RAVENSCOTE JUNIOR SCHOOL SCHOOL DEVELOPMENT PLAN - ENGAGE, ENRICH, EXCEL 2020 - 2021 Green - complete Yellow - in progress Red - to do
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RAVENSCOTE JUNIOR SCHOOL
SCHOOL DEVELOPMENT PLAN
2020 - 2021
ENGAGE, ENRICH, EXCEL
Green – complete
Yellow – in progress
Red – to doKey targets for Improvement
2020 - 2021
The key targets for this academic year are as follows:
1. For all pupils to achieve at least 100% expected progress from their starting points in reading, writing and mathematics in years 3 to 6.
Central to our progress judgment is our quality assurance system.
Our 2019 data illustrated that the pupils made at least good progress. Our progress scores that appear in published data do not reflect the exact
progress our pupils make; this is the key reason we use a range of evidence to illustrate progress. Our quality assurance system focuses on books,
learning, case studies and a variety of discussions. This information enables us to have a rounded view of progress at RJS. Preparing children for
the world beyond school is essential, which is why we focus on reading, writing and mathematics. We recognise we still have more work to do with
reading and as a result there will be a sharp focus on CPD for the teachers.
2. To continue to develop and embed a clear curriculum strategy focused on intent, implementation and impact. Central to this target is
ensuring high expectations in every subject and with every stakeholder.
In 2019 we took part in a pilot inspection using the new Education Inspection Framework; whilst this recognised that we need to enhance our
implementation in foundation subjects, it illustrated a strong intent for what we teach. Reading across the curriculum is a key component and we are
aiming to ensure all pupils have a love of reading in a range of subjects.
3. To continue to have the highest expectations for vulnerable pupils so they make better than expected progress.
Our key vulnerable groups are disadvantaged and SEND pupils. We are developing the methods of teaching and the provision for these pupils
across the school and the curriculum. A key drive is to ensure that these groups achieve the best possible outcomes.
4. To deliver outstanding personal development, behaviour and welfare (PDBW). This is central to our culture and links with two key aims:
equality and inclusion. With a focus on ‘build back better’ with our recovery curriculum, central to this target is the support we provide
for the emotional wellbeing of our learners and staff.
The challenges we face as educational professionals are huge and it is vital that we support the emotional well-being of pupils and staff. As we
evaluate our curriculum, we will continue to focus on the well-being of both pupils and staff. We will develop an outdoor learning strategy and ensure
that our curriculum provides a wealth of opportunities to develop the pupils’ emotional well-being. Ensuring that our staff are resilient is key and as
such we need to amend our working patterns to ensure we can motivate and engage our learners. Over the course of the year we will evaluate our
behaviour and bullying strategies to ensure the children and staff feel safe, listened to and valued.
Ravenscote Junior School SDP 2020-2021 Page 21. School Development Plan 2020-2021
For all pupils to achieve at least 100% expected progress from their starting points in reading, writing and mathematics in years 3 to 6. Central to
our progress judgment is our quality assurance system.
Our 2019 data illustrated that the pupils made at least good progress. Our progress scores that appear in published data do not reflect the exact progress
our pupils make; this is the key reason we use a range of evidence to illustrate progress. Our quality assurance system focuses on books, learning, case
studies and a variety of discussions. This information enables us to have a rounded view of progress at RJS. Preparing children for the world beyond school
is essential, which is why we focus on reading, writing and mathematics. We recognise we still have more work to do with reading and as a result there will
be a sharp focus on CPD for the teachers.
Success Criteria – what will be the impact by the end of the action plan? – What will be better?
● 2019 data showed that 80% of pupils achieved the expected standard in reading, writing and mathematics, 18% achieved the higher score in this area. We will be
aiming for 82% in 2020 at the expected and 22% at the higher score.
● Our progress score in reading was -1.8, in writing it was -1.3 and in mathematics it was -0.1. As a junior school, we suffer from not having any influence on the key
stage 1 data. Ofsted has stated that progress scores are lower in junior schools than in primary, yet attainment is higher in junior schools. This recognises the
challenge we face. Our quality assurance information shows our progress is higher than these unreliable figures.
● It should be noted that despite the 2019 cohort having 8% of pupils with SEN and 10% EAL, the progress data states that we only had 1 child out of 154 with a low
prior attainment.
● Books in core subjects will illustrate a consistent approach to live marking and feedback.
● Regular reporting will enable progress to be tracked regularly, SEN reviews will form part of the pupil progress meetings and only be as a separate meeting for
high-level SEN pupils. Combining these meetings will enable a shared responsibility and will highlight the low need SEN children that make a significant difference
to our progress data. We will develop a bank of effective teaching strategies that will be shared with all staff.
● As a school, we define progress as the progress a pupil makes from their starting point. 1 point on our scale is expected, 2+ is more than expected. Data will be
examined alongside quality assurance documents
● The quality of teaching will be monitored through appraisals and in termly school improvement reviews.
● Appraisal observations will use the whole school lesson and environment reflection spreadsheet to monitor teaching.
● Teachers will use the whole school lesson and environment reflection spreadsheet to reflect on their own teaching.
● Key groups - most able, disadvantaged, disadvantaged most able and SEND - will be monitored so that the gap closes compared to national figures and within
school data. This monitoring will be evident at the C&L meetings.
● Pupil conferencing will focus on attitudes to learning and teachers will collate pupil’s views on barriers to learning.
● Vulnerable groups will continue to progress at a greater rate than the average, addressing gaps from previous learning. These pupils will be identified by SLT and
targeted with one to one tuition and interventions. All pupils’ targets will be reviewed and adjusted if necessary and reported in pupil progress meetings.
● All staff will share responsibility for quality in all areas of teaching and learning; shared responsibility resulting in a deeper understanding of teaching and learning at
RJS for all.
● LSAs will take part in the QA system in the spring term.
● Language used in Maths No Problem will be common across the school.
● Quality of teaching and learning will be monitored half termly through visits to classrooms and around the school by EHT and DHT. AHTs will report their findings
from weekly learning walks to the HT.
● The ScholarPack assessment system will support teaching and learning so that children with gaps can be easily identified and addressed.
● Teachers will pull reports from ScholarPack for their use in teaching.
● Standardised scores entered into ScholarPack will be used to monitor estimated progress measures across the school, feeding into the KPI document.
● The culture of regularly reading for enjoyment positively impacts children’s vocabulary, grammar, punctuation and overall reading outcomes.
Ravenscote Junior School SDP 2020-2021 Page 3● The curriculum will promote a love of learning.
● The children’s growth mindset will enable them to be intrinsically motivated to achieve their best.
● Live marking will be used to develop children’s ownership and understanding of their own achievements, progress and targets.
Action Lead person By Resources Monitoring
When Time/£ and Who, How often, When and How
Source
● To target specific children for small group gap closing
sessions during assemblies, with a sharp focus on maths CTs Ongoing During assembly Maths leads and AHTs ensure all CTs
and reasoning (this will be on hold until assemblies can be are using this time
held in person)
● Termly pupil progress meetings with AHTs. All children are
AHTs ensure complete for the team.
discussed with a focus on vulnerable groups (including AHTs Termly PPA day
Termly
DAP).
● Marking and feedback - To ensure marking and feedback During the teaching
are in line with the school’s policy of Live Marking. CTs Ongoing QA – led by AHTs
day
● To help the children to develop their growth mindset and CTs and AHTs to ensure constant
take ownership of their work. CTs and Ongoing During lessons reminders for growth mindset
LSAs vocabulary
● To create a culture of reading for enjoyment to impact pupils’
vocabulary, grammar, punctuation and overall reading Ongoing School day Pupil conferencing, questionnaires,
ALL STAFF
outcomes and progress. observations
● To monitor the effectiveness of taught spellings during EMW
Book monitoring, pupil conferencing,
and as the starter in grammar lessons (which are now part of English team Spring subject Time allocated
observing EMW and grammar,
weekly English lessons) release time
monitor planning
● To monitor the progress of spelling through live marking.
● To promote and embed our reading vision Half-termly updates with HT, agree
English team Half termly Time allocated targets with HT and staff, pupil
conferencing, observing GR, update
library
● Maths: Termly staff meeting to continue to support staff with
MNP implementation and on our curriculum days observing Maths team Termly Staff meetings Termly
teachers with MNP vocabulary.
● Maths: Continue to assess the impact that MNP has across
the school and supporting teachers who are new to MNP Maths team Autumn 1 Using release on a Maths team, half termly
with monitoring and observations half termly basis
Ravenscote Junior School SDP 2020-2021 Page 4● Maths: Maths objectives stuck in their journals after a unit
and children to review – For year groups following the MNP Maths leads Autumn 1 In lesson Monitoring half termly using maths
scheme release days and during QA sessions.
● Maths: Improve times table recall across the school using Maths leads Autumn 1 Cost of TT Rock
TTRockstars and bringing in certificates and badges during stars and of badges Maths leads for each year group, on a
celebration assembly on a monthly basis. and rewards monthly basis during celebration
● Early morning work to have a focus on times tables twice a assembly.
week linking to TTROckstars
● Maths: Meeting with our feeder and secondary schools to
further close the gap between the Key stages and to Maths leads Ongoing PPA and subject Feedback to HT following meeting
improve links leader time
● Maths: Improve the use of journaling across the school Maths leads Ongoing
through lesson observations, staff meetings, incentives for PPA and subject Feedback from teachers and children
children and QA sessions. leader time
● CTs ensure children use the Skills Progression maps in their Ongoing (will be
books to link skills used across the curriculum. All CTs in all subjects by Lesson time Monitored half termly by RJ
Spring)
● Ensure each teacher is using the formative assessment
system in ScholarPack to monitor progression in maths and All CTs Ongoing Lesson time and Monitored half termly by RJ
in English against the curriculum. PPA
● Through QA, to write case studies on specific children that
receive interventions and different types of support. These
case studies will be used as examples for reporting to All CTs Termly QA Monitored by AHTs, inclusion AHT
governors and to help lead discussions on effective learning and HT.
welfare support.
● To offer children the opportunity to write across all
curriculums to maximise their understanding that writing English team
should maintain a consistent standard whether it be in (+all staff)
English or another subject; and to embed grammar,
punctuation and composition skills taught in English lessons. Termly subject Time allocated Book monitoring, pupil conferencing,
release time observing teaching, monitor planning
● To monitor the writing of disadvantaged children across the English team
curriculum to maximise their opportunities to develop their
skills at all times.
● To monitor the progress of high level SEND need children
throughout the year using individual testing resources. Inclusion Ongoing Part of directed time
AHT/Interim Cost of assessments Inclusion AHT – ongoing.
SENCO
Ravenscote Junior School SDP 2020-2021 Page 5● For teaching staff to take part in QA to ensure classes are
consistently challenging children in marking, work and Teachers Ongoing QA Monitored by AHTs and HT
English across the curriculum.
● To moderate writing in year groups to ensure consistency
and challenge is appropriate. The sharing of work will help English leads Termly Staff meeting time English leads, after moderation
identify strengths in different classes and a chance to share
expertise.
● To use ScholarPack assessment system to download
reports to identify gaps and celebrate successes. AHTs Termly AHT time After all summative data is submitted
each half term
● For teachers to work with specialist teachers at improving Teachers 2 sessions in STIPs time
QFT strategies. Autumn PPA time for Monitored by AHTs and Inclusion
1 session in teachers AHT
Spring
2. School Development Plan 2020-2021
To continue to develop and embed a clear curriculum strategy focused on intent, implementation and impact. Central to this target is ensuring
high expectations in every subject and with every stakeholder.
In 2019 we took part in a pilot inspection using the new Education Inspection Framework, whilst this recognised that we need to enhance our implementation
in foundation subjects it illustrated a strong intent for what we teach. Reading across the curriculum is a key component and we are aiming to ensure all
pupils have a love of reading in a range of subjects.
Success Criteria – what will be the impact by the end of the action plan? – What will be better?
● We will have enhanced implementation and impact across the curriculum including in foundation subjects.
● Curriculum leaders drive the implementation of the curriculum across the school and hold subject leaders to account to know how the curriculum is implemented.
● A curriculum policy that outlines the vision that leaders have in the school and the purpose for each subject.
● Each subject area has skills progression maps that the children use to identify the skills they are using and to make links across their learning.
● Curriculum leaders know how the big picture of the curriculum translates into plans and know what it looks like in the classroom.
● To know the impact that the curriculum is having on the pupils’ knowledge and understanding.
● To have a clear broad and balanced curriculum.
Action Lead By Resources Monitoring
person When Time/£ and Who, How often, When and How
Source
● To use knowledge organisers for all subjects. CTs Ongoing PPA Subject leads to check knowledge
organisers link correctly with topic
requirements.
Ravenscote Junior School SDP 2020-2021 Page 6● To check children’s acquired knowledge through topic mini- CTs December Curriculum release time Subject leaders-release time.
quizzes for each unit. These should link to the knowledge 2019 and PPA Pupil conferencing of children in
organisers. December.
Pupil conferencing of children in
December.
● To map the curriculum across the school in all subjects. DHT Jan 2021 Dedicated Deputy Each subject lead to map their subject
Headteacher time across the school within a given
school format. Each lead to create a
topic web of requirements expected
their subject linked with the knowledge
organisers and National Curriculum.RJ
to pull it all together.
● To create a staff curriculum folder to be provided to every DHT April 2021 Cost of folders to be Core team meetings and staff meeting
teacher including: an overview of topics, long term plans, researched. to be used to discuss aims with the
medium term plans and topic webs. folders. To be in place and with all
teaching staff after Easter 2021.
● To communicate the curriculum offer to school stakeholders DHT April 2021 Dedicated Deputy Include within year group newsletters,
including governors and parents. Headteacher time Dojo and the website. Meet with the
assigned curriculum governor.
● To monitor the teaching of the curriculum. HT & Ongoing Dedicated HT and DHT To conduct pupil conferencing with
DHT time book studies to monitor teaching. To
conduct regular learning walks with
AHTs and YL to monitor the teaching
and impact across the school.
● To monitor the planning across the curriculum DHT Ongoing Dedicated Deputy To use the core subject meetings to
Headteacher time liaise with subject leaders. Ensure that
planning and teaching is monitored to
match the curriculum aims.
● Subject leaders will ensure there is a progressive curriculum Foundatio Summer term Subject release time Curriculum leaders
and clear overview. n subject
leaders
● Cross curricular links will be identified through educational Year Summer term Subject release time Curriculum leaders
visits, writing opportunities and other subjects group
CTs
● To monitor the writing of disadvantaged children across the
English Termly subject Book monitoring, pupil conferencing,
curriculum to maximise their opportunities to develop their Subject release time
Team release time observing teaching, monitor planning
skills at all times.
● To ensure that the standard and quality of writing is of the English Book monitoring, pupil conferencing,
Termly subject
same standard across the curriculum and all subjects Team Subject release time observing teaching, monitor planning
release time
(+all staff)
● To ensure that all English units are based upon or linked to a English Termly subject Book monitoring, pupil conferencing,
Subject release time
high-quality text. Team release time observing teaching, monitor planning
Ravenscote Junior School SDP 2020-2021 Page 7● To produce a plan for the website which illustrates which rich English
books are read in which year groups. team with English leaders to add to the website
January 2021 Subject release time
curriculu in time for January 2021.
m leads
● To develop the school library within ‘The Book Bus’ to be a English Meet with teachers when complete (in
place of great reading excitement. Team Autumn term Subject release time staff meeting time) to explain how the
new library facility will run.
● Ensure that all staff understand and are a part of the vision English
Allocated staff
for English, both reading and writing. Vocabulary and reading Team Time allocated Ongoing
meeting time
with the largest focus. (+all staff)
● QA and subject leader monitoring to ensure lessons and English Termly subject Ongoing
planning are being taught effectively and to the highest Team release time Time allocated Book monitoring, pupil conferencing,
standard for all pupils, including all vulnerable groups. and QA time observing teaching, monitor planning
● To monitor the standard of vocabulary taught in vocabulary English
lessons to ensure this is consistently high throughout team Termly subject Book monitoring, pupil conferencing,
Time allocated
lessons. This will broaden children’s understanding of release time observing teaching, monitor planning
vocabulary for comprehending texts.
3. School Development Plan 2020-2021
To continue to have the highest expectations for vulnerable pupils so they make better than expected progress.
Our key vulnerable groups are disadvantaged and SEND pupils. We are developing the methods of teaching and the provision for these pupils across the
school and the curriculum. A key drive is to ensure that these groups achieve the best possible outcomes.
Success Criteria – what will be the impact by the end of the action plan? – What will be better?
● All staff will know this key group across their year group
● Interventions will be reviewed by QA to evaluate effectiveness
● Disadvantaged pupils will make better than expected progress from their starting points
● Governors will have a clear understanding of pupil premium expenditure and impact
● Case studies will help evaluate the impact of interventions and actions
● Self-esteem of disadvantaged pupils will improve and will be evaluated in governor pupil conferencing
● 2021 data will illustrate the disadvantaged pupils make better than expected progress
● Disadvantaged pupils will have more opportunities both socially and academically as a result of higher profile recognition
Action Lead By Resources Monitoring
person When Time/£ and Who, How often, When
Source and How
● To identify the monitored children list of vulnerable pupils and update this weekly. DHT (DSL) On-going Weekly
and DDSLs
● Pupil progress meetings will spend time evaluating interventions for disadvantaged AHTs Termly
pupils
● To ensure all staff know who the disadvantaged pupils (and other vulnerable pupils) SLT By half term None DHT + SLT
are so they can help support their needs at every opportunity, on the playground, in
different lessons and in clubs.
Ravenscote Junior School SDP 2020-2021 Page 8● To devise Venn diagrams which help identify key pupils that are in more than one AHTs AHTs Termly Part of PP meetings
key group
● The Inclusion AHT will devise and approve a pupil premium strategy which explains Inclusion By October AHT time Annual
our rationale for funding and expectations of progress. AHT
● For governing monitoring visits to focus on the interventions and support for HT & Termly gov Gov time and Termly – govs
vulnerable pupils. To spend time talking to children about their learning. vulnerable visits supply costs for
pupil link staff involved
gov
● To examine books of vulnerable groups during QA and compare with the progress SLT & 1 hour per None Termly visits
of other pupils in the same year group. Governors CT
incorporated
into release
time
● Scholarpack is used to identify and track vulnerable pupils and the DHT will use this DHT and Ongoing release time Ongoing
to identify DAPs at danger of not making progress. This will be in conjunction with Inclusion
the Inclusion AHT. AHT
● Quality first teaching for DAP focus in lesson visits SLT Ongoing Release time/ HT to monitor on lesson
AHT time visits
● SEN and PP reviews held termly to focus on the vulnerable pupils. CTs and Ongoing PPA/release Inclusion AHT/Interim
Inclusion time SENCO termly
AHT/interim
SENCO
4. School Development Plan 2020-2021
To deliver outstanding personal development, behaviour and welfare (PDBW). This is central to our culture and links with two key aims: equality
and inclusion. With a focus on ‘build back better’ with our recovery curriculum, central to this target is the support we provide for the emotional
wellbeing of our learners and staff.
The challenges we face as educational professionals are huge and it is vital that we support the emotional well-being of pupils and staff. As we evaluate our
curriculum we will continue to focus on the well-being of both pupils and staff. We will develop an outdoor learning strategy and ensure that our curriculum
provides a wealth of opportunities to develop the pupils’ emotional well-being. Ensuring that our staff are resilient is key and as such we need to amend our
working patterns to ensure we can motivate and engage our learners. Over the course of the year, we will evaluate our behaviour and bullying strategies to
ensure the children and staff feel safe, listened to and valued.
Success Criteria – what will be the impact by the end of the action plan? – What will be better?
● All staff will ensure there is a shared responsibility for safeguarding and the children’s wellbeing
● The values and vision of the school will be lived and walked by all
● Incidents of behaviour will be less frequent
Ravenscote Junior School SDP 2020-2021 Page 9● Attendance will be above the national average
● Behaviour will be outstanding
● Staff will be consistent in all approaches
● Data analysis of behaviour ladders will show progress with key pupils over three terms.
● Children learn through the ‘5 levers of recovery’ to ensure children have the opportunity to regain skills aside from the academic, in order to be in a position to
learn.
The Recovery Curriculum is built on the 5 Levers, as a systematic, relationships-based approach to reigniting the flame of learning in each child. Many children will return to
school disengaged. School may seem irrelevant after a long period of isolation, living with a background of silent fear, always wondering if the day will come when the silence
speaks and your life is changed forever. Our quest, our mission as educators, should be to journey with that child through a process of re-engagement, which leads them
back to their rightful status as a fully engaged, authentic learner.
We believe that the following 5 levers, as a foundation to our curriculum, will support the children:
Lever 1: Relationships – we can’t expect our students to return joyfully, and many of the relationships that were thriving, may need to be invested in and restored. We need
to plan for this to happen, not assume that it will. Reach out to greet them, use the relationships we build to cushion the discomfort of returning.
Lever 2: Community – we must recognise that curriculum will have been based in the community for a long period of time. We need to listen to what has happened in this
time, understand the needs of our community and engage them in the transitioning of learning back into school.
Lever 3: Transparent Curriculum – all of our students will feel like they have lost time in learning and we must show them how we are addressing these gaps, consulting
and co-constructing with the children to heal this sense of loss.
Lever 4: Metacognition – in different environments, students will have been learning in different ways. It is vital that we make the skills for learning in a school environment
explicit to our students to reskill and rebuild their confidence as learners.
Lever 5: Space – to be, to rediscover self, and to find their voice on learning in this issue. It is only natural that we all work at an incredible pace to make sure this group of
learners are not disadvantaged against their peers, providing opportunity and exploration alongside the intensity of our expectations.
We will use the skills around empathy we developed through Beacon House Trauma Informed Education training to enhance our skills in teaching and supporting
the children with the 5 levers.
Action Lead person By Resources Monitoring
When Time/£ and Who, How often, When and How
Source
● To review and update the Equalities policy HT End of
September Incorporated into release SLT
● To do termly learning walks focusing on equality and how HT/EHT/DHT Half termly time
our culture promotes equality
● To continue the way we give pupils responsibilities. This SLT By the end of None
will be evident with head boy/ head girl, prefects, house September SLT
captains, school councillors and eco warriors.
Ravenscote Junior School SDP 2020-2021 Page 10● Only school councillors and eco warriors will be elected
whereas house captains will need to apply for the role
and base their application on the school values and how
they align with them.
● House captains will be in year 6 only and vice captains
will be in year 5 – these will be chosen by SLT to avoid a
popularity vote.
● To ensure the embedded use of the Positive Behaviour SLT Ongoing None Ongoing
Policy.
● To monitor teaching to recognise the embedding of the SLT Ongoing Release time SLT observations
five levers of the Recovery Curriculum.
● To meet with children (pupil conference) to ask them
about how they feel about school and learning following Year group Half termly AHT/YL release time Half-termly feedback in SLT
time away from school. Refer to the five levers to ensure AHT/YL
children feel supported by these.
● To ensure that key pupil roles help promote our core All staff Weekly None
values and promote Fundamental British values – school
councillors will have to submit an application and then SLT termly observations
children will vote for them based on their speeches. Eco
warriors will be responsible for communicating and
encouraging (their year group in particular) an
appreciation and awareness for the environment around
them both in and outside of school.
● To promote equality and inclusion at every opportunity All staff Weekly None
with parents through newsletters and policy. We will
always look at any issue from a neutral stance and apply
the equality act.
● To continue to build on effective external agency links to Inclusion AHT Half termly None
meet the needs of specific children and key groups
● To talk to the children termly to discuss safeguarding and AHTs QA process Part of QA
how they feel
● To develop the wellbeing committee of staff to focus on HT/DHT Ongoing lunchtime Half- termly
workload and school expectations. This will be a cross
section of staff roles
● To ensure our PSHE and RAW provision celebrate and Cost of updating Festivals to be celebrated through
promote the variety of beliefs and cultures across our RAW leaders Termly resources to be used in whole school assemblies as and when
school. assemblies appropriate- to be led by Pupil Voice
and Asian Culture Club
Ravenscote Junior School SDP 2020-2021 Page 11● To identify and build on international activities and work A. Seaman On-going To be further discussed Termly - DHT
within the curriculum.
● To establish professional partnerships with overseas
schools and institutions.
● For the specialist teachers to meet regularly to ensure the DHT + On going DHT time on Half termly - DHT
disadvantaged pupils are receiving a broad curriculum specialist CTs Wednesdays half termly
and the most able are being given extensive opportunities
to develop further
● To stay up to date with all safeguarding requirements – DHT
Lead DSL will attend regular training and staff will be sent Ongoing. Cost of update training
regular email updates and INSET DHT/HT
Weekly meeting scheduled time
● To meet weekly as SLT to discuss and review DHT and
safeguarding requirements and the impact on pupil DDSLs
welfare
● To liaise with social services when appropriate to ensure DHT
our children achieve the best they can None – as appropriate
● To organise additional PE, music and MFL activities on
Wednesday afternoons, which allow the children to PE, Music and Ongoing Release time
choose between a range of activities or carry on with their MFL leads incorporated into SLT and reports to LAC
topic – this helps develop their decision-making and timetables
emotional well being.
● To continue an Internet safety week (in February) which
will provide pupils, parents and staff opportunities to
understand recent developments when using the Internet Computing Autumn term None Computing leaders and update HT
and how to stay safe online. leaders
● To make links with Farnborough 6th to see if they would
be willing to come in and do workshops if possible.
● ELSA sessions for identified children Having ELSAs who
ELSA Ongoing work with the Monitored by Inclusion AHT
children in
lesson/lunch/break
times.
● Young carers lunchtime club set up to support the Inclusion AHT Very little cost for
children who are young carers (to resume when year and LSA By October activities. Possible Monitored by Inclusion AHT/SENCO
groups can mix) use of minibus for
travel. LSA during
work hours.
Ravenscote Junior School SDP 2020-2021 Page 12● To write a curriculum plan for Sex and Relationships PSHE subject By the end of spring term. No additional PSHE subject leader
Education that is compliant with the newly-published DfE leader resources as Jigsaw already purchased
guidance. It should be specified what will be taught in and there is compliant material in there.
year 5 and what in year 6 and ensure the children receive
knowledge that is age-appropriate so they are emotionally
ready for it.
SLT will monitor weekly through either lesson observations, learning walks, pupil conferencing, pupil progress meetings, drop in sessions, morning walk, after school SLT
walks focusing on resourcing and effective storage.
● Please note that each week AHTs/YLs will walk their year groups to ensure continuity of delivery and expectations.
Long term Targets/ objectives/ projects
● To complete the Book Bus project 1
● To widen the width of the back/side gate 2
● To change the interior doors around the school 3
● To add a canopy outside the hall (by year 3) to extend the eating area for lunch time 4
● To develop a wellbeing area for children to relax 5
● To refurbish the staff room so it is a place of relaxation and rest. 6
● To investigate how we can provide music outside for pupils wishing to sing and dance at break times 7
● To review Babcock SLAs 8
● To investigate a sports pavilion on the field 9
● To investigate lottery funding for a sports gym 10
● To extend year 3 to develop cloakrooms further 11
● To develop the woodland walk into a learning zone – clear this area, theme the walks – a pirate area, etc… 12
● To review the low wooden fence around the school paths and investigate a new ‘top – curved’ for them. 13
● To get rid of the bamboo and wood chip the area amongst the trees – investigate if we can sell it to a zoo? 14
● Atrium into the hall 15
Curriculum Cycle
Through the Year: Subject reports to
● Lesson observations link governors
● Monitoring planning June Review and bid
● Moderation of work
● Evaluate books/Live Marking
● Pupil conferencing
● Target group discussions
● Termly pupil progress meetings
● Termly discussions on targeted groups of children
Ravenscote Junior School SDP 2020-2021 Page 13May action plan with financial implications and bids Core Subjects: Foundation Subjects: English History Music Mathematics Geography Physical Education Science Art German Religion and World Views Design Technology Computing PSHE Ravenscote Junior School SDP 2020-2021 Page 14
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