Manila Southwoods International School Development Plan For the 5 Years Ending 31st April 2015

Table of contents Please click on the relevant links below:

Planning the Plan Context of the Plan The Five Key Outcomes of Every Child Matters and the Self Evaluation Form Mission Statement and School Aims The Five Key Outcomes of Every Child Matters - existing provision Our 3-year plan for further developing The Five Key Outcomes of Every Child Matters Long Term School Development Priorities Review of Previous Year Progress since the last OFSTED inspection Progress since the last Audit Pupil Performance Targets The starting point of Key Priorities What will remain the same Management of the School Development Plan Leadership & Management Structure The Duties of the Full Governing Body in supporting Leadership & Management The Duties of the Committees of the Governing Body in supporting Leadership and Management Management of School Policies OFSTED Action Plan Audit Action Plan following audit Self Evaluation Staff Development Programme

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Action for Target setting Absence Targets and Outturns Key Priorities for Development How Key Priorities Relate To Staff Members

How Key Priorities are linked to Performance Management Governors Development Plan Asset Management Plan Summary

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Planning the Plan

The existing plan The next years plan Identify the SDP resource requirements Examine all fixed costs to ensure they represent best value. Ensure that planned expenditure matches projected income Re-examine the key priorities of the SDP Performance targets set with school improvement partner Identify DCSF/LA priorities and estimate funding The long term plan Identify links with DCSF/LA education development plan Review of current position use RAISE online Compare performance with other schools Look at trends in pupil performance Compare performance with the features of successful schools Undertake accommodation audit Establish long term (5-year) targets

st

T E R M

Plan self evaluation activities these might lead to changes to existing plan or identify priorities for next year Report plan to Governors Clarify with all staff what is required to achieve targets and priorities Plan appropriate CPD Analysis of data RAISE online amend plan if necessary Review progress against statutory targets Review progress of plan with governors Modify plan where appropriate Consult with staff and provide ongoing support Ongoing self evaluation activities might lead to changes to existing plan or identify priorities for next year Review progress against statutory targets

2nd T E R

Update pupil numbers. Consider impact on income. Consider option appraisal, by looking at opportunity costs Plan the use of Standards Funds

Estimate long term staffing costs

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Review progress of plan with governors Modify plan where appropriate Ongoing self evaluation activities might lead to changes to existing plan or identify priorities for next year Review progress against statutory targets Review progress of plan with governors Performance management meetings evaluate progress against targets Measure impact of improvement action against success criteria and calculate to show value for money

Verify Planned Levels of Unspent Balances Confirm staffing structure and staffing budget Evaluate previous years training Identify areas from existing plan not completed Identify priorities from self evaluation and discuss with staff and governors Report priorities to key personnel Create action plans and submit bids Review budget with governors and allocate resources Agree action plans and draft budget Performance management meetings set new performance targets

S U M M E R

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Context of the Plan This plan seeks to celebrate recent achievements as well as to set out the priorities of the school for the future. The plan has been drawn up within the context of five main agendas: The current situation of the school as evaluated through the schools systems of Self Evaluation and described in the Self Evaluation Form (SEF). The 5 Key Outcomes of Every Child Matters: economic well-being A. DePED Priorities B. Local Authority Priorities

C. The Financial Management Standard in Schools The School Development Plan is our prime tool in ensuring purposeful budget planning for the future. It sets out our priorities and our strategic planning to improve upon our past best. All staff, governors, parents, pupils and members of the community contribute to the continuous evaluation of the schools performance throughout the year. Informally or formally, comments or complaints are considered as part of the process
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of school development. Routinely, problems are solved at all levels by the stakeholders in the school who all work together in the schools best interests. The Five Key Outcomes of Every Child Matters and the Self Evaluation Form

The five key outcomes of Every Child Matters are at the heart of everything we do. The self evaluation form (SEF) is the tool we use to evaluate how successful we are. The questions are those asked by OFSTED to support schools in making valid judgements. These are the same questions our governors use in evaluating our achievements.
Be healthy Aims
To be physically healthy To be mentally and emotionally healthy To be sexually healthy To enjoy healthy lifestyles To choose not to take illegal drugs

Stay safe
To be safe from maltreatment, neglect, violence and sexual exploitation To be safe from accidental injury and death To be safe from bullying and discrimination To be safe from crime and anti-social behaviour in and out of school To have security, stability and be cared for

Enjoy and achieve

To be ready for school To attend and enjoy school To achieve stretching national educational standards at primary school To achieve personal and social development and enjoy recreation

Make a positive contribution

To engage in decision-making and support the community and environment To engage in law-abiding and positive behaviour in and out of school To develop positive relationships and choose not to bully and discriminate To develop self-confidence and successfully deal with significant life changes and challenges To develop enterprising behaviour

Achieve economic well-being

To engage in further education, employment or training on leaving school To be ready for employment To live in decent homes and sustainable communities To access to transport and material goods To live in households free from low income

Achievement & Standards

3a. What are learners achievement and standards in their work? (and progress) 3b. How well do learners achieve in the Foundation Stage? 4a. How well do learners make progress in their personal development? 4b. To what extent are learners aware of, and do they practise, healthy lifestyles? 4a. How well do learners make progress in their personal development? 4b. To what extent are learners aware of, and do they practise, healthy lifestyles? 4c. To what extent do learners feel safe and adopt safe practices? 4a. How well do learners make progress in their personal development? 4b. To what extent are learners aware of, and do they practise, healthy lifestyles? 4d. How well do learners make a positive contribution to the community? 4e. How well do learners prepare for

Personal development & well-being

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their future economic well-being? 4f. How good are the personal development and well-being of learners in the foundation stage? 4f. How good are the personal development and well-being of learners in the foundation stage? 5a. How good is the quality of teaching and learning? 5b. How well do the curriculum and other activities meet the range of needs and interests of learners? 5c. How well are learners guided and supported? 5d. What is the quality of provision in the Foundation Stage? 4f. How good are the personal development and well-being of learners in the foundation stage? 5a. How good is the quality of teaching and learning? 5b. How well do the curriculum and other activities meet the range of needs and interests of learners?

Quality of Provision

5c. How well are learners guided and supported? 5d. What is the quality of provision in the Foundation Stage?

5c. How well are learners guided and supported? 5d. What is the quality of provision in the Foundation Stage?

5b. How well do the curriculum and other activities meet the range of needs and interests of learners? 5c. How well are learners guided and supported?

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Mission Statement and School Aims

Schools will want to delete this information and include their own mission statement and school aims
Our Mission Statement Where Every Child Matters We strive to ensure our pupils will: Be safe Be healthy and happy Enjoy learning Achieve success Be able to contribute to their school and society

Be prepared for a life in the 21st Century

Achievement and Standards Aims For all children to make significant progress in knowledge, understanding and skills; in attitudes and values; as social beings and as lifelong learners

Personal Development and WellBeing For all children to enjoy their education, feel safe and practise a healthy lifestyle

Quality of Provision To achieve a broad, balanced and relevant curriculum throughout the school which meets the needs of children and statutory requirements To offer a relevant curriculum with flexible approaches to learning. To create a stimulating environment

Leadership & Management To give a clear direction and purpose which is translated into clear targets

Premises To establish and maintain all premises in good order with adequate facilities for the education and care of all pupils

Links with ECM

Enjoy and achieve

Be healthy Stay safe Make a positive contribution Achieve economic well-being

Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic well-being

Stay safe

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The Five Key Outcomes of Every Child Matters - existing provision Schools will want to add/delete their own provision to this table
The five key outcomes of Every Child Matters are at the heart of our work, below are some of the strategies we use for promoting these outcomes. Be healthy
Two hours of PE each week Extensive ECA programme Inter-house activities PSHCE programme Circle time Sex education Drugs education Healthy Schools scheme Healthy lunchbox scheme Healthy menu School Travel Plan Restorative Justice Healthy lunchbox scheme Establish Golden Table Continue promotion of lunchtime and after school activities Healthy Eating Days Implement SEAL National Healthy School Standards Set up healthy school council

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Stay safe
Appropriate policies Child Protection procedures Restorative Justice Risk assessments Use of relevant class and school rules Strong relationships between staff and pupils Continued Child Protection CPD for all Ensure safe practice in all aspects of school life Continued implementation of restorative Justice Promote anti-racism Review all risk assessments SEAL implemented Safety week Establish sheltered areas

Enjoy and achieve

A stimulating, challenging and appropriate curriculum. A skills-based curriculum Assessment for Learning Excellence & Enjoyment Challenging targets Parental Partnership Promoting attendance Teaching and use of ICT Outdoor play provision EAL provision Review whole staff CPD arrangements and IiP Apply for IiP First Steps Spelling Use of DEW Use of GfW PSLN activities Implement SEAL Skills based curriculum

Make a positive contribution

Appropriate policies Restorative justices Circle time PSHCE programme Class Council School Council ECO team Charity work Promoting Citizenship Promoting multi cultural education Links with Ghana school Links with Uganda school Maintain ECO Gold standard Planned programme of fundraising Use of display Themed weeks French week

Achieve economic well-being

Circle time Class Council School Council Links with Ghana school Use of House Captains Use of Sports Captains Peer Mediators scheme Team work opportunities Robinwood Activity Centre Buddy system Curricular opportunities to research and make presentations

Our 3-year plan for further developing The Five Key Outcomes of Every Child Matters Schools will want to add/delete their own provision to this table

Be healthy

Stay safe
Comply with fire risk assessment

Enjoy and achieve

Investigate International Primary Curriculum

Make a positive contribution

Achieve economic well-being

Development of library

Long Term School Development Priorities

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Schools will want to add/delete their own priorities into this table including the reference to ECM in brackets after each priority. Achievement and Priority Personal Priority Quality of Provision Priority Leadership & Standards Order Development and Order Order Management Well-Being Year 2 Respond to RAISE 1 Managing 6 Continue to develop 3 Undertake review of Online data and challenging our Dyslexia Friendly ICT provision and the internal tracking behaviour (2) Classrooms most effective use of systems (3) 8 hardware Review Continue to improve 4 implementation of teaching of phonics at Continue to develop SEAL (1,2,3,4) KS2 learning platform Establish improved electronic recording of assessments and report writing Re-award of Basic Skills Quality Mark in 2010(3) 5 13 Online reporting for parents

Priority Order 2

Premises Review library developments Refurbish Nursery classrooms

Priority Order 9 7

10

Year 3

Respond to RAISE Online data and internal tracking systems (3) Respond to RAISE Online data and internal tracking systems (3)

11

Maintain ECO Gold standard and reaward in 2010 (1,2,3,4)

14

12

Year 4

15

Year 5

Respond to RAISE Online data and internal tracking systems (3)

16

The Five Key Outcomes of Every Child Matters 1. Being healthy 2. Staying safe

3. Enjoying and achieving

4. Making a positive contribution

5. Achieving economic well-being

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Review of Previous Year Schools will want to delete this information from the table and enter their own review of the past year including reference to ECM in brackets.
Achievement and Standards Raise standards in mathematics at level 3 in KS1 Impact:5% increase in level 3s at KS1 Cost: 10 per pupil Excellent value for money Personal Development and WellBeing Planning has been completed to implement SEAL in Sept (1,2,3,4) Impact: Now ready to begin teaching of SEAL Cost: 4 per pupil Excellent value for money Quality of Provision First Steps training in Spelling undertaken and implemented (3) Impact: No significant impact on standards in spelling Cost: 1500 in training Poor value for money Leadership & Management Successful registration of Out of School Hours Club Impact: Now able to offer breakfast club and after school club until 6p.m. Cost: Completion of forms and meeting times Excellent value for money Good value for money Premises All classrooms refurbished. Impact: Much improved learning environment. Cost: 130 per pupil

Level 4+ English 91% Mathematics 92% CVA 100.7 The Five Key Outcomes of Every Child Matters

2.

Being healthy

2. Staying safe

3. Enjoying and achieving

4. Making a positive contribution

5. Achieving economic well-being

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Progress since the last OFSTED inspection Schools will want to delete this information from the table and enter their own how to improve issues and progress made Achievement and Standards How to improve No issues Personal Development and Well-Being No issues Quality of Provision No issues Leadership & Management No issues

Summary of progress made The five Key Outcomes of Every Child Matters (All figures in brackets refer to The five Key Outcomes) 1. Being healthy 2. Staying safe 3. Enjoying and achieving 4. Making a positive contribution 5. Achieving economic well-being

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Progress since the last Audit Schools will want to delete this information from the table and enter their own recommendations from their last audit and progress made. Headings from audit reports may vary between local authorities. Management Overview Budget Monitoring Ordering, Receipt of Goods etc. Copies of official orders and delivery notes must be retained for audit purposes for a period of 6 years plus the current year Appropriate retention put in place. Management System Access and Security Passwords must be changed on at least a termly basis Safekeeping and Banking of Official Income Official receipt book must be used to record and receipt all official income (except school meals) School Bank Account

How to improve

The scheme of delegated limits for the headteacher must be completed and reviewed by the governing body Powers of delegation reviewed and minuted by governing body

Order number of the invoice number must be entered onto the relevant cheque stub

Summary of progress made

Appropriate systems put in place

Receipt book implemented

Appropriate action in place

School Meals How to improve No recommendations

Petty Cash Imprest No recommendations

Inventory Records Full inventory record to be compiled and updated

Insurance- All Risks Schedule Implement register to record the temporary removal of equipment from the premises Register set up and informed staff

PLASC Return No recommendations

Non-Official Funds No recommendations

Summary of progress made

Inventory record compiled

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Pupil Performance Targets Schools will want to delete key stage tables, which are not appropriate to their own settings and enter their own targets.

Key Stage 2 Since 2006 category D of Fischer Family Trust data has been used as the basis for target setting. % of students achieving Level 4+ Target English Mathematics 2006 Actual Target 2007 Target Actual 2008 Target Actual 2009 Actual Target 2010 Actual

% of students achieving Level 4+ Target in both English and mathematics

2009 Actual Target

2010 Actual Target

2011 Actual

% of students making 2 levels progress from the level attained at the end of KS1 Target English Mathematics

2009 Actual Target

2010 Actual Target

2011 Actual

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Key Stage 3
Since 2006 category D of Fischer Family Trust data has been used as the basis for target setting.

% of students achieving Level 5+ Target English Mathematics Science

2006 Actual Target

2007 Actual Actual

2008 Target Actual

2009 Actual Target

2010 Actual

% of students achieving Level 5+ (not statutory) Target in both English and mathematics Science

2009 Actual Target

2010 Actual Target

2011 Actual

% of students making 2 levels progress from the level attained at the end of KS2 Target English Mathematics

2009 Actual Target

2010 Actual Target

2011 Actual

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Key Stage 4 % of students achieving: Target 5 A*- C 5 A*- C (including English & Mathematics) 5A-G 2007 Actual Target 2008 Actual Target 2009 Actual Target 2010 Actual

% of students making equivalent of 2 levels progress from the level attained at the end of KS3 (not statutory) Target English Mathematics

2009

2010

2011

Actual

Target

Actual

Target

Actual

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Action for Target setting Schools might like to delete information, which is not relevant to their Key Stage. July, Aug, Sept Oct, Nov, Dec Jan

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Analyse 2008 results and compare with targets set. Which pupils did not achieve targets and why? Did any pupils exceed their targets? Were there significant discrepancies between targets and outcomes? Look at all assessment data (e.g. optional test results, teacher assessment) at the end of Y3 and Y4 in reading, writing and maths (primary schools) and Y7 and Y9 in English and maths (secondary schools to review progress of individual children. Review pupils tracking to identify which pupils are working at age related expectations, which ones are not making sufficient progress and which are showing evidence of accelerated progress over the year For pupils or groups of pupils who are not making sufficient progress and who may be at risk of not achieving end of key stage target levels, and pupils who are on track to achieve above target levels, arrange appropriate intervention/support or develop more stretching teaching plans, particularly those mid-key stage Ensure PEPs for children in care are updated to take account of previous years results and that targets remain sufficiently ambitious. How can the LA virtual school head/education of children in care team support the school with the education of children in care Ensure tracking procedures for pupils working below level 1 are effective Confirm additional resources for each year group according to prioritised needs Ensure analysis of results feeds into the schools self evaluation, school development plan and performance management systems At target setting meeting with SIP review progress towards 2009 targets for Y6 and Y11 pupils and look at projected outcomes for 2010 based on prior attainment and progress of current Y4 and Y9 cohorts Discuss and agree targets for 2010 with SIP including for any children in care and report provisional school targets to LA Taking account of any further discussion with the LA, formally agree statutory school performance and attendance targets with the Governing Body Continue to focus provision on Y6 and Y11 target pupils. Closely monitor progress of identified borderline children in Y5 and Y10 to maximise progress of target children Review use of additional resources to ensure impact on identified pupils or groups

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Absence Targets and Outturns Schools will want to enter their own targets into this table and delete any year groups which are not relevant. 2007 % Reception Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Year 8 Year 9 Year 10 Year 11 Whole School Persistent Absence Targets (not statutory) 2009 % Whole School Target Actual Target 2010 Target Actual 2011 Actual Target 2012 Actual Target Actual Target 2008 Target Actual 2009 Actual Target 2010 Actual

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Key Priorities for Development

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This is partially populated as an exemplar. Schools will want to delete this and enter their own priorities. The key priorities will correspond to the priorities schools have identified in their SEF (these are in bold). Schools might like to include other priorities, which are not included in the SEF but are relevant to their school development work. Achievement and Standards To achieve performance targets: Proportion of pupils achieving a level 4+ in both English and Mathematics 83% Proportion of pupils making 2 levels of progress in English 92% Proportion of pupils making 2 levels of progress in Mathematics 88% Achieve 50%+ level 5s in Science at KS2 Exceed National averages at KS1 in reading and mathematics. Personal Development and WellBeing Achieve Local Healthy School Standards (1,2,3,4) Quality of Provision Compile a portfolio of writing moderated by all staff (3,5) Leadership & Management Prepare long term subject development plans Introduce learning platform To self evaluate the implementation of EYFS and outdoor play To continue to research the use of Ros Wilson Writing and subsequent day 1 training (3,5) Organise, monitor and evaluate an annual programme for supporting pupils under wave 2 & 3 (3,5) Premises To achieve performance targets: Proportion of pupils achieving a level 4+ in both English and Mathematics 83% Proportion of pupils making 2 levels of progress in English 92% Proportion of pupils making 2 levels of progress in Mathematics 88% Achieve 50%+ level 5s in Science at KS2 Exceed National averages at KS1 in reading and mathematics.

The Five Key Outcomes of Every Child Matters 1. Being healthy 2. Staying safe

3. Enjoying and achieving

4. Making a positive contribution

5. Achieving economic well-being

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How Key Priorities Relate To Staff Members

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The information in this table is exactly the same as the table above except it includes the initials of appropriate staff who will be involved in the priorities. Schools will want to delete this information and copy and paste from the table above.
Achievement and Standards To achieve performance targets: Proportion of pupils achieving a level 4+ in both English and Mathematics 83% Proportion of pupils making 2 levels of progress in English 92% Proportion of pupils making 2 levels of progress in Mathematics 88% Achieve 50%+ level 5s in Science at KS2 Exceed National averages at KS1 in reading and mathematics. All staff Personal Development and WellBeing Achieve Local Healthy School Standards (1,2,3,4) Be Healthy team Quality of Provision Compile a portfolio of writing moderated by all staff (3,5) All teachers Leadership & Management Prepare long term subject development plans All subject leaders Introduce learning platform All staff To self evaluate the implementation of EYFS and outdoor play All EYs staff To continue to research the use of Ros Wilson Writing and subsequent day 1 training (3,5). CW Organise, monitor and evaluate an annual programme for supporting pupils under wave 2 & 3 (3,5) CW to lead all staff Premises To achieve performance targets: Proportion of pupils achieving a level 4+ in both English and Mathematics 83% Proportion of pupils making 2 levels of progress in English 92% Proportion of pupils making 2 levels of progress in Mathematics 88% Achieve 50%+ level 5s in Science at KS2 Exceed National averages at KS1 in reading and mathematics. All staff

The Five Key Outcomes of Every Child Matters 1. Being healthy 2. Staying safe

3. Enjoying and achieving

4. Making a positive contribution

5. Achieving economic well-being

The starting point of Key Priorities

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By establishing the starting point of the key priorities it allows schools to measure the progress made during the year. Schools will want to delete this information, copy and paste from Key Priorities for Development page above and then add the starting point for each priority.

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Achievement and Standards To achieve performance targets: Proportion of pupils achieving a level 4+ in both English and Mathematics 83% Proportion of pupils making 2 levels of progress in English 92% Proportion of pupils making 2 levels of progress in Mathematics 88% Achieve 50%+ level 5s in Science at KS2 Exceed National averages at KS1 in reading and mathematics.

Personal Development and WellBeing Achieve Local Healthy School Standards (1,2,3,4) We are in a position to apply for the standards. The necessary application forms need to be completed.

Quality of Provision Compile a portfolio of writing moderated by all staff (3,5) No portfolio in place

Leadership & Management Prepare long term subject development plans Introduce learning platform To self evaluate the implementation of EYFS and outdoor play To continue to research the use of Ros Wilson Writing and subsequent day 1 training (3,5) Some staff members have undertaken training and all staff are aware of the resources available. Organise, monitor and evaluate an annual programme for supporting pupils under wave 2 & 3 (3,5) Graduated response now implemented And teachers now identifying pupils through the graduated response for wave 2 & 3.

Premises

The Five Key Outcomes of Every Child Matters 1. Being healthy 2. Staying safe

3. Enjoying and achieving

4. Making a positive contribution

5. Achieving economic well-being

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What will remain the same Guidance from some local authorities suggests that 85% of a schools activities each year will probably be maintaining what has already been achieved.
Achievement and Standards Target Setting Implementation of yearly curricular targets(3) Improve progress and standards in KS1 Raise boys attainment in KS1 Give additional support to boys with low attainment in Year 3 Give additional support to pupils on school action in Year 3 Investigate summer born boys Continued implementation of SEAL in (1,2,3,4) Healthy team are working towards award of new National Healthy Schools Standards (1,2,3,4) Global Citizenship Award and New Links with Ugandan school (4) Planned programme of fundraising for Ugandan school (4) New healthy menus (1) Continue promotion of lunchtime and after school activities (1,2) All staff undertaken Child Protection training (2) Safe team reviewing safe practice in all aspects of school life (2) Play leaders trained to supervise KS1 pupils at lunchtimes The Five Key Outcomes of Every Child Matters 1. Being healthy 2. Staying safe Parents room has been used for FAST courses and by some parents(3) Network discussion groups (3) Personal Development and WellBeing ECO group have successfully continued their work and Travel Plan is being implemented (1,2,3,4) Peer mediators has been trained (1,2) Quality of Provision Spelling First Steps in Spelling (3) ICT New ICT suite and new software, (3) French at KS2 Leadership & Management PPA practice Leadership structure Self-evaluation has included all staff but still needs to be further embedded.

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Premises All classrooms decorated. The library is a much improved environment. New toilets New playground markings

3. Enjoying and achieving

4. Making a positive contribution

5. Achieving economic well-being

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Management of the School Development Plan This is one model for managing the School Development Plan and keeping Governors informed on the SEF
Achievement and Standards Full Governors meet November following publication of RAISE online to evaluate using SEF. Personal Development and WellBeing Full governors meet March to evaluate using SEF. Quality of Provision Full governors meet March to evaluate using SEF. Leadership & Management & Pay Review Sub committee meet termly to evaluate headteacher performance

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Finances, Staffing and Premises Sub committee meet termly to discuss general expenditure, staffing issues and premises expenditure.

Members: Members:

Members:

Pay Review Members: Pay Appeals Members:

Members:

Timetable for Meetings

Autumn September Statutory tasks and recommended tasks (as below) September Headteacher Performance & Pay Review November Evaluation of Achievement & Standards Spring Summer

February Headteacher Performance & Pay Review March Statutory tasks and recommended tasks (as below) Evaluation of Personal Development & Well-Being Evaluation of Quality of Provision

June Headteacher Performance & Pay Review July Statutory tasks and recommended tasks (as below) Evaluation of Leadership & Management Evaluation of Overall Effectiveness Review any concerns from Autumn/Spring

Leadership & Management Structure

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One model for managing ECM is for whole staff to be allocated into teams to develop the five key outcomes. Schools will need to enter staff names.
Be healthy Staff names Staff names Stay Safe Enjoy and achieve Staff names Make a positive contribution Staff names Achieve economic well-being Staff names

Promote this aspect of ECM PE ECAs PSHE Healthy Schools standards Sex Ed DrugsEd School Travel Plan

Promote this aspect of ECM Behaviour Restorative Justice Health & Safety Anti racism First Aid

Promote this aspect of ECM The curriculum Creativity Gifted & Talented SEN Assessment Learning difficulties EAL MFL Parent Partnership Nursery and the Foundation Stage Emotional Intelligence Thinking Skills Quality Mark School Development Work Spelling (from October) ICT (ongoing) Outdoor play provision (ongoing)

Promote this aspect of ECM Citizenship ECO Multi Cultural Ed Display Global Links School Council Library

Promote this aspect of ECM Circle time Class Council School Council House Captains Sports Captains Activity Centre Visits Buddy system Curricular opportunities

School Development Work Lunchtime and lunchboxes (Spring) NHSS (ongoing)

School Development Work Safe Practices (all year)

School Development Work Multi Cultural Week (summer) ECO and Travel Plan (ongoing) Planned fundraising (ongoing) Display (ongoing) Self Evaluation 4c. Full review of spiritual education 4c. Full review of moral education Review of school council effectiveness 4d. Contributing to the Community

School Development Work School Council

Self Evaluation 4a. Healthy lunchbox 4a. Count pupils in ECAs 4a. Healthy lifestyles 4a. Additional Healthy School Standards

Self Evaluation 4c. Behaviour policy & records 4b. Racial incidents 4b. Incidents of bullying 4c. Attitudes 5c. Risk assessment 5c. Lunchtime arrangements 5c. Full review of pupil welfare

Self Evaluation 3a. Standards in Foundation Stage and Foundation Subjects 5a. Scrutiny of medium term plans 5a. Teaching & Learning in Foundation Stage and Foundation Subjects 5b. Scrutiny of presentation 5b. Artsmark Assessment 5a. Scrutiny of medium term plans 5b. Homework 5b. Review of maps and timings

Self Evaluation 4e. Review of achieving economic wellbeing

The Duties of the Full Governing Body in supporting Leadership & Management

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Rationale: In addition to the traditional duties undertaken by governors, the governors of our school will understand the process of School Self Evaluation and OFSTED by being rigorous and challenging the judgements made by the leadership of the school. Autumn term Spring term Summer term

Full Governors STATUTORY TASKS Elect Chair & Vice Chair Establish terms of reference (FMSIS Doc.1) Complete business interest form (FMSIS Doc.9) Review existing policies Agree pupil targets and attendance targets Disability Access Scheme School Fund audited and approved RECOMMENDED TASKS Approve school Development Plan (FMSIS Doc14) Induction training for new governors and approve induction pack (FMSIS Docs. 21-22) Review racial incidents Review incidents of bullying Register of business interests

Full Governors STATUTORY TASKS Review existing policies Admissions arrangements Agree school prospectus Report on Performance Management Systems

Full Governors STATUTORY TASKS Review existing policies Prepare draft SDP Agree budget and staffing structure Approve financial regulations (including any variations) Review Powers of delegation form (FMSIS Doc. 10) RECOMMENDED TASKS Review attendance of pupils, staff and governors Review pupil exclusions Review racial incidents Review incidents of bullying Financial benchmarking Register of business interests Agree Best Value Statement (FMSIS Doc. 7) Approve staffing structure Approve Statement of Internal Control Approve Service Level Agreements Approve Financial Controls and Procedures Manual Approve Finance Manual Approve Fair Funding Scheme SCHOOL SELF EVALUATION (using SEF) Leadership & Management Overall Effectiveness

RECOMMENDED TASKS Review racial incidents Review incidents of bullying Register of business interests

SCHOOL SELF EVALUATION (using SEF) Achievement & Standards

SCHOOL SELF EVALUATION (using SEF) Personal development and well being Quality of Provision

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The Duties of the Committees of the Governing Body in supporting Leadership and Management Schools will want to edit this table in line with their own committee structure Autumn term Leadership & Management Review headteacher performance Review performance management policy Curriculum Curriculum issues Finance Review expenditure and spending Review budget (SFO statement August) Review Matrix of Financial Management Competency Establish Financial Management Training needs Review Benchmarking data and prepare action plan (FMSIS Doc. 25) Review Finance manual (FMSIS Doc. 1) Financial Risk and Control Checklist Spring term Leadership & Management Review headteacher performance Monitor School Development Plan Curriculum Curriculum issues Finance Review expenditure and spending Review budget (SFO statement January) Set budget Risk Management Audit Review Statement of Internal Control (FMSIS Doc. 26) Follow up to Benchmarking Review Best Value Statement Review Financial Controls and Procedures Manual Review Fair Funding Scheme Complete FMSIS self evaluation form (FMSIS Doc. 27) Premises Review premises Health & Safety Staffing Staffing issues Pay Review Panel Review Pay Policy and procedures (FMSIS Doc. 19) Summer term

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Premises Review premises Review Asset Management Plan Health & Safety Staffing Staffing issues Pay Review Panel Review pay of head and deputy Review pay of teachers on upper pay scale

Leadership & Management Review headteacher performance Monitor School Development Plan Curriculum Curriculum issues Finance Review expenditure and spending Review budget (SFO statement March) Review pupil forecast Review Service Level Agreements Review budget Review DFC expenditure Review Financial Summary including: Balances Cost Centre Summary Transactions CFR Report Outturn Statement Premises Review premises Health & Safety Staffing Staffing issues Review staffing structure Pay Review Panel Review pay of teachers (not UPS) and support staff

Management of School Policies This is one cycle for reviewing school policies. Schools will need to add their own individual policies but might like to adopt this cycle.

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Most school policies are reviewed on a 3-year cycle (statutory policies in bold are reviewed annually, other statutory policies are reviewed every two years). Local Authoritys policies in italics Year 1 Autumn term Spring term Summer term
STATUTORY POLICIES Child Protection Performance Management incl Staff Appraisal OTHER POLICIES Use of Photographic Images of Pupils Teaching & Learning Language Marking Autumn term STATUTORY POLICIES Child Protection Performance Management incl Staff Appraisal Freedom of Information guidelines Collective Worship OTHER POLICIES Art Design & Technology Geography PSHCE Handwriting Autumn term STATUTORY POLICIES Child Protection Performance Management incl Staff Appraisal Race Equality Policy and Scheme Health & Safety (including Risk Assessments) Disability Equality Scheme OTHER POLICIES Educational Visits Supply teachers Asthma Confidential Reporting STATUTORY POLICIES Special Educational Needs Equal Opportunities Admissions (as part of school prospectus) Sex Education OTHER POLICIES Assessment Infection Control Library Medicines Pay 2009-2010 Spring term STATUTORY POLICIES Special Educational Needs Equal Opportunities Admissions (as part of school prospectus) Sex Education Records Management OTHER POLICIES Anti Racism Self Evaluation Music PE Pay 2010-2011 Spring term STATUTORY POLICIES Accessibility Plan Admissions (as part of school prospectus) Charging Complaints OTHER POLICIES Attendance Science Pay STATUTORY POLICIES Behaviour Anti Bullying Nutritional Standards OTHER POLICIES Gifted and Talented History Attendance Support Lettings Anti Fraud & Anti Corruption Summer term STATUTORY POLICIES Behaviour Anti Bullying Nutritional Standards Gender Equality Scheme OTHER POLICIES Pupil and Staff Protection Homework RE Midday Supervisors Whistle blowing Summer term STATUTORY POLICIES Behaviour Anti Bullying Home School Agreement Staff Discipline, Conduct and Grievance (Capability) Curriculum OTHER POLICIES Inclusion CPD ICT and Use of Internet Mathematics

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OFSTED Action Plan

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Schools will want to delete this information and enter their own OFSTED action plan Links with National Initiatives: Assessment for Learning Links with Local Authority Plan: Priority 1 Raising Attainment Activity and proposed action Build on recently started good practices in analyzing performance data to identify what pupils need to learn to improve their work. Use of diagnostic software to identify: Curricular areas where pupils are under attaining Target groups of pupils who are under attaining and under achieving Use of Fischer Family Trust software to identify: Individual targets in KS2 SATs DS Oct And set school targets Use of internal data analysis to identify: Year by year progress Tracking of individual progress Progress by subjects CW Sept Who Time Cost Effect on Teaching & Learning Success Criteria Links with ECM Agenda

CW SL

Sept Sept

More focused teaching through use of target setting and better directed intervention groups

Identification of appropriate action to raise standards

Enjoy & achieve

Monitoring & Evaluation Key Objective Monitoring Strategy Date Evaluation Report Date to Govs.

Review

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Audit Action Plan following audit Schools will want to delete this data and enter their own action plan from their previous audit Links with National Initiatives: Financial Management Standard in Schools Links with Local Authority Plan: Internal audit Activity and proposed action Who Govs SBM Adm Staff SBM Adm Staff Time Now For All Cost None None None None None None None Effect on Teaching & Learning None None None None None None None

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Success Criteria Updated scheme of delegated limits Compliance with retention Records Policy Regular password change Evidence of use of receipt book Evidence of order number on cheque stub Completed inventory record Evidence of use of register

Links with ECM Agenda None None None None None None None

1. The scheme of delegated limits for the Headteacher must

2. be completed and reviewed by the governing body Copies of official orders and delivery notes must be retained for audit purposes for a period of 6 years plus the current year Passwords must be changed on at least a termly basis Official receipt book must be used to record and receipt all official income (except school meals) Order number of the invoice number must be entered onto the relevant cheque stub Full inventory record to be compiled and updated Implement register to record the temporary removal of equipment from the premises

3. 4. 5. 6. 7.

Monitoring & Evaluation Key Objective Monitoring Strategy Date Evaluation Report Date to Govs.

Review

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Self Evaluation Back to contents This is a model cycle for self evaluation. It covers all areas of the SEF. Schools might like to adopt it as their own practice or amend it to their present self evaluation arrangements. ECM references are in brackets)
Views of Stakeholders (Contribute to SEF3, 4 & 5) Sept. Oct. Nov. Dec.
Weekly Class Council meetings School Council ongoing Parents Council Governors Meeting for Parents Discuss targets with parents Governors meeting Parents Council 3a. Meeting with LA/SIP (3) Pupil interviews - maths 4e. Full review of Spiritual & Social education (4) 4f. Evaluation of Foundation Stage (1,2,3,4) 4c. Behaviour policy & records (2,3,4) 4b. Incidents of bullying and racism (2,4) 5a. Planned lesson observations (3) OFSTED questionnaire for Parents OFSTED questionnaire for Pupils Governors meeting Parents Council Pupil interviews ICT 4e. Full review of Cultural & Moral education (4) 4e. Review of how pupils make a positive contribution 4a. National Healthy School Standards (1,2,3,4) 4d. Behaviour policy & records 2,3,4) 4a. Count pupils in ECAs (1,3) Target setting following analysis of optional SATs (3) 3a. SATs-attainment & progress (3) 3a.Scrutiny of progress in writing (3) 3b. Evaluation of standards of Foundation Stage (3) 4b. Incidents of bullying and racism(2,4) 4c. Attitudes (4) 4c. Attendance (3,4) 4f. Review of achieving economic well-being (5) 4c. Attendance (3,4) 5a. Scrutiny of medium term plans (3) 4a. Healthy lifestyles (1) 5a. Teaching & Learning in foundation subjects (3) 5b. Artsmark Assessment (3) 6a. Inclusion 5a. Promotion of diversity and equality 5c. Full review of pupil welfare 5a. Scrutiny of medium term plans (3) 5c. Review procedures for Looked After Children (1,2,3) 5b. Promotion of a cohesive community 5b. Homework (3) Review staff handbook (3) 5b. Review of maps and timings (3) Set budget Meeting with LA /SIP 6a. Links with other providers 6a. Review of governance 6a. Review of SDP 6a. External evaluation of L & M Performance Management review meetings end of cycle (3) 6b. Promotion of community cohesion 6a. Financial Benchmarking & Best Value 6a. Incidents of bullying and racism (2,4) Meeting with LA/SIP 5c. Lunchtime arrangements (1,2,3,4) 5b. Scrutiny of presentation (3) 6a. Staffing, Accommodation & Resources incl. CPD review 6b. Evaluation of Foundation Stage (3) Investors in People application

Achievement and Standards

Set individual/group targets (3) Set yearly curriculum targets (3) Set end of year targets (3) 3a. RAISE Online (3)

Personal Development and WellBeing

4a. Walking Wednesday ongoing (1,2) 4a. Healthy lunchbox ongoing (1) 4a. Count pupils in ECAs (1,3) 4d. Behaviour policy & records (2,3,4)

Quality of Provision
Performance Management Cycle 5a. Unplanned lesson observations (3) 5a. Scrutiny of medium term plans (3) 5c. Child Protection procedures (1,2) 5c. Risk assessment (2) 5a. Teaching & Learning in core subjects (3)

Leadership & Management (All relate to SEF 6a)

6a. Presentation of SDP Review Job descriptions and roles and responsibilities 6a. Setting a clear direction Performance management interviews 6a. Monitoring performance

3a. Standards in core subjects 4b. Incidents of bullying and racism (2,4) 3a. Standards & Progress of SEN and other groups 4c. Attendance (3,4)

Jan. Feb. March

Stress questionnaire for all staff Leadership & Management questionnaire for teachers

Set individual/group targets (3)

5d. Evaluation of Foundation Stage (3) 5a. Scrutiny of marking (3)

April

Discuss targets with parents Governors meeting

Set individual/group targets (3) 3a. Standards & Progress of SEN and other groups

May

Parents Council Pupil interviews foundation subjects Canvassing views of all staff

June

Parents Council Annual Pupil report feedback

July The Five Key Outcomes of Every Child Matters 1. Being healthy 2. Staying safe

3. Enjoying and achieving

4. Making a positive contribution

5. Achieving economic well-being

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Staff Development Programme Schools will want to enter how their INSET days are being used

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INSET Days AUTUMN 1 AUTUMN 2 SPRING 1 SPRING 2 SUMMER 1 SUMMER 2

Schools will want to enter how their weekly meetings are being used

Weekly Meetings AUTUMN

September January

SPRING
April

SUMMER

October

February

May

November

March

June

December

April

July

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How Key Priorities are linked to Performance Management Schools will want to enter their own key priorities and how they link with performance management objective Performance Management Objective (in bold)/Key Priority as a bullet point 1. Classroom practice performance management objective for whole staff Develop use of ICT across the curriculum 2. Pupil progress performance management objective for Foundation Stage Improve outside play provision for the Foundation Stage 3. Pupil progress performance management objective for Key Stage 1 & 2 Raise standards in writing further through improved spelling Monitoring & Evaluation Key Objective 1. 2. 3. Monitoring Strategy Lesson observation Observing pupils Writing assessment Date Evaluation Activity/Method Activity based INSET Who All staff Time Nov-Apr Cost 950

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Success Criteria Lesson observations show confident use of Notebook

LA based INSET Research Visit other schools Big Writing INSET In-house re-visit of First Steps in Writing principles

FS staff

TBD

High quality outdoor play for the reception classes

KS1 & 2 staff

Summer

TBD

Report Date to Govs.

Review

Governors Development Plan

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Financial Management Competencies Leads the development of strategic plans: Has knowledge and understanding of school priorities, aims and objectives and takes a long-term view Knows the strategic level that governors should operate at Can assimilate the financial implications of school priorities Able to identify viable options and select or recommends those most likely to achieve the Schools goals and objectives: Able to use information provided by staff in a useful way Uses lateral thinking to identify different options Knows how to review the results of option appraisal techniques applied by school staff Knowledge of materiality principle and applies it Has a clear understanding of best financial management practice and school performance compared to it: Has knowledge of the Schools current financial performance Has knowledge of internal control processes Understands and participates in the schools self-evaluation activities of financial performance/controls Understands the LA and statutory financial requirements for the school Understands the financial framework in which the School operates Has knowledge of the Schools funding arrangements and funding streams Has knowledge of information that can be requested by LA and Government departments

Activity/Method

Who

Time

Cost

Success Criteria Governors have strategic overview

School Improvement Plan activities Governor induction training School Improvement Plan/budget activity Governors are able to consider options and select those which will achieve priorities Different scenario activities

Governors have a clear understanding of financial practice Training with Local authority finance officer Self evaluation activity Governors understand financial requirements Governor induction training Governor induction training Governor induction training

Governors Development Plan continued

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Financial Management Competencies Understands and can undertake budget setting and budget monitoring activities Understanding of finance and budgeting Has numeric and analysis skills Understands that resource allocation can affect outcomes and focuses on this rather than just looking at inputs Has knowledge of the financial information that should be provided for review regularly Able to interpret budget monitoring information in useful way and communicates the interpretation to interested parties Understands the importance of communicating the schools performance to stakeholders Understands the monitoring returns provided to the LA and DfES Knows the procedural requirements and timescales for the school and checks they are followed Has a commitment to the school and the work of the governing body: Takes part in available financial training and other chances to develop knowledge, skills and understanding Presents information and views clearly and influentially to others: Able to influence others and build consensus using the power of argument and clear presentation of the case Uses analytical skills to challenge management constructively and ask probing questions Gives and receives constructive feedback Understands where to get additional information and advice from

Activity/Method

Who

Time

Cost

Success Criteria Governors able to confidently set and monitor budget

Finance officer training Governor induction training

Governor induction training Good attendance at training sessions Governors able to present information clearly

Governor induction training

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Asset Management Plan Summary

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Element Total by Priority Element 01 02 03 04 05 06 07 08 09 10 11 12 13 Roofs Floors and stairs Ceilings External walls windows and doors Internal walls and doors Sanitary services Mechanical services Electrical services Redecorations Fixed furniture and fittings External areas Playing fields Test and Inspection Totals 1 354 1271 0 569 0 316 0 0 0 0 569 0 0 3080 2 3036 253 0 1012 1013 1803 6527 3795 12360 0 2024 0 0 31824 3 0 10677 557 3997 6028 2937 15813 22707 21682 9108 35230 0 0 128735 4 0 0 0 19608 0 506 0 0 0 1265 5187 0 0 26565 Total 3390 12201 557 25186 7041 5562 22340 26502 34042 10373 43010 0 0 190204

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