Tubbenden Primary School Improvement Plan 2011-2012

Introduction
Developing our children into confident, enthusiastic and increasingly independent learners remains our core purpose able to read and write and be mathematical, with a developing knowledge of the wider world and with a willingness to embrace the opportunities and challenges they will encounter, both now and in the future, as they move on to secondary school and beyond. This will be demonstrated by the childrens engagement with their learning, their increasing readiness to take responsibility for their own learning and their developing participation in the local community and beyond. We also want to develop caring, considerate, polite children who respect and value others, regardless of their background, but who also value and respect themselves. Our

CREATE

Vision (replicated below) is at the heart of all that we aim to achieve and this is underwritten by our Values which are also

reproduced below.

Caring, successful individuals in and beyond our school We aim to develop Respect for ourselves and the world around us We aim to ensure our Environment is safe, stimulating and Creative We aim to develop Active, healthy and happy lifestyles We will work as a Team We will all Embrace our School Values
We aim to develop The Values we embrace (and for consistently living up to them children receive knighthoods) are set out below; We know everyone is special with something to give and share We know we can tell right from wrong and always tell the truth We always try our best and are pleased when other people do well We look after ourselves and try to be clean and tidy We work and play well together and care for each other We look after our school and the world around us

Involving all the school team in realising our ambitions set out in our Vision is a key driver for our School Improvement Plan (SIP). It is also important to involve as many people as possible in the construction of the SIP (and then its implementation and evaluation). With this engagement, the whole community will own, deliver and be accountable for the plan and school improvement. We must all be active partners in the construction, implementation and evaluation of what takes place here at Tubbenden Primary School. This will also help us to achieve our aim to be a sustainable school, founded on care for oneself, care for others and care for the environment. Involving others in the plan builds partnerships between; Staff, Staff and children; Staff and other adults; children themselves. Staff - includes all teaching and all support staff Adults - includes parents, governors and others in the wider community The plan for this year is divided up into four key strands, which reflect our own self-evaluation of where we need to improve, as well as taking forward issues that were brought up in our OfSTED inspection and need further development after our Ofsted Action Plan comes to an end. It also includes ongoing issues from last years SIP. The four key strands reflect the four areas of OfSTED inspection as follows;

1) The Standards and Achievement of pupils at the school (Section A) 2) The quality of learning and teaching at the school (Section B) 3) The behaviour and safety of the pupils at the school (Section C) 4) The quality of leadership and management of the school (Section D) In terms of standards and achievement (Section A) we are setting ambitious targets based around 4 points APS progress for mainstream children. We are keen to accelerate progress for our current Y3, especially in writing and to move on a group of children in Year 5 and 6 whose progress was not as expected in 2010/11. We are also focused on improving the % of children who achieve 8+ profile points in the EYFS. The Learning and Teaching (Section B) will focus on improving maths teaching, where we expect to see a measurable impact on grades of lessons and childrens attainment by the summer of 2012. The development of the IPC (section B) continues as the main curriculum innovation for 2011/12, building on the success of the trials of these materials in 2009/10 and 2010/11. Work will also continue on improving assessment practices and procedures (particularly our skills in using AfL) as well as improvements in phonics, spelling and guided reading. Section C includes a review of our Child Protection Policy and Behaviour Policy and Section D is focussed on improving learning and teaching, clarifying accountability amongst leaders, exploring the Academy issue and developing the use of the school site for educational purposes.

A: STANDARDS & ACHIEVEMENT For 80% of mainstream children in Year 1 -6 to make at least 4 APS progress in a year and for the other 20% of children to make APS points progress in a year. For 80% of mainstream children In the EYFS to make 4 profile points progress and 20% of children to make 3 profile points progress in a year. For 70% of ARU children to make 2 APS points progress and 30% of children will make 1 APS points progress Year end targets November 2011 May 2012 90 chn Reception PSED 6+ 92%DA, 87%SD, 85%ED PSED 8+ 30%DA, 20%SD, 33%ED CLLD 6+ 86% LCT, 77% LSL, 77%R, 68%W CLLD 8+ 20% LCT, 33% LSL, 22%R, 19%W PSRN 6+ 93%NLC, 78%Cal, 87%SSM PSRN 8+ 35%NLC, 25%Cal, 22%SSM 87 chn Year 1 (1 statement) Reading 88% level 1B+, 73% level 1A+ Writing 77% level 1B+, 65% level 1A+ Maths 90% level 1B+, 77% level 1A+ 90 chn Year 2 (0 statement) Reading 89% level 2+,80 % level 2B+,33 % level 3C+ Writing 85% level 2+, 65% level 2B+,20 % level 3C+ Maths 97% level 2+,85 % level 2B+, 28% level 3C+ 89 chn Year 3 (0 statement) Reading 83% level 2A+,68 % level 3C+,47 % level 3B+ Writing 74% level 2A+,50 % level 3C+,26 % Level 3B+ Maths 94% level 2A+,77 % level 3C+,50 % level 3B+ 90 chn Year 4 (3 statements) Reading 93 % level 3C+,85 % level 3B+,74 % level 3A+ Writing 90% level 3C+,77 % level 3B+,58% level 3A+ Maths 94 % level 3C+,88 % level 3B+,63 % level 3A+ 63 chn Year 5 (2 statements) Reading 92% level 3B+,87 % level 3A+,79 % level 4C+, Writing 88% level 3B+,85 % level 3A+,74 % level 4C+ Maths 95% level 3B+,88 % level 3A+,80 % level 4C+ 81 chn Year 6 (3 statements) Reading 90% level 4+,74 % level 5 Writing 87% level 4+,48 % level 5 Maths 86% level 4+,48% level 5

B: LEARNING & TEACHING 1. To ensure planning and teaching has appropriate levels of challenge for all pupils, especially More Able
ACTION 1.1 To appoint a Challenge for More Able Middle Leader 1.2 To appoint an Excellent teacher 1.3 To deliver INSET day on Challenge in the classroom 1.4 To support teachers with English and Maths planning through Staff Meetings and planning workshops during PPA time 1.5 To embed AfL strategies further (effective questioning, planning annotations, partner talk, quality marking once a week, children response to marking) through monitoring of work and lessons TIMESCALE 1.1 July 2011 1.2 September 2011 1.3 September 2011 1.4 and 1.5 Throughout the Autumn and Spring terms
LEADER (MV)

RESOURCES TLR 2A Excellent teachers position and external assessment Staff meetings time

MONITORING Lesson observations and books & planning scrutiny as per school monitoring programme reported to ACC on a termly basis Learning walks once a month reported to ACC on a termly basis Pupil Interviews by Subject Managers

Gov (GD) 1.1 MV/ MY 1.2 KN, MY, MV 1.3 MV 1.4 ZS, BB, KG, MV 1.5 SLT

SUCCESS CRITERIA (including outcomes for learners) 70% of teaching being judged good or outstanding by SLT or external consultants 70% of children state their lessons are challenging and interesting in pupil interviews.

2. To raise achievement and attainment of Y3 children in writing.

Action 2.1 Analysis of tracking to identify specific groups of pupils for targeted intervention 2.2. To organise and monitor ELS, write away and phonics intervention programmes 2.3 To target Level 1 children through quality teaching. 2.4 Half termly pupil progress review meetings with the line manager to monitor progress of those children who were Level 1 writers at the end of KS1. 2.5 To recruit an extra TA for a Y3 class 2.6 To recruit an Excellent teacher to support learning and teaching across the school and particularly in Y3 2.7 To re-organise a timetable to maximise opportunities for Guided Reading, Spelling and Phonics (phonics intervention groups) TIMESCALE 2.1 Sept 11 2.2 Sept 11 2.3 Sept-July 2.4 Oct, Nov, Feb, March, May 2.5 July 2011 2.6 Sept 11 2.7 Sept 11
LEADER (MV)

RESOURCES Intervention funding Phonics and write away together intervention programmes

MONITORING Lesson observations and books & planning scrutiny as per school monitoring programme as above Learning walks once a month as above Pupil progress meetings

Gov (JS) 2.1 GC, JM, MV 2.2 GC, JM, KG 2.3 Class teachers 2.4 PF/MV 2.5 MY, EH 2.6 MY, MV, KN 2.7 MY, MV

SUCCESS CRITERIA (including outcomes for learners) Identified children will make 2 APS progress by November. Identified children will make 4 APS progress by May

3. To raise attainment and achievement of Y5 and 6 children in Literacy and Maths by accelerating progress of stuck pupils.
ACTION TIMESCALE Sept 11 Sept 11 Sept 11-July 12 Sept 11-July 12 Sept 11 Sept 11-July 12
LEADER (GC) Gov (JS)

RESOURCES Intervention funding Springboard resources Team Leader time

MONITORING Lesson observations and books & planning scrutiny as per school monitoring programme as above Learning walks once a month as above Pupil progress meetings

3.1 Analysis of tracking to identify specific groups of pupils for targeted 3.1 intervention. 3.2 3.2 To organise and monitor Springboard Booster Programmes in Y 5 and 6. 3.3 3.3 To target stuck children through quality teaching in lessons. 3.4 Fortnightly pupil progress review meetings with team leaders to monitor 3.4 progress of stuck learners 3.5 To re-organise a timetable to maximise opportunities for teaching Maths 3.5 (extra 10 mins on Maths per day in KS2) 3.6 3.6 To re-organise a timetable to maximise opportunities for teaching Literacy (timetabled Guided Reading at the same time across the school)

3.1 GC 3.2 GC, JM 3.3 Team Leaders 3.4 Team Leaders 3.5 MY/MV 3.6 MY/MV

SUCCESS CRITERIA (including outcomes for learners) 3. Stuck children will make 2 APS progress by November. Stuck children will make 4 APS progress by May

4.To improve learning and teaching of Maths across the school

ACTION 4.1 To improve Teachers subject knowledge through staff meetings. 4.2 To ensure the correct vocabulary is used consistently across the school (that Maths weekly planning reflects it and it is displayed in the classrooms) 4.3 To review progression in calculations to ensure consistency and progression of methods taught 4.4 To support teachers with planning Maths lessons from Primary Framework 4.5 To audit and order Maths resources for each class including teacher resource books to support planning. TIMESCALE 4.1 Oct-July 4.2 Oct-July
LEADER (BB) Gov (JS/IH)

RESOURCES Maths Budget2464.00 Staff meetings time

MONITORING Lesson observations and books & planning scrutiny as per school monitoring programme as above Learning walks once a month as above

4.1 BB 4.2 BB

4.3 Oct-July 4.4 Oct-July 4.5 Oct Half Term

4.3 BB 4.4 BB 4.5 ZS/MV

SUCCESS CRITERIA (including outcomes for learners) 4. 70% of teaching being judged good or outstanding by SLT or external consultants 80% of children in mainstream will make 2 APS progress by November. 80% of children in mainstream will make 4 APS progress by May Progress from KS1 to KS2 exceeds the LBB average. Attainment in all year groups in Maths will match or exceed that in Reading measured by APS. Bring attainment at Level 5+ in Maths in line with attainment at Level 5+ English. 4.2 Children use the right vocabulary and methods. 4.5 Children have access to resources.

5. To improve quality of learning& teaching of phonics and spelling across the school
ACTION 5.1 To appoint a Phonics Middle Leader. 5.2 To improve teachers and TAs subject knowledge through INSET day and staff meetings. 5.3 To plan discrete phonics sessions using a new Phonics planning format. 5.4 To Assess childrens knowledge of phonics half termly using a Phonics Tracking sheet. 5.5 To implement Support for Spelling programmes in Y2-6. 5.6 To audit and order resources. 5.7 To re-organise a KS1 timetable to maximise opportunities for teaching Guided Reading and phonics. 5.8 To apply for the government phonics fund TIMESCALE 5.1 Sept 2011 5.2 Sept July 5.3 Sept 11 5.4 Sept-July 5.5 Sept-July 5.6 Sept-July 5.7Sept 11 5.8 Sept-July
LEADER (MV) Gov (AP)

RESOURCES Phonics budget Government funding doubles value up to 3 000.00

MONITORING Lesson observations and books & planning scrutiny as per school monitoring programme as above Learning walks once a month as above

5.1 MY/MV 5.2 MV/KG 5.3 MV 5.4 MV 5.5 MV 5.6 KG/MV 5.7MV/MY 5.8 MV

SUCCESS CRITERIA (including outcomes for learners) 5. 80% or more of children will be secure at phase 5 of Letters and Sounds by the end of Year 1. 73% or more of children will be reading at Level 1A at the end of Year 1.

6. To develop International Primary Curriculum further by improving links with Literacy

ACTION 6.1 To carry out an audit of taught Literacy Units and IPC topics in each year group 6.2 To design a curriculum overview that secures the progression of Literacy Units from the Primary Framework and their links to IPC topics for each year group and each term 6.3 To ensure different texts are used across different year groups to teach Literacy and IPC topics; chosen texts match childrens abilities and interests. ACTION 7.1 INSET training for phonics. 7.2 Reception staff will start letters and sounds with Reception children. 7.3 Pupil Progress Meetings- staff will highlight children who need extra support with their phonics. 7.4 Visit from Cathy Renwood (LBB advisor) to look at Phonics provision and provide development steps. 7.5 Cathy Renwood-follow up visit. 7.6 Pupil Progress Meetings- highlight intervention needed. 7.7 Pupil Progress Meetings 7.8 Cathy Renwood follow up visit. TIMESCALE 6.1 Nov 2011 6.2 March 2012 LEADER (PF) Gov (JSh) 6.1 PF 6.2 PF IPC budget- bid for 2012/13 6.3 April 2012 6.3 PF RESOURCES Management time MONITORING Report to SLT and ACC Summer 2012 SUCCESS CRITERIA (including outcomes for learners) 6.1 Audit is carried out. 6.2 Curriculum overview is shared with staff and reflects progression of Literacy units. 6.3 An overview of Literacy texts for the school (including ARU and Reception) is compiled. RESOURCES Management time LBB advisor MONITORING Report to SLT and ACC Summer 2012 SUCCESS CRITERIA (including outcomes for learners) Children will have a broader knowledge of phonics and be able to use this in their reading and writing which will enhance their learning, progress over time and their attainment. % of children achieving 6 scale points in Linking sounds and letters will be in line with the LBB average.

7. To continue to ensure phonics provision in the EYFS is good with a particular focus on summer born children
TIMESCALE 7.1 Sept 11 7.2 Sept 11 7.3 Nov 11 7.4 Autumn 2 7.5 Spring 1 7.6 Feb 2012 7.7 April 2012 7.8 Summer 2012
LEADER (NC) Gov (JW)

7.1 MV, KG 7.2 NC 7.3 NC 7.4 NC, CR 7.5 NC, CR 7.6 NC 7.7 EH 7.8 EH, NC

8. To improve the level of challenge in all areas of the EYFS especially LCT, SSM, KUW and CD. 8+ scale points.
ACTION 8.1 Analyse the areas for development. 8.2 Cathy Renwood (LBB advisor) to advise how to improve in these areas. 8.3 Pupil Progress Meetings- staff will highlight children who are targeted 8+. 8.4 Follow up visit from CR. 8.5 Pupil Progress Meetings-look at progress of children highlighted in Nov. 8.6 Pupil Progress Meetings 8.7 Cathy Renwood follow up visit. TIMESCALE 8.1 Sept 11 8.2 Oct 11 8.3 Nov 11 8.4 Nov/Dec 11 8.5 Feb 2012 8.6 April 2012 8.7 Summer 2012
LEADER (NC) Gov (JW)

RESOURCES LBB support

MONITORING Report to SLT and ACC Summer 2012

8.1 EH 8.2 NC, CR 8.3 NC 8.4 NC, CR 8.5 NC 8.6 EH 8.7 EH, CR

SUCCESS CRITERIA (including outcomes for learners) The percentage of children achieving 8+ scale points will improve.

9. To engage children particularly boys in writing in the EYFS.

ACTION 9.1 Audit the provision for writing in Nursery and Reception especially for boys. 9.2 To provide more opportunities for boys writing in the EYFS.- review from Cathy Renwood in both Nursery and Reception. 9.3 Follow Up visits from Cathy Renwood. ACTION 10.1 Audit the provision for challenging activities in Nursery and Reception with Cathy Renwoods support. 10.2 Put in place an action plan from above audit to provide more opportunities for challenge in the EYFS. 10.3 Review visit from Cathy Renwood in both Nursery and Reception. 10.4 Follow Up visit from Cathy Renwood. TIMESCALE 9.1 Nov 11 9.2 Nov July 9.3 June 2012
LEADER (NC) Gov (JW)

RESOURCES LBB supportCathy Renwood, Linda Wall

MONITORING LBB advisor visits. Report to SLT and ACC Summer 2012

9.1 NC 9.2 NC, CR 9.3 EH

SUCCESS CRITERIA (including outcomes for learners) The provision for writing will improve-shown in LBB visits. The % of children achieving 6+ scale points for writing will increase.

10. To plan challenging activities to ensure that children make good progress in the EYFS.
TIMESCALE 10.1 Oct 11 10.2 Oct-June 10.3 Spring 2012 10.4 Summer 2012
LEADER (NC) Gov (JW)

RESOURCES LBB support from Cathy Renwood, Linda Wall

MONITORING LBB advisor visits. Report to SLT and ACC Summer 2012

10.1 NC, CR 10.2 NC, KM 10.3 NC, KM 10.4 EH

SUCCESS CRITERIA (including outcomes for learners) 10.1 To have a cohesive action plan in place to improve the quality of challenging activities in the Nursery and Reception. 10.2-10.4 Actions are successfully put into place as monitored by the LBB advisors. EYFS profile results will increase.

Total Cost

2464 Maths budget, 3000 for Phonics

C: BEHAVIOUR & SAFETY 1. To improve safeguarding procedures at school

ACTION 1.1. To review Child Protection Policy. 1.2.To introduce The code of safe conduct to all staff. 1.3.To engage with the Lead Safeguarding Officer in Bromley to audit the provision. 1.4.To implement any additional recommended actions from the safeguarding audit. 1.5.To organise CPD training for staff. 1.6.To have a half termly review of children on the Register of concern and Vulnerable childrens list with DCPO, HT, Nursery Manager and Inclusion Team 1.7.To review Behaviour policy in the light of the new guidelines on the use of reasonable force and share the policy with staff, governors and parents 1.8.To review Safe Handling Policy (Physical Restraint policy) TIMESCALE 1.1 Sept 11 1.2 Oct 11 1.3 Dec 11 1.4 1.5 1.6 1.7 1.8 Spring 12 By July Oct-July Dec 2011 Dec 11
LEADER (JM) Gov (RL)

RESOURCES LBB advisor Time

MONITORING SLT and Governor Committees through the year Pupil/Parent InterviewsMay 2012

1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8

JM JM JM JM JM JM MV JM

SUCCESS CRITERIA (including outcomes for learners) 1.1 & 1.2 All staff are committed to the new Child Protection Policy having signed the Code of Safe Conduct. 1.3 Audit will demonstrate that practice is at least good in safeguarding at Tubbenden. 1.4 Actions will be implemented and reported to PPCC in Summer Term 2012. 1.5 All school staff will have completed Safeguarding training by July 2012. 1.6 Vulnerable children and children on Register of concern are well settled and making good progress in school. 1.7 &1.8 Behaviour and safe handling policy is reviewed and all staff adhere it. Staff complete Behaviour Management plans and Risk Assessments for individuals as required. SUCCESS CRITERIA (including outcomes for learners) 2.1 Positive feedback from participating families to measure the impact of the group. 2.2 Participating children are well settled and making good progress in school. 2.3 Children are well settled and making good progress in school. Evidence-pupil questionnaires. 2.4 Pupils in ARU and SEN in Mainstream will have access to holistic learning opportunities, become calmer and have opportunities to get a deeper understanding of the world around them.

2.To continue developing childrens emotional, social and independent skills

ACTION TIMESCALE LEADER (JM) Gov (RL) RESOURCES MONITORING

2.1 To continue to develop the Family Support Group for pupils with Special Needs. 2.2 To set up counselling service with the Mary Dolly Foundation with Lottery Funding. 2.3 To review SEAL programme and its impact 2.4 To develop a range of Sensory resources for use in the ARU and mainstream.

2.1 Sept-July 2.2 April 2012 2.3 Spring/ Summer 2012 2.4 July 2012

2.1 JM 2.2 JM 2.3 NM 2.4 JM CC RG SA

2.1 Website 2.2 Mary Dolly Foundation

2.4 Fundraising through TSPA and school council

2.1 Report to Inclusion Team Summer 2012 2.2 Report to PPCCSummer 2012 2.3 Pupil and Staff Interviews 2.4 Unit staff and teachers

TOTAL COST

D: LEADERSHIP & MANAGEMENT 1. To improve the leadership and management of teaching and learning
ACTION 1.1 Leadership team to analyse results for all year groups and use information to set challenging targets for all year groups. 1.2 Monitoring programme has clear areas of focus to include lesson observations, learning walks, work and planning scrutiny, and pupil interviews to identify attainment and progress of children. 1.3 To develop a tracking system to show background information of pupils and their progress from EYFS up to current year group. 1.4 To review Assessment & Feedback Policy; to monitor the agreed assessment practices as recorded in the updated Policy to ensure consistency is maintained. 1.5To support temporary leader of EYFS during EHs absence to deliver the outcomes detailed in the EYFS section of this plan. 1.6To continue to develop contribution of middle leaders (see each individuals action plan) 1.7.To design a provision map to reflect all intervention programmes provided by the school and outside agencies, measuring VA and outcomes 1.8 To explore with the staff and Wellbeing team ways in which we can improve work/life balance. TIMESCALE 1.1 Oct 2011 1.2 Sept July 2012 1.3 Nov 2011 1.4 Oct 2011 July 2012 1.5 Oct May 2012 1.6 Sept July 2012 1.7 Dec 2011 1.8 Sept-July 2012
LEADER (MY) Govs (KN&RS)

RESOURCES SLT fortnightly meetings and other meetings as necessary Leadership time Staff meeting time

MONITORING Through regular reports to SLT and ACC by members of the SLT. 1.8 Staff questionnaire reported to PPCC in Spring Term 2012

1.1 SLT 1.2 MY

1.3 GC 1.4 MV

1.5 MY 1.6 MY/MV 1.7 JM 1.8 MY/JM

SUCCESS CRITERIA (including outcomes for learners) 1.1 Targets are SMART and agreed by staff and governors and met in May 2012 1.2 70% of lessons are judged good or better by summer 2012. 1.3 All teachers are clear about their childrens attainment and can easily monitor progress over their time in school. 1.4 The procedures recorded in the policy are reflected in practice 1.5 Progress of children is good, particularly those capable of achieving 8+ points in the EYFS profile. 1.6 (see individual action plans) 1.7 The provision map will enable the SLT to monitor the impact of intervention programmes more effectively 1.8 Staff feel supported and recognise the positive impact on their work life balance as a result of effective strategies being put into place. SUCCESS CRITERIA (including outcomes for learners) 2 .1 Team leaders as individuals, will know strengths and areas of development of teachers in their teams and share these with MY and MV. 2.2 There are no stuck mainstream children by May 2012 2.3 Actions for this SIP are delivered in the timescales and outcomes are successfully achieved

2. To further develop senior leaders knowledge, understanding and responsibility for performance of their teams
ACTION 2.1 To continue to build up a knowledge bank about the strengths and areas for development of teachers within phase teams, with a focus on securing improvement through professional dialogue based around Performance Management 2.2 To continue to develop strategic leaders role in supporting teachers in their ambitions to achieve good pupil progress, whilst also holding them accountable through pupil progress review meetings 2.3 To agree with each member of the SLT a timeline for their role in delivering the outcomes set out within this SIP and to monitor their implementation through a monthly supervision meeting based on the coaching model TIMESCALE 2.1 July 11 July 12
LEADER (MY) Govs (KN&RS)

RESOURCES Leadership time

MONITORING 2.1 Internal confidential report to MY and MV updated on a termly basis. 2.2 GC to update HT on progress of stuck children on a fortnighlty basis and all other children in Nov and May 2.3 Report to CoG that meetings are successful and CoG notes timely reporting from SLT to governors

2.1 MY

2.2 Sept 11 July 12 2.3 October 11July 12

2.2 MY

2.3 MY

3. To increase links between the Nursery and school and to have a cohesive EYFS at Tubbenden.
ACTION 3.1 Meeting between Nursery and Reception staff to discuss on entry statements. 3.2 Assessment scrutiny of key workers assessments (2 per key worker). Report to KM/MY. 3.3 Reception staff moderation meeting (profile points-discuss individuals) 3.4 Nursery planning scrutiny (am and pm). Report to KM/MY 3.5 Moderation meeting between Nursery and Reception staff. Look at profile points and development matters statements. Cathy Renwood to attend. 3.6 Reception moderation meeting 3.7 Assessment scrutiny of key workers assessments. 3.8 Moderation meeting between Nursery and Reception staff. TIMESCALE 3.1 Oct 11 3.2 Nov 11 3.3 Nov 11 3.4 Jan 2012 3.5 Feb 2012 3.6 Feb 2012 3.7 April 2012 3.8 May 2012
LEADER (NC) Govs (KN&GD)

RESOURCES LBB support

MONITORING Through regular reports to SLT and Nursery Management Committee. The Nursery will be included in the schools Learning Walks throughout the year.

SUCCESS CRITERIA (including outcomes for learners) The EYFS at Tubbenden will be more cohesive.

3.1 NC, KM 3.2 NC 3.3 NC 3.4 NC 3.5 NC, KM, CR 3.6 NC 3.7 EH 3.8 EH, KM

4. To explore Academy status issues with school community

ACTION 4.1 To cooperate with the DFE in providing all necessary information required for ministers to determine whether to grant an academy order for Tubbenden Primary School 4.2 To identify who will provide us with support for the legal, HR, Financial and Land related issues related to becoming an Academy 4.3 To provide staff and parents with as much information as reasonably possible about becoming an Academy, in order for governors to make an informed decision about the future of the school which is in the childrens best interests TIMESCALE 4.1 Sept 11
LEADER (MY) Govs (AWP)

RESOURCES MY/DD/GB time 25,000 grant

MONITORING MY and DD to report to the CoG and various GB committees plus the full GB, throughout the Autumn Term 2011 and Spring Term 2012

4.1 MY/DD

4.2 Sept/Oct 11 4.3 Oct Dec 11

4.2 MY/DD 4.3 DD/MY/GB

SUCCESS CRITERIA (including outcomes for learners) 4.1.Academy Order is granted 4.2 External consultants engaged 4.3 Governors make an informed decision about the future of the school

5. To continue to develop use of buildings/grounds

ACTION 5.1 To explore the use of our buildings and site in order to maximise learning opportunities in the next five years for the whole school community TIMESCALE Spring Summer 2012
LEADER (MY) (Gov RS)

RESOURCES Staff meeting and GB time

MONITORING Record of discussions at staff meetings and GB (or committees) in late spring and summer 2012

MY

SUCCESS CRITERIA (including outcomes for learners) 5.1 A Plan for the development of the site is agreed by June 2012

TOTAL COST

10

Glossary of Abbreviations ACC Achievement and Curriculum Committee AfL Assessment for Learning APS Average Points Score ARU Additionally Resourced Unit Cal Calculating CLLD Communication, Language and Literacy Development CoG Chair of Governors CPD Continuing Professional Development DA Dispositions and Attitudes DCPO Designated Child Protection Officer DFE Department For Education ED Emotional Development ELS Early Literacy Support EYFS Early Years Foundation Stage (3 -5 year olds) GB Governing Body HR Human Resources HT Head Teacher INSET IN SErvice Training IPC International Primary Curriculum KS1/2 Key Stage 1 (5 -7 year olds) Key Stage 2 (7 -11 year olds) LBB London Borough of Bromley LCT Language for Communication and Thinking LSL Linking Sounds and Letters NLC Numbers for Labels and Counting PPA Planning, Preparation and Assessment PPCC Parents, Pupils and Community Committee PSED Personal, Social and Emotional Development PSRN Problem Solving, Reasoning and Number R Reading SD Social Development SEAL Social and Emotional Aspects of Learning SEN Special Educational Needs SIP School Improvement Plan SMART Specific, Measurable, Achievable, Realistic and Timed targets SSM Shape, Space and Measures SLT Strategic Leadership Team

TFA TLR VA W ZS BB KG GC JM PF EH NC CR KM NM DD GD JS JSh AP RL IH JW RS KN MV MY

Tubbenden Friends Association Teaching and Learning Responsibility Value Added Writing Zoe Shippey Brigitte Bruce Kim Gray Gaynor Clark Jane Maxwell Peter Fraser Emma Hodson Nicola Chappell Cathy Renwood Kathy Munro Nicky Mercer Denise Doughty Genevieve Donald Jane Smitten Jenny Shepherd Andrew Purkiss Ros Luff Ian Hughes Julie Woolridge Rob Sampson Kim Neighbour Maria Veysey Michael Youlton

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