                                          muscles – assessed by class
                                                                                                          teacher

                                                                                                     10
Assessed by FV – before and
                                                                                                  after PEP meetings
LAC children to be involved in   PEP meetings                            Weekly                   Detail of plan and success with   FV, LB   3a, 3c, 3d, 4b, 4c,
a social activity with student   Discussions with LB                     Termly                   student council
council.                         Student council meetings                                         Involvement and support in
                                 Information for development from VS                              activities such as selling, PSA
                                                                                                  event etc
Subject specific tasks for the
year                             - New VS expectations to be implemented in PEP meeting process and paperwork.

                                                                                             11
Subject/Area: Special Educational Needs and Disability.                                                                        Key Personnel:- Rachel Cole
Quality of teaching and learning; outcomes for children

Activities and improvements                 Education psychology advice has been gained to support high number of pupils waiting to access this service.
during the year 2018/19                     We have continued to develop person centred approaches to annual reviews.
                                            Certain staff have been doing Speech and Language intervention with children.
                                            Certain staff have been trained in Funtime through the Autism Outreach Service
                                            Meetings between staff and parents of particular children have continued to be successful.

Overall evaluation of impact                Education Psychology has been used to gain advice for certain children and to get diagnosis for children so that they can access
on subject                                   appropriate support for outside agencies.
                                            Annual reviews have a more child-friendly approach to them so that it is about the child rather than the wants of the adults.
                                            Children have had a positive impact from the extra speech and language work done.
                                            Children have had a positive impact from the Fun time groups set up.
                                            Staff and parents continue to have a positive open dialogue which then benefits the children.

Judgement:
Outstanding                                                     Good                                                           Requires Improvement

On the basis of this information, what are your key priorities for development? (up to 3)
1. Continue to develop Dyslexia pathway to be used by teachers as an initial start to the assessment process.
2. Set up times for 1:1 supports to observe and then support them in running their own Funtime groups.
3. Support classroom support who are having to be 1:1 support with regular meetings about how best to support the child.

Improvement plan for the year

    What do we want to               How will we go about it?          When will it happen    What will success look like/         Cost (if      Who will monitor its     SLT Business Plan
         improve?                                                           and be              anticipated impact?              applicable)    impact and to whom            reference
  ( area for development                                                 completed?                                                              will this be reported
                                                                                                                                                            to?
Continue to develop             Using the Universal Symphony Offer     September and          Teachers who think that a                                                  Objective 3d, 4c
Dyslexia pathway to be          to show staff resources and support    ongoing through        child may have dyslexia will
used by teachers as an          for children they may think have       the year.              be able to access a bank
initial start to the            dyslexia.                                                     of resources and ideas to
assessment process.                                                                           try before the SENCo needs                       Teachers report to
                                                                                              to assess them. There will                       SENCo/RW
                                                                                              then be more evidence to
                                                                                              support a dyslexia
                                                                                              assessment from day to day
                                                                                              school and home.
Support staff who have          Identify members of staff who will     September and          Children who have been                           Teachers and 1:1          Objective focus
received the Funtime            be delivering Funtime. Meet with       ongoing through        identified as needing                            supports report to        3d, 4c, 5b, 5d
training to be able to                                                 the year.              support with social skills and                   SENCo/RW

                                                                                         12
model and cascade it to        them to organise observing and                              have a 1:1 or EHC plan will
other 1:1 support in school.   setting up a group.                                         then get Funtime social skills
                                                                                           support.
Support classroom support      Meet with staff July 2019 and make   September and          Children who need 1:1                           Teachers and 1:1     Objective 4c, 5b
who are having to be 1:1       sure they know about the child,      ongoing through        support will have their                         supports report to
support with regular           their needs and how best to          the year.              needs best met through                          SENCo/RW
meetings about how best        support them. What works and                                collaborative working with
to support the child.          what doesn’t.                                               the class teacher, 1:1,
                                                                                           parents and SENCo.
Inset training to staff on     Staff inset to cascade information   January teacher        Teachers will recognise the                     Teachers report to   Objective 3d, 4c
Autism in Girls                from course attended.                Day 2020               traits of Autism in girls and                   SENCo/RW
                                                                                           be able to access
                                                                                           resources and further ideas
                                                                                           to support the child in
                                                                                           school.
Liaise with DSL Head and       Meeting with DSP staff to discuss       SLT meeting         Further informed DSPs.                           RC                  Objective 3d, 4c
Deputy staff on Operation      how we can further support              Monday night after  Support for pupils.
Encompass Training             children flagged up to us through       school in
                               Operation Encompass.                    September.
Subject specific tasks for              Education psychology advice required to support high number of pupils waiting to access this service.
the year                                Autism Outreach Service required to support children in school.
                                        Visual impaired service required to support children in school.

                                                                                      13
Subject/Area: Child Mental Health                                                       Key Personnel:- Rebecca Fisher
Outcomes for children

Review / Activities and                     Children in Need bid was, sadly, not successful.
improvements during the year                We did, however, manage to increase the amount of self-referrals for counselling by implementing a ‘drop in service’ once a week by rearrangement of
2018/19                                      timetable following advice from Supervisor.
                                            We have not been able to implement the usage of Story Stem on an accredited basis, as Day three was cancelled by AFCFC until May 2019. This was attended
                                             and submission of final pieces of coursework are due to be sent by the end of this academic year, so that assessments made are verifiable for the start of the new
                                             academic year.
                                            It has been hard to increase the amount of family support due to the lack of time available.
                                            We have undertaken the Routes to Resilience programme and this has been being implemented by staff, following sample lessons delivered by RF and videoed
                                             for observation by staff.
                                            A Staff meeting was delivered by RF which looked at emotional regulation strategies in the classroom, particularly linked to PP and a whole school strategy was
                                             implemented to allow more in-depth conversations surrounding mental health and moving children from behavioural responses to language responses.
                                             R2R Programme has been launched to parents in KS2 and is planned in other key stages for the end of this year / beginning of next.
                                            Enhanced transition visits carried out for the first time for children experiencing challenging mental health, to Secondary school, to SWHS and CCLC.
                                            Lego Therapy carried out weekly for another year.
Overall evaluation of impact.               Children attending Counselling continue to make on average 6 points progress. Anecdotal evidence from the children is strong.
                                            Children are wearing R2R stickers around school and are able to talk informatively about the programme.
                                            Children attending counselling know what their options are with regards to self-referral for sessions when they have ended.
                                            Evaluation of launch days is strong.

Judgement:
Outstanding                                                      Good                                                                 Requires Improvement

On the basis of this information, what are your key priorities for development? (up to 3)
1. Increase the amount of children able to access therapy by implementing effective therapeutic groups in 2019-20, including Theraplay for KS1.
2 Implement accredited usage of Story Stem profiling following accreditation. (September 2019 onwards.)

Improvement plan for the year

    What do we want to               How will we go about it?             When will it happen       What will success look like/           Cost (if           Who will monitor its           SLT Business Plan
         improve?                                                              and be                 anticipated impact?                applicable)         impact and to whom                  reference
  ( area for development                                                    completed?                                                                        will this be reported
                                                                                                                                                                         to?
                                                                          Theraplay January                                            190 pounds           R Fisher                     3
Introduce therapeutic
                                Attend Theraplay training in              2020.                                                        which has            R Wesley
groups, including Theraplay
                                September 2019.                           Therapeutic groups        Children will be assessed          been donated
for group play therapy in
                                Monitor needs based on staff              in Autumn Term will       using SDQ / CORE on entry          by PSA.
KS1 (a currently
                                insight and identifiable needs            be increased Lego         and exit. (To be decided)
underdeveloped key stage
                                through counselling.                      Therapy in 4+ and
with MH intervention.)
                                                                          KS1 with

                                                                                               14
dissemination to
                                                                      staff.
                                                                      Other groups might
                                                                      include, anxiety,
                                                                      anger, behaviour,
                                                                      bereavement and
                                                                      focussed R2R
                                                                      needs.
Improve the assessment       Selected clients will be assessed        Accreditation will       Children will be assessed on    No cost this    R Fisher     3
profiling of children with   using Story Stem profiling to identify   be achieved by           entry and findings shared       year.           R Wesley
mental health needs.         their specific needs.                    the end of               where confidentiality
                                                                      September 2019.          allows.
Continue to launch Route     Route To Resilience launch to            Autumn Term 2019         Children and parents using      Cost of event   R Wesley     3
To Resilience across the     parents for years two and three.                                  the language of Route To                        F Variarva
school so all parents are                                                                      Resilience.                                     B Storey
informed and staff are       Inset on implementation of Route                                  Children and staff have the                     S Wrighton
using the language daily     To Resilience in its second year.                                 language to help them                           R Fisher
and building on the                                                                            discuss difficult situations.
‘character muscles’ with                                                                       Raised awareness of
children through lessons                                                                       transferable life skills and
and specific tasks.                                                                            growth mindset.
Subject specific tasks for            CMH is not a subject in itself but the Routes to Resilience links to this.
the year

                                                                                         15
Subject/Area: Gifted & Talented/ MVA                                                         Key Personnel:- Louise Onions Amy Senior

Quality of teaching and learning; outcomes for children

Activities and improvements during
the year 2018/19 (KW)

                                             KW to email staff to ask teachers to update information by adding the names of all children who are deemed as G&T/MVA
         Update the register of G &
                                             on to the G & T register which has been set up by TS on O Track.
          T children across the
                                             Progress can then be monitored of those children next year/ Analyse data of these pupils.
          school.
                                             Recommended authors and Schemes for GDS challenges across the school- Ask PSA for funding towards books?
         Research and begin to
                                             1.     Stephen Carlson - very good for open ended questions and statements for children to develop reasoning skills.
          implement maths
                                             2.     Peter Clarke – Books for year groups Mastery with Greater Depth. Books are quite expensive but we could ask the PSA for funding as this would enhance the children’s
          challenges/ activities/
                                                    skills particularly Year 4 / 5/ 6.
          groups that will lead to
                                             3.     I have looked at /listed helpful websites and National bodies:
          improving mastery in maths
                                            NRich
          at Greater Depth in KS2 (
          particular focus on Year 6)       White Rose
                                            I have registered with Rising Stars maths- which is free to all teachers and has excellent assessment tools as well as practical activities to deepen learning. Highlight to staff
                                             that they can also register and use resources.
                                            I have also become a member of the NCETM- again, free to all teachers and has materials, resources and assessment tools. They also have organised maths Hubs, which
                                             offer funded places for Primary Teaching for Mastery Programme. A second round of applications will be sent through soon. I am keeping my eyes open for it. Have spoken to
                                             JdV who is on-board with assembling a team of teaching staff to take part – should we be successful in applying to participate in the next academic year.
                                            I have been looking into challenges for Y6 GDS pupils and am aware that there is an enrichment program for G & T which introduces Binary coding – I think this would be a
                                             fantastic club idea to embed for y6 pupils. I believe there is also a unit for this within Purple Mash.
                                            I began to look at making greater links within Trust schools for G & T, as well as keeping a dialogue with ex colleagues- carry forward to implement next year.
                                            Researched helpful teaching journals for maths which we could also access to pass on to staff current ideologies and pedagogy.

         Set up and carry out               It was discussed at the start of this academic year in symphony literacy trust meeting that we would hold an interschool spelling bee towards the end of each academic year.
          spelling and writing               Planned a ‘Battle of the Books’ style club whereby G & T pupils from higher KS2 are asked to participate in reading and carrying out drama/design and writing activities based on
          challenges for G & T pupils.       books we read- like an informal book club. To be implemented when children are highlighted next year.
                                             Drama and writing clubs to be implemented over the course of each term and further embedded across the next academic year.

Judgement:
Outstanding                                                       Good                                                                         Requires Improvement

On the basis of this information, what are your key priorities for development? (up to 3)
    1. Improve the level of challenge and progress of MVA children within lessons.
    2. Provide enrichment activities to motivate and inspire MVA pupils across the school.
    3. Provide opportunities for MVA pupils to lead and inspire other pupils.

Improvement plan for the year

                                                                                                    16
What do we want to                    How will we go about it?             When will it happen       What will success look like/              Cost (if         Who will monitor its        SLT Business Plan
         improve?                                                                   and be                 anticipated impact?                   applicable)       impact and to whom               reference
  ( area for development                                                         completed?                                                                         will this be reported
                                                                                                                                                                               to?
Improving the level of             Deliver staff training on:                  Start Autumn Term         More lessons and planning             Course –            LO/RW                       4a 4c
challenge and progress of MVA                                                  2019                      feature higher order thinking         developing
children within lessons.                1.    Developing higher order                                    skills.                               challenge MVA.      SMT during lesson
                                              thinking                                                                                                             observations
                                                                                                         More lessons and planning use
                                                                                                         questioning to challenge the
                                        2.    Effective questioning                                      most able.

                                                                                                         More lessons and planning
                                        3.    Effective differentiation                                  feature more effective
                                                                                                         differentiation to challenge the
                                                                                                         most able
Provide enrichment activities to   Maths – MVA in years 3,4,5 to take part     Start Autumn Term         Survey of children before and         Maths - £60 for     LO/ASe/RB/                  4a 4c
inspire and motivate MVA           in the National Maths Challenge.            2019, across the year.    after activities.                     challenge           RW/JDV/BS/AS/
pupils.                            Literacy – MVA to enter writing                                       Pupils will participate in exciting   papers (20 per
                                   competition in all year groups R- yr6                                 activities to challenge their         year group)         LO/KW/RW
                                                                                                         ability at Greater Depth.
                                   Science – trip to Cambridge University                                Providing the opportunity to
                                   Science festival for MVA scientists                                   think differently and further
                                   (juniors) LO/AS                                                       develop higher order skills.
                                                                                                         Improved motivation and
                                                                                                         desire to succeed. Pupils are                             LO/AS/RW
                                   Music – MVA to visit South Wigston to                                 inspired by the challenge.
                                   take part in liaison project and            April 2020
                                   performance.                                                                                                                    LO/CR/RW
                                                                                                                                               Time – 2 x ½ day
                                   Art- Year 1 art project                                                                                     (Spring term for
                                                                                                                                               RB to work with
                                                                                                                                               children)           LO/RB/RW

Provide opportunities for the      MVA in each year group to deliver part      Yr 5/6 – Maths            Pupils take ownership of their        Time – assembly     Survey of children before   4a 4c
MVA to facilitate and lead the     of a whole school/phase assembly            assembly (autumn          own learning in the subject.          preparation         and after activities.
learning of others                 which they have planned and lead.           term)                     They have the opportunity to
                                                                               Yr 3 – Reading            lead and share with others.                               AS/LO/RW
                                                                               assembly (spring term)    Increased confidence and
                                                                               Year 4 – Science          motivation of MVA learners.
                                                                               assembly (summer
                                                                               term)
Make links with secondary          LO to contact Leysland/South Wigston        From Autumn Term          Pupils have the opportunity to        Time – to           LO/AS                       4a/4c
schools to undertake a joint       to investigate opportunities for liaison.   2019                      work with subject specialists         visit/host visits
project for MVA pupils                                                                                   from KS3/4 and are inspired
                                   To arrange activities as appropriate.                                 and excited to learn in their
                                                                                                         area of strength.

Subject specific tasks for         Staff development, Enrichment, Assemblies
the year

                                                                                                    17
Subject/Area:                        EYFS                                              Key Personnel:- Miss S Brown & Mrs R
                                                                                       Nutbrown

Quality of teaching and learning; outcomes for children
Activities and improvements during       Ofsted (October 2018) rated the EYFS provision as ‘good’.
the year 2018/2019                       Story sacks for each class to take home for a week have been set up to promote a love of reading.
                                         Online class log-ins set up to share e-books at home.
                                         Route to Resilience launched to parents through Foundation Stage Sport’s Day.
                                         Games morning’s organised with parents and grandparents.
                                         Further activities developed for emergent readers including ‘words first’ and ‘talk boxes’.
                                         Transition Activities organised - FS pupils attended some of the Phase 1 assemblies in addition to the whole school assembly. We adapted the timetable in the 2nd
                                          half of the Summer Term to teach lessons in a similar format to Year 1. Year 1 and FS pupils worked collaboratively for Golden Time sessions weekly. School
                                          Governor who supports Year 1 pupils to read has delivered some story sessions with FS pupils. Children encouraged to choose their own reading books in the 2nd
                                          half of the summer term to familiarise themselves with Year 1 routines.
Overall evaluation of impact on          Very positive feedback from the Ofsted inspectors in regards to provision for EYFS pupils.
subject                                  Excellent written feedback from parents for the story sacks. This has increased engagement with reading at home.
                                         An increase in involvement from parents and grandparents with supporting learning of the EYFS Curriculum.
                                         Transition activities ensured that Year 1 colleagues are more familiar with the pupil’s attainment and progress. FS pupils feel more secure with the transition to Year
                                          1 and are more familiar with their new setting.

Judgement:
Outstanding                                                   Good                                                                    Requires Improvement

On the basis of this information, what are your key priorities for development? (up to 3)
1. To further develop the link with our main feeder pre-school, supporting development of the EYFS Curriculum and the transition process.
2. To further develop the outdoor area to enhance learning of pupils and awareness of ‘Route to Resilience’.
3. To further develop writing skills for FS pupils.

Improvement plan for the year

                                                                                             18
What do we want to          How will we go about it?         When will it    What will success look      Cost (if      Who will monitor     SLT Business
        improve?                                             happen and         like/ anticipated       applicable)    its impact and to   Plan reference
         (area for                                          be completed?            impact?                           whom will this be
     development                                                                                                          reported to?
1. To further develop      Share good practise by                                                       Box of                             2b 2c 3b 3d
the link with our main     delivering lessons to the pre-                                               Numicon -
feeder pre-school          school pupils. (FS Leader &                                                  £35
(Glen Hills Pre-School),   FS Shadow Leader)
                                                                              More pre-school
supporting                                                                                              Photocopyi
                                                                              pupils being secure
development of the         Pre-school staff to observe                                                  ng /
                                                                              within the phase 1
EYFS Curriculum and        lessons taught by Glen Hills                                                 laminating
                                                                              and 2 phonics prior to
the transition process.    Staff.                                                                       of resources
                                                                              starting Glen Hills.
                                                                                                        £20
                                                            Ongoing                                                    Monitored by FS
                           Supporting pre-school staff
                                                            throughout the    More pre-school                          Leader & FS
                           with planning and resources
                                                            year.             pupils being confident                   Shadow Leader,
                           to enhance learning.
                                                                              with recognising                         reported to SMT.
                                                                              numbers through
                           Loaning of some equipment
                                                                              manipulation of
                           – e.g. Numicon
                                                                              Numicon.
                           Pre-school pupils visiting for
                           year group assembly
                           rehearsals, Christmas Shows
                           and additional organised
                           days.
2. To further develop      Organise ‘Play Leaders’          Ongoing           Enhanced PSED skills      £800           Monitored by FS     2b 2c 3b 4c
the outdoor area to        from KS2 to support learning     throughout the    for independently                        Leader & FS         5b
enhance learning           and development of ‘Route        year.             play.                                    Shadow Leader,
and awareness of           to Resilience’ in the outdoor                                                               reported to SMT.
‘Route to Resilience’.     area during lunch time play.     Play Leaders –    All 7 areas of the EYFS
                                                            Autumn and        Curriculum accessible
                                                            Spring Term.      for outdoor
                                                            Summer Term –     independent learning.
                                                            independent
                                                            play.

                                                                         19
3. To further develop    Autumn Term – Focus on                                An increase in pupils        Wordless                          2b 2c 3b 4c
writing skills for FS    gross motor skills for                                achieving expected           Picture                           5b
pupils.                  handwriting. Use ‘Squiggle                            and exceeding ELG            books
                         Whilst You Wiggle’, ‘Dough                            for writing.                 Collins Big
                         Disco’, ‘Big Moves’ and                                                            Cat Phonics     Monitored by FS
                         ‘Penpals’. Autumn Term –                              Pupils feeling more          Lilac Set       Leader & FS
                         Send home ‘wordless              Ongoing              confident to use their       £70.            Shadow Leader,
                         stories’ to aid talk for         throughout the       own ideas for writing.       Oxford          reported to SMT
                         imagination.                     year.                                             Reading         and Literacy
                                                                               More pupils working          Tree            Leader.
                         Spring Term – Focus on Fine                           securely in Phase 3          wordless
                         Motor Skills and ‘Talk for                            and above for                stories- £100
                         Writing’.                                             phonics.                     Playdoh
                                                                                                            pots for
                         Summer Term – Focus on                                                             £80
                         ‘Talk for Writing’ and                                                             Music –
                         extended pieces of                                                                 Purchase
                         independent writing.                                                               new CD’s.
                                                                                                            £50.
                         Additional phonics support                                                         Story book
                         groups put into place daily.                                                       CD’s. £50.
                                                                                                            Additional
                                                                                                            writing
                                                                                                            resources.
                                                                                                            £300

Subject specific tasks         Monitor the impact of ‘Football and Fitness’ coaching with the FS Pupils.
for the year                   Assign subject areas for completing EARWIG records.

                                                                          20
Subject/Area:                               Computing                               Key Personnel:-GR, SB
Quality of teaching and learning; outcomes for children

Activities and improvements                 E-safety – profile was raised by hosting a Google Internet Legends assembly in October – which was high impact for all pupils. Safer internet
during the year 2018/19                      week ran the week beginning February 5th. Key stage assemblies were held. Whole school homework was completed and activities across
                                             the school were completed to raise awareness of e-safety. Year 6 took part in the Leicestershire e-safety questionnaire and the results were
                                             shared with Y5 and Y6 parents to aid communication of children’s experiences online. E-safety scrutiny has also taken place this year.
                                            Purple Mash – two sessions of training have been delivered this year which have aided teachers’ implementation of the software into their
                                             curriculums. The Computing long term plan has been rewritten to show progression of skills across the year groups using Purple Mash.
                                            The school has invested in five new touchscreen interactive display boards.
                                            Hour of Code – The whole school took part in the International Hour of Code. Each class chose an age appropriate programming or coding
                                             activity during the week beginning the 4th of December. This gave all children in the school an opportunity to experience and develop their
                                             coding skills.
Overall evaluation of impact                Across the school, there have been improvements in technology and curriculum for staff and pupils. There have been increased opportunities
on subject                                   for children to develop their coding skills this year.
                                            E-safety has maintained its profile in the school.

Judgement:
Outstanding                                                     Good                                                            Requires Improvement

On the basis of this information, what are your key priorities for development? (up to 3)
1. Develop cross-curricular ICT use.
2. To maintain high quality e-safety delivery.
3. Analysis of OTrack data to evaluate attainment and progress in Computing.

Improvement plan for the year

    What do we want to               How will we go about it?          When will it happen       What will success look like/       Cost (if      Who will monitor its    SLT Business Plan
         improve?                                                           and be                 anticipated impact?            applicable)    impact and to whom           reference
  ( area for development                                                 completed?                                                               will this be reported
                                                                                                                                                             to?
 Focussing e-safety on the       Parent information – informing                                      Reduced amounts of              £50                                       3d/4b
areas that have arisen from      parents of the true statistics of       November 2019            screen time reported in the
                                                                                                                                                          GR
the results of the Y6 esafety   children’s screen time. Newsletter        March 2020                     year 6 e-safety
   questionnaire: Screen               and how to guides.                                                questionnaire.
          addiction                                                                              Pupils will have taken part         N/A                                       3d/4b
                                                                                                 in an e-safety assembly,
                                                                                                 completed whole Key
                                        Safer internet day                February 2020                                                                   GR
                                                                                                 Stage homework and
                                                                                                 activities in the classroom
                                                                                                 as a result they will have

                                                                                            21
greater awareness of e-
                                                                                    safety issues faced.
                                                                                     All new starter’s parents will         N/A                      3d/4b
                              Talking to parent’s at 4+ new                          have received information
                                                                June 2020                                                                  GR
                                     starters meeting                                  on e-safety – with a focus
                                                                                           on screen addiction.
To develop cross-curricular                                                          A staff ICT skills audit will be    Half days       RW/GR       2b/5b
         ICT use                                                                        completed – any skills or         cover
                                                                                             weaknesses will be            £100
                                                                                    highlighted and addressed.
                                       Skills audit           September 2019
                                                                                      Schools across the trust will
                                                                                         be able to share strong
                                                                                       practioners’s skills through
                                                                                          collaborative training.
                                  Purple Mash training        September 2019             Staff will receive further      As part of        GR         5b
                                                                                       training in Purple Mash to       Purple Mash
                                                                                       ensure they are confident        subscription
                                                                                      and capable of delivering
                                                                                         cross-curricular ICT links.
                                       App audit              September 2019                An app audit will be           £100            GR         4b
                                                                                       completed to ensure the
                                                                                        school has suitable apps
                                                                                      installed to be used across
                                                                                      the curriculum – new apps
                                                                                    will also be purchased from
                                                                                         recommendations from
                                                                                               across the SLT
                                     Digital leaders          September 2019        Year 5 will identify children           £10        FV/AS/GR/CR    4b
                                                                                    who show confidence in
                                                                                    computing. These children
                                                                                    will become digital leaders
                                                                                    – they will try out new
                                                                                    software and help to
                                                                                    cascade knowledge to
                                                                                    staff and pupils. They will
                                                                                    also assist at Code Club.
Improve coding provision          Purple Mash training        September 2019             Staff will receive further      As part of        GR         5b
                                                                                       training in Purple Mash to       Purple Mash
                                                                                       ensure they are confident        subscription
                                                                                      and capable of delivering
                                                                                     the coding elements of the
                                                                                                curriculum.
                                      Code Club               December 2019         Code club to be run across              N/A            GR         4b
                                                                                          Y3-Y4. The anticipated
                                                                                           impact will be earlier

                                                                               22
introduction to coding
                                                                                     languages and thus an
                                                                                    increased progression by
                                                                                   the time children leave the
                                                                                                school.
Prepare children for Year 4       Purple Mash training       September 2019          Staff will receive further     As part of    GR    5b
times table checks.                                                                 training in Purple Mash to     Purple Mash
                                                                                    ensure they are confident      subscription
                                                                                   and capable of preparing
                                                                                   children for the times table
                                                                                                check.
                                    Trials within SLT         October 2019          Schools across the SLT will        N/A        GR   2b/4b
                                                                                        trial iPads; PCs and
                                                                                   Chromebooks to find which
                                                                                    children find the easiest to
                                                                                                  use.
Subject specific tasks for        Skills audit
the year                          Computing work scrutiny

                                                                              23
Subject/Area: Science                                                                    Key Personnel:-Amy Smith
    Quality of teaching and learning; outcomes for children
Activities and           Successful whole school science scrutinies carried out during Autumn, Spring and Summer term by A. Smith which focused on AT1 and write up elements.
improvements             Meetings Spring and Summer 2019 between A Smith and Science Coordinators of other Symphony schools where resources, ideas for Science Weeks and moderation of work
during the year           occurred across expected levels for year 2, 4 and 6.
                         Teaching of Science lessons monitored through performance management lessons from 4+ to Year 5.
2018/19                  Earwig continues to be used to document and assess learning journeys in Foundation Stage and practical science across the school for each science scrutiny.
                         Glen Hills took part in Beat the Street which was a local programme set up to encourage children to get healthy and more active by walking around the local area. Assemblies
                          were delivered, and prizes given out. A children in year 3 won a Beat the Street prize, as did a parent who joined in. We record 52600 points in total, with 571 members (children,
                          staff and parents) taking part – and our average distance per person was 92 miles over the 6 week gaming period. A Smith organised assemblies to initiate our involvement with
                          members from Blaby Council and continued to monitor leader boards during Wednesday assemblies. Tweets were also shared with parents.
                         National Science Week celebrated from 11th March 2019 – 15th March 2018 within school with assemblies for both KS1 and KS2 children run by A. Smith and L.Onions (both teachers
                          with a science specialism within the school). AS used the Award Assembly the following to hand out Science book prizes for children involved in all the quizzes and world record
                          attempt throughout the week.
                         AS organised for MVA children from year 6 to attend a Science STEM competition at South Wigston. Children chosen were also those who plan on attending the secondary school.
                          The children had to design a catapult (thinking about sources) and competed against other primary schools. Glen Hills catapulted their marshmallow the furthest and won the
                          competition and a huge Easter Egg each!
                         There is a display of Science work up to celebrate work created during Science Week.
                         KS1 and KS2 Science Quizzes on facts and scientists run across break and lunch times for children to complete during National Science Week.
                         Visits to school in May 2019 by Sarah Saunders from Dogs’ Trust – she ran workshops and assemblies for a range of years. To finish the day, Sarah designed a workshop specifically for
                          children who had a fear of dogs and parents were invited to join the workshop with their child.
                         Science Screenings run during Science Week where a range of both age ranges watched science films/programmes in 5AS classrooms. (evidence on Twitter)
                         Support offered to HLTA staff when required for teaching of Science. HLTAs are not timetabled to teach Science on a regular basis, but are fully aware of the support from the
                          Science Leader should they need it.
                         Garden taken over and made safe. This involved lots of weekend work by friends and colleagues. The children are now using the garden to plant crops (rocket, spinach, tomatoes,
                          squash, chillies, potatoes, rhubarb, peas, strawberries, celery, asparagus to name but a few!) PSA request for money was approved. The Science Club children and myself will be
                          running a Garden Stall at the fete – selling planters/plants . All monies to go back into Garden Maintenance.
                         4 composting units built across back of grounds. Compost Captains now collect compostable fruit from staff room, 4+ and playgrounds on a daily basis. We are also composting
                          cardboard, newspaper and wool (parental donations).
                         Science Resources use continues to be monitored.
                         School Gardening Club run during lunchtimes.
Overall                  All the enrichment activities will lead to higher levels of interest and engagement within the subject.
evaluation of            Children completing Science at home more regularly – homework, competitions, sending in experiments from termly newsletter) – higher parent engagement.
impact on                A greater understanding of Science within everyday life for pupils.
                          Outstanding and good standards of teaching Science seen across the school.
subject

Judgement:
Outstanding                                                     Good                                                                   Requires Improvement

On the basis of this information, what are your key priorities for development? (up to 3)
    1. Continue to develop learning opportunities for using the school garden.
    2. Organise a competition between Symphony Schools as part of a Symphony Science week.
    3. Assess children’s communication in Science.

                                                                                               24
Improvement plan for the year

    What do we want to               How will we go about it?           When will it happen       What will success look like/      Cost (if         Who will monitor its     SLT Business Plan
         improve?                                                            and be                 anticipated impact?           applicable)       impact and to whom            reference
  ( area for development                                                  completed?                                                                 will this be reported
                                                                                                                                                                to?
                                Purchasing resources and                                                                         All funding                                 Objective Focus
                                                                                                  More engagement in
                                maintaining garden so that it is safe   Throughout year –                                        from PSA initial
                                                                                                  Science – impact better                           AS, Senior
Continue to develop             for children to use.                    Composting daily                                         funds and
                                                                                                  progress                                          Management.
learning opportunities for      Compost Captains                        Gardening Club –                                         ongoing
                                                                                                  Better understanding of                           PSA – funding request
using the school garden.        Gardening Club                          lunchtimes –                                             grants.
                                                                                                  subjects linked to                                use
                                Whole school competitions when          suitable weather
                                                                                                  plants/animals/habitats
                                suitable
Organise a competition          Ensure Symphony Science                 After first initial       Better sharing of good         N/A                AS, Senior               Objective Focus
between Symphony                Coordinator meetings continue           Science Symphony          practice between                                  Management
Schools as part of a            19/20. Choose host school and           School coordinator        Symphony Schools
Symphony Science week.          leader. Organise competition and        meeting, date will        Higher engagement in
                                run it.                                 be organised.             Science – which has direct
                                                                                                  impact on attainment.
Understanding of children’s     Check – what methods do                 Through termly            Teachers planning              N/A                AS, Senior               Objective Focus
communication in Science        teachers teach and encourage?           scrutiny – this will be   children’s responses with                         Management
                                How is children’s work is formally      assessed, via             assessment in mind so that
                                recorded? Is there good variety?        planning (again in        assessment is more
                                Are quality oral responses              termly scrutiny) and      accurate.
                                encouraged? Vocabulary? Links to        in lesson
                                Literacy and Maths?                     observations across
                                                                        the year.

                                                                                             25
Subject/Area:                     PE                                                         Key Personnel:- Dale Bolsover
Quality of teaching and learning; outcomes for children

Activities and improvements during             Achieved School Games Platinum Mark for the first time. Only school in Leicestershire to do so.
the year 2018/19                               Huge increase in participation in physical activity across Key Stage 2 through use of playground screens. Commented on by Ofsted (Oct 2018).
                                               Continued Level 0 School Games competitions. These were personal competitions where children tried to improve upon their previous attempts.
                                               Entered twelve Level 2 School Games sporting competitions with a mixture of pupils, focussing on involving a variety of pupils with mixed sporting abilities.
                                               35 children have represented the school football team this year, playing two or more games each.
                                               Represented Glen Hills in the Oadby and Wigston football cup final, won the Oadby and Wigston football league and won the Rice Bowl Cup, as well as
                                                representing Oadby and Wigston in the Danone Cup.
                                               Basketball trip to Leicester Riders as well as having Riders coaches run sessions in school.
                                               Girls’ football team won the Oadby and Wigston league.
Overall evaluation of impact on                More children participated in extra-curricular activities/sport than previous year.
subject                                        Greater variety of children with a range of sporting abilities participated in extra-curricular sport.
                                               Largest ever number of boys represented the school football team.
                                               Over 50 girls trained with Leicester Ladies football coaches.
                                               Particular sporting success achieved in boys’ and girls’ football.

Judgement:
Outstanding                                                         Good                                                                    Requires Improvement

On the basis of this information, what are your key priorities for development? (up to 3)
1. To establish more break and dinner time sporting clubs and competitions through the direction of a sports apprentice.
2. Maintain at least School Marks Gold Award.

Improvement plan for the year

    What do we want to                  How will we go about it?              When will it happen        What will success look like/           Cost (if           Who will monitor its          SLT Business Plan
         improve?                                                                  and be                  anticipated impact?                applicable)         impact and to whom                 reference
  ( area for development                                                        completed?                                                                         will this be reported
                                                                                                                                                                              to?
                                                                             Training during                                                                                                    4c
To establish more break                                                                                 Engagement of children in
                                                                             Autumn 1.                                                      Sports
and dinner time sporting           Sports apprentice to be trained in                                   organised sporting
                                                                             Competitions and                                               Apprentice
clubs and competitions             how to run break and lunch time                                      competitions and clubs                                   DB/RW
                                                                             clubs to run                                                   Funding
through the direction of a         house sporting competitions.                                         during break and lunch
                                                                             throughout the
sports apprentice.                                                                                      time.
                                                                             year.
Maintain at least School           Ensure that at least School Games         Ongoing.         Achievement of School                         N/A                                                 2b
Marks Gold Award.                  Gold Mark is fulfilled and                                 Games Gold Mark or                                                 DB/RW
                                   evidenced throughout the year.                             Platinum Mark.
Subject specific tasks for                 Teacher observations of Football and Fitness coaches for CPD opportunities.
the year

                                                                                                   26
Subject/Area: Religious Education                                                   Key Personnel:- Sheron Bahia
Quality of teaching and learning; outcomes for children

Activities and improvements                 Pupils observed celebrations from different faiths throughout the year during assemblies, registrations and welcome times.
during the year 2018/19                     Each teacher was provided with a calendar of these festivals to display for their class.
                                            An RE Festivals Homework was set for the whole school, some of which will form a new Religious Festivals Display.
                                            Many year groups have made a visit to a place of worship and some have received a talk from a person of a particular faith.
                                            Revd Jane was invited to attend the Harvest and Easter Assemblies. She returned to visit the 4+ and Year 1 and talked to them about
                                             Christianity and the Church.
                                            Due to technical difficulties the analysis and review of pupil progress was not completed.
                                            Pupils from Year 5 designed and created Christmas cards and gifts with a ‘Stars and Angels’ theme. These were sold at the Christmas Fair and
                                             the profit has been kept for the RE Budget.
Overall evaluation of impact                All pupils have a better awareness of the diversity of religions in the UK. They have been able to compare and contrast the different festivals
on subject                                   observed this year and consider one to research further.
                                            The visits and talks continue to provide relevant first hand experiences for the pupils.
                                            Pupils have become more familiar with a religious leader and understand that in many ways they are similar to ourselves, whilst learning more
                                             about Christianity.
                                            Money raised for the RE Budget will be used to buy new books.

Judgement:
Outstanding                                                     Good                                                            Requires Improvement

On the basis of this information, what are your key priorities for development? (up to 3)
1. To ensure full coverage of the curriculum and increase depth of knowledge.
2. To analyse and review pupil progress.
3. To find further opportunities for important religious figures to visit Glen Hills.

Improvement plan for the year

    What do we want to               How will we go about it?          When will it happen       What will success look like/       Cost (if      Who will monitor its     SLT Business Plan
         improve?                                                           and be                 anticipated impact?            applicable)    impact and to whom            reference
  ( area for development                                                 completed?                                                               will this be reported
                                                                                                                                                             to?
Coverage of the curriculum      Review Medium Term Plans and           Throughout the            Pupils will have deeper        n/a             SBahia / RW               2b,
and depth of knowledge          identify areas that are not being      academic year             knowledge and
across the year groups.         covered and any that are               and possibly next         understanding of the faiths.
                                repeated and adjust planning           year.
                                where necessary.

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