SCHOOL DEVELOPMENT PLAN 2020-2021 - School Evaluation and Wootton-by-Woodstock CE Primary School
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Wootton-by-Woodstock CE Primary School
School Evaluation
and
SCHOOL DEVELOPMENT PLAN 2020-2021
1|PageContents
Page
Mission Statement 3
Evaluation Outcomes 2019-2020 no end of year data owing to Coronavirus lock n/a
down.
Evaluation Focus - Overall Effectiveness 2019-2020 4
Key Priorities 2020-2021 8
Focus 1 The Quality of Education 2020-2021
Core Subjects
1.10 English Recovery 9
1.11 Maths Recovery 10
1.12 Science 11
2.0 Foundation Subjects
2.1 1.20 Art 12
2.2 1.21 Computing 13
2.3
Focus 2 Personal Development, Mental Health and Well Being 2020-2021 14
Focus 3 Leadership and Management 2020-2021 15
Colour coding key: Financial resources, Non-contact, Staff Meetings, Within Office/PPA time
2|PageWootton-By-Woodstock CE Primary School
Mission Statement
With deep regard for its strong Church Foundation and the National Society’s Statement of Entitlement Wootton-By-Woodstock School seeks to:
• Ensure that all those associated with the School can feel at ease with the church; to have knowledge and understanding of the Christian faith and to feel comfortable in
exploring and expressing their own religious beliefs.
• Nurture the school’s strong ethos, which is based in key Christian values, but without exerting pressure to believe. The School’s Christian values are: friendship,
service, courage, koinonia, creativity, faith, stewardship, peace, hope, generosity, wisdom, honesty, thankfulness, compassion, justice, forgiveness, humility and
reverence.
• Enable pupils to know about and understand Christianity as a living faith that influences the lives of people worldwide and as the religion that has most shaped British
culture and heritage.
• Contribute to the development of pupils’ own spiritual/philosophical convictions, exploring and enriching their own beliefs and values.
• Develop in our pupils an understanding of, and respect for, other major world faiths, enabling them to learn about their impact on society, culture and the wider world.
• Welcome all children from the neighbourhood irrespective of religion or belief, race, nationality, ethnicity, gender, sexual orientation, age, ability or disability,
opinion or family background.
Through its nurturing culture Wootton-by-Woodstock Church of England Primary School also aims to:
• Inspire creativity, foster spiritual growth, engender respect and cultivate responsibility.
• Provide a happy, safe and caring environment for learning where everyone is valued for their own individual talents and personality;
• Deliver a high quality personalised education across a broad curriculum that celebrates individuality, secures emotional stability, and enables physical development,
health awareness and intellectual fulfilment.
• Present in particular, opportunities for children to develop an appreciation of the arts and the environment.
• Be a learning community that provides development opportunities for pupils, parents, staff, governors and students.
• Be an active establishment at the heart of village life.
• Attain maximum performance in statutory tests.
• Achieve high standards of behaviour
3|PageEvaluation Focus: Overall Effectiveness – year ending 2020
REVIEW DATE July 2021
Leadership and Management
Achievement – Hampered by reduced capacity and Coronavirus lock down
Action Impact Evidence
Behaviour and attitudes Although actions were implemented the impact was Learning walks, in class experience
not as great as anticipated owing to:
Admission of further highly challenging pupils
A number of serious mental health issues
Reduced capacity for managing issues as HT in class
and less TA hours available
Insufficient funding
All children able to discuss and identify correct
behaviours but some unable to act on their own
recommendations!
As some of the above issues were resolved remaining
pupils displayed impeccable behaviour; those pupils
without high needs benefited positively from school
strategies.
Personal Development School council and citizenship initiatives did not n/a
happen as coordinating teacher absent and otherwise
much reduced capacity
Financial Management Strategy to save: VL to reduce working hours to 3 days Flexible working agreement
per week and cover some PPA
School to establish shared HT with another ODST
school for 2020-2021
Drive admissions School open day had no impact on bringing in new Only 2 siblings admitted to Yr R
families
Toddler group liaison did not happen owing to reduced
capacity and lock down.
Governance Reduced numbers of governors over course of year but Governor records
two new members recruited for 2020-21
CPD limited owing to lock down
Premises Maintenance items completed Email trail with associate governor and parent, plans in
place
4|PagePlayground surfacing and outdoor classroom delayed
owing to lock down
Areas for Improvement
• Financial sustainability
• Pick up personal development as part of recovery curriculum in 2020-2021
Quality of Teaching and Learning
Achievement – Good - Hampered by reduced capacity and Coronavirus lock down
Objective/Action Impact Evidence
English
Planning for the new curriculum meets needs of WAGOLLs used to promote good handwriting, Learning walk, work scrutiny, TT, reading record
restructured classes insisting on joined writing impacts on reluctant joiners. folders, SL English learning walk. Speak to pupils
VL and JP attended excellent CPD in reading but owing about grammar.
Presentation of all written work to lockdown no impact in this year. Material will be
carried forward to 2020-21.
Vl attended Grammar course- direct impact on pupils as
activities could be used to support spelling and
grammar learning daily. Well-structured guided reading
groups provide clear evidence of objectives being
reached and progress being made. Wide range of genre
being explored.
Maths Book scrutiny Feb 2020 calculation methods correct Work scrutiny, subject lead monitoring
(some challenging of inaccuracies in graphing needed)
Questioning for mastery evident in books sampled.
Differentiation for support evident in most. March data
point shows all MA children at/exceeding progress at
this point, 2 LA children in Y3 below expected progress
Science Actions undertaken have stimulated interest in the Playtime observation, subject lead monitoring, work
children who love looking for creatures in the pond. scrutiny, staff discussion, Sharepoint
Tracking of the science topics across all year groups
continued until the school’s closure. Until mid-March,
planning, teaching and learning presented similar
challenges to those outlined in December’s review –
planning and coverage. Further monitoring and
collective planning didn’t take place due to the
coronavirus outbreak and the action couldn’t have been
completed.
5|PageGeography Long term planning was highly successful in ensuring Displays, deep dive, learning walk, Sharepoint
that explicit geography topics are taught and covered
skills in progression. Learning walks were clear
evidence of geography provision and demonstrated
differentiation and challenge. Assessments are being
recorded on TT and, over time, this will demonstrate
how well pupils progress. Little evidence of work is
available on Sharepoint to date. Deep Dive showed
good range of evidence of well taught geography over
the three terms in school.
Computing All pupils return work on Showbie and access teacher Subject lead monitoring, iPads
feedback. Highly useful during Covid_19 crisis as
handling work and cross contamination much reduced!
Evidence limited as Atmos updated iPads and all
previously stored work was deleted. Pupils highly
skilled at using iPads; learn quickly and help the
teaching staff.
Art Limited success overall due to Covid19 not enabling Subject lead monitoring, scrutiny, Sharepoint
teachers to use and continue to develop the habits
The whole school took part in a drawing session with
links to the topic of Plants. It was a successful project,
enjoyed by pupils but exposed some lack of confidence
in the use of drawing media. Overall, most pupils
would benefit from more drawing practice and they
should be given frequent opportunities to do so as part
of their cross curricular learning.
In Terms 3 and Term 4 KS1 children carried out several
painting projects focusing on colour mixing, use of
powder paint and watercolour. This practice had a high
impact on their ability to handle the basic painting
media and tools; it has established good foundations for
further development of skills. There is some evidence
of experimenting with painting in KS2 like watercolour
in small scale painting (slices of fruit) or use of gold
(Icons) in Terms 3 and Term
4. All year groups studied and created art in response to
the works of a famous artist in Term 3 and Term 4. This
continued in Term 5 as part of the home learning tasks.
6|PageProjects on Icons were successful and resulted in a
number of beautiful art works created by the children.
Areas for Improvement
• Focus on reading and vocabulary development as basic recovery curriculum
• Create clear success criteria and LOs
• Low ability maths development, and, recovery plan - number
• Increase resilience and growth mindset in all children - recovery curriculum
• More pupils to reach higher standard in writing and maths c/f
• Ensure that all children are aware of next steps in learning c/f
• Further work to advance drawing and painting skills
7|PageSDP Key Priorities 2020-2021
Priority Aspect Focus Area
1 The Quality of Education • Reading Recovery: Focus on reading and vocabulary development
• Maths Recovery: Number and low attainers
• Emotional and mental health Recovery: Resilience, growth mindset
• Further work to advance drawing and painting skills
• Science curriculum provision meets needs of all pupils
• Increase number of pupils attaining higher standard in writing and maths c/f
• Provide clear success criteria, LOs and next steps
2 Personal Development, Mental Health and Well • Strengthen opportunities for SMSC and citizenship
being • Mental health recovery: nurture resilience and citizenship
3 Leadership and Management • Financial sustainability
8|PageFocus 1.10 : – The Quality of Education - Core Subjects – English – ACTION PLAN
Success Criteria: Targets
• School has built a strong curriculum for reading 100% pupils attain expected or above at end of
year 2
• Pupil Outcomes 50% pupils attain expected/above at end of year 4
83% pupils attain expected /above at end of year 6
Objective Person Resources Measurable milestones to include who, resources and Evidence
(link to Subject Responsible success criteria
Leader planning) End of Term 2 End of Term 4 End of Term 6
Build a curriculum for VL+ Innovateducation Select and purchase Explore vocabulary Establish vocabulary Test outcomes, moderation
reading – vocabulary 1 x staff meeting books for quality of and grammar tiers, complete evidence, work scrutiny,
acquisition vocabulary content activities in formal curriculum lesson observations and
and explicitly lessons documents learning walks, English Deep
develop vocabulary Dive, documents in place
in English lessons
£200 Purchase GSaP books GSaP books GSaP books
for use throughout
the year
Include whole class Include whole class Include whole class
as well as group as well as group as well as group
reading. Plan the reading. Plan the reading. Plan the
specific skills weekly specific skills weekly specific skills weekly
Build a curriculum for VL+ Innovateducation Select core texts for Early reading and Texts identified and purchased
reading - fluency each year group. phonics review
1 x staff meeting Review English - -
plans/topics
Reading Between the Reading Between the Reading Between the Reading Outcomes
Lines Lines Lines
Build a curriculum for VL+ Explicit delivery - - Listening to children talk
reading – reading for about why we read about reading
pleasure 1x staff meeting Special reading Special reading Special reading
activity activity activity
Build – a curriculum VL+ Use class books to Writing outcomes, lesson
for reading - reading develop writing observations
for writing genres
9|PageFocus 1.11 : – The Quality of Education - Core Subjects – Maths
Success Criteria: Targets
• All children will have made progress to at least expected level by year end 2021 100 % pupils attain expected or above at end of
year 2
(recovering from missed teaching – Covid-19)
66 % pupils attain expected or above at end of year
• Targeted children will have made progress to S+ (greater depth) by year end 2021 4
100 % pupils attain expected or above at end of
year 6
Objective Person Resources Measurable milestones to include who, resources and Evidence
(link to Subject Responsible success criteria
Leader planning) End of Term 2 End of Term 4 End of Term 6
Regular assessment of SB – Number Assessment of core Year 2,4,6 prepared All children meet Assessments tied to core skills
core skills in place disseminate to assessments tied numbers skills for Statutory success criteria above plan – linked to Target tracker
all teaching staff to target tracker undertaken assessment round: progression
½ day to prepare assessments indicate
core skills in place
Formative plan in use SB – possible 1x Staff meeting Gap analysis Gap analysis updated Evaluate progress Gap analysis records &
to address and review TA staff to lead after T1 complete and plan in – plan in place for through gap analysis progress tracked on Target
gaps catch-up assessment – gap place for further further recovery – use of catch up Tracker
programmes analysis recovery programmes. Review
SB evaluate & materials used &
implement catch-up update as needed
programme as needed
Strategies to support SB Feedback time Lesson observations / Review of target Target children reach Book/planning scrutiny record
& challenge to All teaching after lesson book & planning children (T3) – mastery level in end Lesson observation records
mastery level are in staff observations review. Feedback development of of year/Key Stage
place. constructively – secure mastery assessments
review T&L methods understanding Book/planning
Review of teaching SB Audit of resources as appropriate Learning walk scrutiny – teaching & Resource list updated and
and learning strategies – link to NJC Resources audited & Pupil questionnaire – learning strategies materials used effectively
and materials for CPD materials updated T&L strategies, evident? T&L strategies chosen
effective learning Possible spend awareness of support appropriately from a range
strategies
10 | P a g eFocus 1.13 - The Quality of Education- Core Subjects – Science ACTION PLAN
Success Criteria: Numerical Targets:
(How will you know when you have achieved your aim; what will it look like?) 100% at expected standard in Y6
• All pupils make expected progress across the Science curriculum.
• Pupils learn outside of classroom through additional provisions created for them
outdoors.
• There is a clear overview of science topics covered over the two- year cycle.
Objective Person Resources Measurable milestones to include actions, and success Evidence
(What is your aim? Link to Responsible criteria
Subject Leader planning) End of Term 2 End of Term 4 End of Term 6
Enhance the science curriculum SA Non-contact/PPA Continue developing Create a bank of Restart gardening CPD certificates/log
through outdoor learning time outdoor areas – science resources for club. Curriculum appropriately supported
opportunities. flower bed/ mobile outdoor learning. Involve pupils in by resources
planters. growing vegetables. Appraisals
Tidy up and prepare Resources stored in Photos of displays
for winter. the new storage area Develop the wildlife Pupil portfolios/books
for easy access. area including pond. Pupil interview
Staff meeting minutes
Science focus
displays in outdoor
classroom/flower bed
area (posters of
plants, birds,
animals).
Review the current curriculum to SA 2 x staff meeting Take feedback from Review and take Review and alter the Planning
ensure that it successfully meets Teachers. further feedback. curriculum if needed. Observations
the needs of pupils in the new SA and staff ½ day non-contact Compile a Science Monitoring feedback
structure of the school. Planning monitoring Book scrutiny Curriculum Overview Staff meeting minutes
/planning monitoring showing the coverage
of topics.
Book scrutiny
/planning monitoring
11 | P a g eFocus 1.20 Quality of Education – Foundation Subjects – Art ACTION PLAN
Success Criteria: Numerical Targets:
(How will you know when you have achieved your aim; what will it look like?) 100% at expected standard in Y6
• Pupils’ sketchbooks show a range of drawings.
• Pupils demonstrate good skills in use of painting tools and techniques.
• Pupils use painting and drawing media effectively to express themselves visually.
Objective Person Resources Measurable milestones to include actions, and success criteria Evidence
(What is your aim? Link to Responsible
Subject Leader planning) End of Term 2 End of Term 4 End of Term 6
Continue to develop drawing and SA and staff ½ staff meeting Drawings in Whole class cross- Artist study. Looking Pupil sketchbooks
observational skills. sketchbooks as a curricular drawing at drawing techniques Displays of artworks
starting point for every sessions. and style. Creating own Monitoring feedback
art project. work in response. Staff meeting minutes
Planning
Non-contact/PPA Sketchbook scrutiny Sketchbook scrutiny Sketchbook scrutiny
time Planning monitoring
Explore painting tools and SA and staff ½ staff meeting Include painting All pupils continue to All year groups Artwork on display
techniques. sessions in planning. gain confidence in complete a big painting Pupil sketchbooks
Painting can be a focus using different types of composition. EYFS profiles
or a way to explore paint and painting tools Staff meeting minutes
ideas.
Non-contact/PPA
time Planning Planning Planning monitoring
monitoring/sketchbook monitoring/sketchbook
scrutiny. scrutiny
12 | P a g eFocus 1.21: – The Quality of Education - Foundation Subjects – Computing – ACTION PLAN
Success Criteria: Targets:
Children’s work in all classes is shared with the teacher, edited and stored centrally 100% pupils attain expected standard at Year 6
All teachers will feedback to children using Showbie and children will respond to this 100% pupils attain expected standard at year 2
Objective Person Resources Measurable milestones to include who, resources and Evidence
(link to Subject Responsible success criteria
Leader End of Term 2 End of Term 4 End of Term 6
planning)
Computing JP, SB, SA, VLL iPads Children in all year Children in all year Children in all year All teachers and children using
Children’s work Showbie groups use Showbie groups use Showbie groups use Showbie to Showbie to hand in and feedback
is shared with the to submit work. to submit work. submit work. on work.
teacher and KS2 respond to Children to submit Children in KS1 to Children submitting work from a
stored centrally. feedback as dialogue work from a wide type response to large range of curriculum areas.
Feedback on with the teacher range of curriculum teachers’ comments All children responding in an age-
work is given and KS1 have comments areas appropriate way to marking.
children have read to them and
immediate respond with an
access. emoji to show they
have seen/read it.
Monitor use Monitor use Monitor use
Computing JP, SB, SA, VLL iPads Maths and English Additional folders Folders added to regularly for
Children have folders created for all added as necessary evidence and monitoring
personal folders
for work
evidence on their
iPads
13 | P a g eFocus 2.0 – Personal Development ACTION PLAN
Success Criteria:
• Pupils leave Year 6 as well rounded individuals who show compassion, respect and courtesy, express themselves with
confidence and reflect on disappointment with resilience
• Pupils are mentally stable or have the strategies to manage emotional turmoil with positive outcomes
Objective Person Resources Measurable milestones to include who, resources and Evidence
(link to Subject Responsible success criteria
Leader planning) End of Term 2 End of Term 4 End of Term 6
SMSC VL 1 x staff meeting - Re-visit reflection - Minutes
box, policy and Observation in class
observation What
does this look like in
the classroom
VLL Re-engage with SC Re-engage with SC Re-engage with SC Minutes
and address issues and address issues and address issues
raised in the SDP raised in the SDP raised in the SDP
Resilience KC £950 ELSA ELSA ELSA Individual pupil records
VL RSE monitoring RSE monitoring Learning walk records, pupil
survey
JP, SB, VLL, Plan and deliver - -
SA recovery activities
Citizenship VLL Re-engage with SC Re-engage with SC Re-engage with SC Funds raised for charity
And run enterprise And run enterprise And run enterprise
project project project
14 | P a g eFocus 3.0 : – Leadership and Management ACTION PLAN
Success Criteria:
• School is financially sustainable
• Pupil numbers increase
Objective Person Resources Measurable milestones to include who, resources and Evidence
(link to Subject Responsible success criteria
Leader planning) End of Term 2 End of Term 4 End of Term 6
Financial GB, VL, MW Office time Explore options for Work with Tackley Conduct the plan School is creates savings
management school lunches and School to construct a
wrap around care plan to make staff
which are less costly efficiencies
than current measures
Drive admissions: GB Office time Marketing - Work with ODST re. Actions will be carried out by
Employ strategies for School open day new Woodstock the following autumn term
increasing pupil development and evaluated against
numbers applicants taking up places
Toddler group liaison Toddler group liaison Toddler group liaison
Governance GB Re-deploy governors Attend appropriate Attend appropriate Governors have the skills for
Conduct gap analysis CPD CPD taking on various governor
Governors attend roles
safeguarding training
Revise induction - -
pack
Succession planning Succession Succession planning Plan in place for future
planning leadership
EAC RB, NM-B, VL Make efficient Make efficient Make efficient School community remains
responses to responses to responses to safe, all pupils access learning
Covid_19 guidance Covid_19 guidance Covid_19 guidance
Review school survey Respond to survey -
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