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St Filumena's Catholic Primary School Part of the Painsley Catholic Academy

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CEOP

School Development

St Filumena’s School Specific Development Plan 2019 – 2020 Headlines

 

Key Area 1- Effectiveness of Leadership and Management

TARGETS:

  • To ensure that the Local Governing Body (LGB) are further developed in their Governance and add further critical challenging in order to drive school improvement.
  • Use the CEO and DCEO role to drive leadership development and to add support and challenge to SLT delivery.
  • Strengthen senior leadership through succession planning and CPD opportunities across the MAC (including the utilisation of MAC lead roles scuh as English Lead, Maths lead and Pupil Premium Lead). 
  • Strengthen subject leadership/middle leadership so that the curriculum planning , monitoring and evaluation supports the progress of all pupils.

Specific school actions:

  • Develop the use of the education endowment fund (EEF) research tools to ensure any initiatives introduced are proven to be high impact/low cost.
  • Ensure governors have a full and realistic picture of the impact of the school improvement priorities using an increased range of monitoring processes.
  • Further develop the expertise and skills of our senior and middle leaders to secure effective succession planning.
  • Ensure senior leaders including governors have a consistently accurate picture of pupil’s attainment and progress through the increased use of assessments, benchmarking and moderation samples.
  • To restructure half-termly pupil progress meetings to ensure any progress slippage is highlighted and addressed swiftly and effectively.

 

Key Area 2- Quality of Teaching, Learning and Assessment

TARGETS:

  • To introduce and embed CURRICULUM VEHICLES so that the curriculum delivery is exciting, engaging and fit for purpose in preparing pupils for life beyond school.
  • To ensure rigour in the delivery and progression of every subject area, drawing on subject expertise from across the academy to create an ambitious curriculum delivery.
  • To ensure all teaching is at least consistently ‘good’ and  is frequently ‘outstanding’.
  • To ensure assessment/moderation is accurate and effective in progressing future learning; to ensure that everyone is scaffolded to success nd that the most able children are being challenged in order to achieve ‘greater depth’ by the end of KS2.         

Specific school actions:

  •  Monitor more closely the impact of support staff on the progress of our disadvantaged pupils and build on successful practice and consequently improve the outcomes for our disadvantaged pupils
  • Address the gap between boys and girls in reading and writing, in particular improving the % of boys achieving the higher levels of attainment and to ensure progress from previous key stage is being closely monitored.
  • Ensure we increase the % of boys and girls in reading achieving both the expected standard and higher levels
  • To ensure the new sex and relationships guidance is integrated into our curriculum coverage

 

Key Area 3 – Personal Development, Behaviour and Welfare

TARGETS:

  • To ensure that the engagement of children is monitored consistently.
  • Improve overall levels of attendance to meet 97% outstanding target.
  • Ensure procedures are fully in place to deal with undesirable behaviour and these behaviours are tracked and analysed appropriately.
  • Further enhance behaviour for learning so that pupils take ownership of their learning and progress.
  • Continue to implement well-being award strategies across the school.
  • Ensure the Catholic Curriculum, BV and SMSVC is embedded throughout all SOL.

 

Specific school actions:

  • Continue to increase the resilience of our pupils by reducing the level of teacher direction
  • Improve the attendance of a small minority of our pupils
  • To continue to work with the pupils and parents on what constitutes bullying and harassment
  • Ensure all our pupils are staying safe online both at home and school
  • To ensure our playtime spaces and activities are providing structure and engagement in healthy play
  • Ensure the mental health of our pupils is a high priority for all staff
  • Ensure all our pupils are aware of how the keep physically healthy
  • Ensure all pupils are given opportunities to discover new talents and interests
  • Ensure all our children are well prepared for their next steps
  • Ensure our pupils know what it means to be a good citizen
  • Research the benefits of a calm room for supporting the emotional health of our pupils

 

 

 

Key Area 4- Outcomes for Pupils

TARGETS:

  • Continue the trend of high performance (attainment) at all Key Stages through rigorous setting and monitoring of KPIs.
  • Continue to increase the positive progress scores to move to the above average banding (currently average progress added).
  • Ensure progress/attainment data is consistent between classes and year groups.
  • Ensure increase in the % of children achieving the expected standard in reading at the end  of KS2.
  • Ensure increase in the % of children (at the end of KS1 / throughout KS2) achieving the expected standard and greater depth in writing.
  • Ensure increase in the % of children in KS2 achieving combined in reading, writing and mathematics.
  • Ensure all progress measures are positive/all pupils make at least expected progress between key stages, and across their individual year group.
  • To ensure vulnerable groups are diminishing the difference: effective quality first teaching and intervention ensure this.

 

Key Area 5 – Effectiveness of the Early Years Provision: Quality and Standards

Targets:

  • Ensure outstanding EYFS provision in all areas of the Early Learning Goals, including planned opportunities for exceeding in all EYLG throughout the year.
  • Continue to develop the outdoor learning environment and make the most of ‘Forest School’ styled learning.
  • Ensure a balance between written evidence, observations and pupil led learning for R/W/M.
  • Promote EYFS techniques and styles throughout KS1 through transition and moderation opoporuntities throughout the academic year (EYFS/Y1 unit).
  • Ensure all adults in the EYFS know how to record meaningful notes for assessment, including training of any new staff.
  • Evaluate guided reading provision in EYFS and ealry reading opporutnities to fruther add to children's preparation for reading within the National Curriculum.

 

St Filumena’s School Specific Development Plan 2018 – 2019 Headlines

 

Key Area 1- Effectiveness of Leadership and Management

TARGETS:

  • To ensure that the new Local Governing Body (LGB) are appropriately skilled and critically challenging to drive school improvement.
  • Strengthen leadership of English and Mathematics (shadow lead development) so that they have an excellent understanding of the overall effectiveness of their subjects being taught throughout the school.
  • Strengthen subject leadership so that the curriculum planning supports the progress of all pupils.
  • Establish the senior leadership team and ensure roles and responsibilities are clearly defined.
  • To ensure the vision statement is fully integrated across the academy.
  • Communicate more effectively with all stakeholders.
  • Promote a positive image of St Filumena’s Catholic Primary School within the community and beyond.

 

Key Area 2- Quality of Teaching, Learning and Assessment

TARGETS:

  • To ensure that the curriculum is engaging pupils and stimulating for teaching and learning opportunities. Maximises use of outside space and incorporates ‘Forest School’ styled learning/activities.
  • To ensure all teaching is at least ‘good’ and  is frequently ‘outstanding’.
  • TAs deployed effectively to support teaching and learning, interventions as well as ensuring quality communication with class teacher or relevant agencies.
  • To ensure assessment/moderation is accurate and effective in progressing future learning; all year groups are working towards 90% of children working at the ‘expected standard’ and at least 33% at the higher standard.
  • To ensure most able children are being challenged in order to achieve ‘greater depth’ by the end of KS2.         
  • To ensure middle ability pupil premium children are targeted for higher level outcomes throughout the school.

 

Key Area 3 – Personal Development, Behaviour and Welfare

TARGETS:

  • To ensure that the engagement of children is monitored consistently.
  • Improve overall levels of attendance to meet 97% outstanding target.
  • Ensure procedures are fully in place to deal with undesirable behaviour and these behaviours are tracked and analysed appropriately.
  • Effective communication with parents in order to limit escalation of undesirable behaviours.
  • Further improve behaviour for learning so that pupils take ownership of their learning and progress.
  • Implement well-being award strategies across the school.
  • Ensure the Catholic Curriculum, BV and SMSVC is embedded throughout all SOL.

 

 

Key Area 4- Outcomes for Pupils

TARGETS:

  • Ensure progress/attainment data is consistent between classes and year groups.
  • Ensure increase in the % of children achieving the expected standard in reading at the end of both KS1 and KS2.
  • Ensure increase in the % of children (at the end of KS1 / throughout KS2) achieving the expected standard and greater depth in writing.
  • Ensure increase in the % of children in KS1 achieving greater depth in Maths.
  • Ensure increase in the % of children in KS2 achieving greater depth in Reading.
  • Ensure increase in the % of children in KS2 achieving the expected standard and greater depth in Maths.
  • Ensure increase in the % of children in KS2 achieving combined in reading, writing and mathematics.
  • Ensure all progress measures are positive/all pupils make at least expected progress between key stages, and across their individual year group.
  • To ensure vulnerable groups are diminishing the difference: effective quality first teaching and intervention ensure this.

 

Key Area 5 – Effectiveness of the Early Years Provision: Quality and Standards

Targets:

  • Ensure good EYFS provision in all areas of the Early Learning Goals, including planned opportunities for exceeding in all ELG throughout the year.
  • Continue to develop the outdoor learning environment and make the most of ‘Forest School’ styled learning.
  • Ensure a balance between written evidence, observations and pupil led learning for R/W/M.
  • Promote EYFS techniques and styles throughout KS1.
  • Ensure all adults in the EYFS know how to record meaningful notes for assessment.
  • Ensure smooth transitions at the beginning and end of the year.

 

 

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