Curriculum Impact Evening 16 th June 2016

Curriculum Impact Evening 16 th June 2016

School Development Priorities 2015 -2016 • Marking and feedback • SATs in the new national curriculum • New Ofsted Framework • Embed and develop adopted system for assessment after the removal of levels • Move teaching towards outstanding across all subjects • Problem solving and reasoning in mathematics • Moderation and benchmarking of assessment outcomes within the 2014 national curriculum • Reading for pleasure • Unicef - RRSA

School Development Priorities 2016 -2017 • To ensure there is complete coverage of the maths and English in the new curriculum • To continue to enrich the writing curriculum and fill the gaps not being covered in the new curriculum • To embed outstanding practice in RE • To implement a new Assessment toolkit/Framework • To improve the quality of teaching and learning in Computing/Coding • To introduce an MFL programme into Foundation/KS 1 and develop the MFL programme in KS 2 • To achieve Level 1 in UNICEF – RRSA

RE and Worship 2015 -2016 • Strategic meeting early in autumn term- RE lead and Exec. Head to identify priorities for the next 2 years • SH to be supported/guided in continuing journey to outstanding • Very positive feedback from JMc as to ‘where SH was’ • Teaching is good with some outstanding • Scrutinies have shown that key point from OFSTED 2013 (differentiation for younger children) has been addressed • Staff training- guidance with classroom prayer/worship, revised format for RE lessons, Advent/Lent spiritual preparation, support with planning for improved outcomes • Appointment of school chaplains • Naming Ceremony, Advent Family Service, Stations of the Cross, • Weekly masses (more involvement from children), whole school masses, First Holy Communions and individual confessions heard • Lent fund raising

RE and Worship 2016 -17 • RE assessment in preparation for OFSTED • Journey to outstanding • Music(EMc. E plus other staff and children) • 1 st Holy Communion classes at SH after school (Y 3) • Catholic journey- transition to SJF • Chaplain role

Assessment 2015 -16 • New ‘interim frameworks’ of assessment used to assess Yr 2 and Yr 6. • Planning and teaching focused on children to be working ‘at the expected standard’ • Termly ‘Achievement and Standards’ meetings taken place which have included all adults working in the year group • Part of a ‘pilot’ assessment scheme with two other catholic schools • Termly assessment information analysis. • Yr 2 and Yr 6 tracking of progress in GREAT detail due to changed assessment standards. • A bespoke, excel based, assessment and tracking system has been developed and will be used for all children in 2016 -17

Assessment 2016 -17 • Introduction of new assessment system – Pupil Profile Tracker • Assessment handbook, including an assessment, schedule to be introduced • Half Termly progress sheets for be discussed with children and sent to parents • Assessment profiles for each child to be established • Personalised exercise books to be used which will include assessment criteria per subject. • Termly ‘Achievement and Standards’ meetings to include evidence of children’s achievement against that standard.

Phonics 2015 -16 • All staff offered phonics training in March led by local authority- Well attended • Parent phonic screening workshops led- Parents were grateful of these • Reading logs purchased with support for parents inside • Phonics/ Spelling groups changed to enable children to receive more focussed support • Phonics resources continually sent home throughout the year (Year 1+2) to allow parents to support their child at home as much as possible • New reading scheme contains many fully decodable books • CH attended various training from LA on phonics and the phonics screening check •

Phonics 2016 -17 • Phonics training to be delivered to staff across the school • A bank of resources to be purchased based on improving the quality of phonics provision in school • Offer intervention/ further support for any child not passing the phonics check

English Reading 2015 -16 • To ensure guided reading lessons continue to have significant impact • Establish reading for pleasure statement • Purchase appropriate resources • Ensure at least good practice is embedded

English Reading 2016 -17 • Monitor the impact of the new library • Ensure Guided reading practice is consistent across the school including monitoring of use of new GR resources • Reading is celebrated in the class • Children are motivated and challenged • Parents have a clear understanding of Reading expectations and how progress is tracked

English Writing 2015 -16 • Writing became a whole school focus in April 2016 • A series of back to back staff meetings took place looking at developing the writing process, the skills to focus and when, development of compositional writing, • Interim Action plan put together • In depth Yr 2 and Yr 6 moderation exercises taken place Spring and Summer against the interim exemplification materials • Collaborative (school to school) moderation of writing in Yr 2 and Yr 6 • Yr 1, 3, 4 and 5 writing assessment grids introduced. These are focused on national curriculum ‘I can’ statements • Moderated by the LA for Yr 6 writing • New cornerstones curriculum purchased for 2016 -17 which will enhance regular thematic writing opportunities across a variety of genre

English Writing 2016 -17 • English lead to be appointed (reading and writing combined) • Whole school handwriting scheme/system • Introduce and monitor revised writing teaching cycle • Monitor the balance, breadth and quality of writing opportunities within the ‘Cornerstones’ thematic curriculum

Mathematics 2015 -16 • Arithmetic focus in lessons to meet the needs of new assessment framework – very successful! • Termly planning meetings with all staff to discuss progress and gaps in learning/coverage. • Continued used of Abacus as a planning tool • Calculation policy adapted in light of national curriculum changes and training for all TAs • New assessment materials purchased – Testbase • Further reasoning and problem solving materials purchased • Happy Puzzle mathematics challenge day • Yr 2 received intervention for ‘working towards’ the standard children • Yr 2 working at greater depth children received further challenge • High level of support for Yr 6 children by mathematics lead to meet the needs of the new SATs tests.

Mathematics 2016 -17 • Development of teachers feedback of mathematics to ensure that next steps are precise to move the children on. • Further development of reasoning and application of skills • Whole school Multiplication tables system to be introduced. • High level of support for Yr 6 children by mathematics lead to meet the needs of the new SATs tests.

Curriculum 2015 -16 • Children in both Key Stages have continued to experience a creative curriculum, which is planned with a thematic approach to teaching and learning • Theme days held to start themes in an engaging way for EYFS, KS 1 and KS 2 • Learning environment continues to enthuse and engage children- throughout the school • Children have continued to visit secondary schools to experience extra music/ PE activities • RRSA has been linked to themes where possible • A HLTA continues to deliver French lessons to KS 2 • Monitoring of foundation subjects has taken place in accordance with monitoring schedule for the Autumn and Spring terms- they have been supported by curriculum lead. All foundation subjects now have a leader appointed • Teams/ subject leaders have allocated their budgets effectively to allow for resources that are purposeful to be purchased

Curriculum 2016 -17 • New ‘Cornerstones’ curriculum purchased- Training in Summer term (2016) with the aim of it to be implemented successfully in September • Continuation of cross curriculum teaching with engaging thematic ‘experiences’ • Continuation of monitoring from Foundation subject leaders

Science 2015 -16 • Science included in the subject monitoring schedule – January 2016 • ‘Science weeks’ and ‘science days’ introduced into KS 2 to cover the science objectives • We have continued a thematic, investigative approach to science teaching where possible, especially in KS 1 • A Science day planned for KS 2 with a secondary science teacher and ‘Sublime Science’ company • School trips involving science – Year 4 Stibbington trip, KS 1 and FS trip to Ferry Meadows, visit to Moor Farm by Foundation Stage and Year 2. • New Science planning and teaching resources purchased to support teachers for this current year

Science 2016 -17 • Science to be taught within a thematic approach in the new Cornerstones curriculum with standalone units where necessary • New assessment materials to be used • Use of analysis tool to ensure all objectives are covered within the 2 year cycle • To engage further with teachers from local secondary school (potentially St John Fisher) • k. S 1 and KS 2 science days to engage children in the subject

SEN 2015 -16 • SEN & Health services • Waiting lists • New procedures • SENCo Cluster • SEND Award • • • Project: PCD/pupil profiles SEND panel Sensory circuits • • Specific needs catered for • • Early intervention (57% FS/KS 1) Increased awareness parents/staff Medical conditions: • Nurse surgery • Complex cases

SEN 2016 -17 • SEN & Health services • Increase staff knowledge and develop specialisms • Provision mapping • Interventions • Medical conditions: • Nurse surgery • Health & Wellbeing project

Sports Premium inc PE 2015 -16 PE network meetings at Jack Hunt every half term Year 3 -6 have all received 7 hours of swimming lessons at Jack Hunt (subsidised using Sport Premium) ‘Young Ambassadors’ and ‘Health Ambassadors’ The majority of year groups have taken part in sport events at Jack Hunt We have worked with Jack Hunt on the ‘Legacy Launch’ ‘Dance club’ which has involved the children performing at The Cresset in the ‘Primary Dance Festival’ Free sports clubs and PE coaching – POSH football coaching, basketball, running, cricket Cricket package from Huntingdon Cricket – clubs, assembly and tournaments Year 3 friendly football match against Eye Primary School Yr 5/6 Euro 2016 football event Health and well-being project Bright PE – successful use of planning documents

Sports Premium in PE 2016 -17 Continue to work closely with Jack Hunt to offer a range of sporting opportunities To increase interschool competitions To increase out of school competition- for example football matches against other schools Continue with dance club and performances at The Cresset Continue with clubs – running, football To continue to offer swimming lessons at Jack Hunt With increased sports funding from 2017, investigate the possibility of SH sports coach.

History and Geography 2015 -16 • Monitoring of History and Geography carried out in February 2016. Children from both Key Stages were interviewed and books and folders from all year groups were looked at • Communication and support given by the Curriculum lead regarding coverage of objectives • Successful experience days for children related to their themes including the Key Stage 2 Roman day • 2016 Olympics being a focus to encompass both world geography and the history of the games • Annual Global Day organised by Ms Priddy gives the whole school a geography and cultural based day

History and Geography 2016 -17 • Purchase of the new ‘Cornerstones’ curriculum (to be implemented from September 2016) will allow teachers to ensure the topics they have chosen give the correct coverage required for both History and Geography • Continuation of current good practise of supporting History and Geography topics through Key Stage theme days and experiences • Continuation of monitoring from subject leaders in accordance with the monitoring schedule

Time for a coffee!

Art and Design Technology 2015 -16 • Ordering of material to replenish art supplies. • Ordering of art materials for Key stage 2 art and design and technology projects. • Liaised with CH to ensure KS 1 trip has an art focus. • Met with children to discuss their ideas on art and gather ideas for an art installation for school. To be followed up with a meeting with staff shortly. • With NW sent staff member on training course for cooking. • Assembly on healthy eating for British Nutrition Foundation healthy eating week.

Art and Design Technology 2016 -17 • To become increasingly familiar with the new curriculum and ensure complete coverage provided through lessons taught. • To create a whole school art installation encompassing art and design and technology. • Increase awareness of British Nutrition Foundation healthy eating week.

Languages – French 2015 -2016 • All KS 2 children taught French on a two week cycle • Taught by HLTA due to timetable issues with St John Fisher • La Jolie Ronde scheme purchased for KS 2 and used for all lessons 2016 -2017 • Embed practice • CPD opportunities for HLTA • Explore assessment of languages

Pupil Premium 2015 -16 Club vouchers given out to PP children- vouchers given to each pupil premium child. This enables them to take part in after school clubs with reduced financial pressure on the parents. They are also invited to the ‘Thursday Club’- a club run by an enthusiastic TA which the children enjoy attending. Through this, they access a variety of activities. Talkboost/ BRSP interventions started (delivered by PP TA) - Talkboost groups PP TA continued to work with PP children 1: 1 or in small groups ‘Pupil Centred’ discussions arranged with almost all PP children- these now have more of a child centred approach- involving the children in all, or part of the meeting. KS 2 + KS 1 Homework club were opened up to all PP children- many now attendsupported by a teacher and PP TA A child in KS 1 was unable to complete homework due to not being able to access the internet so we purchased a Kindle to allow her to complete maths/ phonics games on at home Children in Year 5/6 have been given time with a qualified teacher to work on their English/ Maths skills on a 1: 2 basis All children were offered Breakfast club places, some of these were taken up and are used regularly YMCA counselling service part funded by PP grant

Pupil Premium 2016 -17 • Continue all of the good work from previous years • Some funding has gone towards the new Cornerstones curriculum • PP TA to take over the running of Thursday club

ECO and FFL 2015 -16 • First year of gardening through the winter • Greenhouse ready for Spring • Visit from Welbourne Primary School • KS 1 Eco sessions • Bike It Crew: • Big Pedal 32% biking/scooting to school • Bike ride with Ravensthorpe BIC • Sustrans supporting school: Dr Bike; individual cycle lessons; games • 7 th year of link to Moor Farm: • Farmhouse Breakfast & Year 2 visits • Foundation Stage link • Health & Wellbeing project: links with Asda & extended cooking sessions • Still very close to achieving Silver FFL award

ECO and FFL 2016 -17 • Achieve Silver FFL Award • Bike It Crew: • Increase % for Big Pedal • Sustrans? • Moor Farm: • Fundraising for Year 2 farm visits or link between caterers and Moor Farm • Big Breakfast

Buildings 2015 -16 • Hall and Chapel decorated. • New telephone system installed. • HT Office refurbished to accommodate Exec Head. • School Office converted to accommodate separate SBM office. • 2 new Interactive Whiteboards in 2 classrooms. • New Library – work started at the end of the Spring Term and looking to complete before the end of the Summer Term. • Arthur Gantert trust have donated £ 35, 000 towards the build and also extra towards a stained glass window and internal fittings. • Diocese has funded around £ 20, 000 towards building costs.

Buildings 2016 -17 • Library completed and ready for new term September 2016 • New CCTV and lighting system to be installed. • Internal decoration and storage

Computing inc Coding 2015 -16 • Computing included in the subject monitoring schedule – February 2016 • Attended afterschool CPD on coding and new software • Standalone, fortnightly coding lessons taught to all KS 2 children during PPA time (with problem-solving, child-led approach) • Involvement of ‘enriched. it’ to provide training and support for the coding teacher to deliver the coding curriculum • Coding objectives covered through a cross-curricular approach within KS 1 with objectives especially linked to Maths objectives • Continued to embed wider computing into thematic learning curriculum (e. g. researching, presenting information) • Class set of 30 i. Pads for both coding lessons and use across whole school • Introduction of Blue-Bots for KS 1 children • Introduction of ‘digital leaders’ team to support peers in the use of IT across the school • New storage for IT • Training for members of staff delivered by Computing lead • Clevertouch whiteboards now across the whole school

Computing inc Coding 2016 -17 • Raise the profile of the digital leaders across the school once they have become more confident supporting their peers through training • Embed the coding curriculum further within the whole curriculum • Provide training and CPD for all teaching staff for the teaching of coding • Introduce children to netbooks during KS 1 so they are more confident to use them when entering KS 2 • Increase the use of i. Pads in KS 1 further for researching topics and games/activities linked to the core curriculum • Providing more complex, open-ended problem solving for higher attaining children during coding lessons once they have understood the programs • Consider links with STEM and/or secondary schools to provide opportunities for the higher attaining children • Involvement of coding within extra-curricular activities (e. g. Thursday club)

Music 2015 -16 Peterborough Music Hub becomes much more efficient in it’s communication and organisation of opportunities allowing for greater access for students to professional orchestras and choirs. November/ December Sacred Heart choir membership has been 58 students this year. Almost half of Key Stage 2. Christmas events include invitations to Jack Hunt Christmas Concert, St John Fisher Catholic school’s carol service, Cavell Centre Carol service and the Cresset Day Care carol service. January Visit to Royal Opera House. Bid for tickets was successful. This was part of an outreach programme from the opera house to provide opportunities to visit for children who could otherwise not afford the opera. This trip was shared with St Albans. February Britten Sinfonia workshop. Very successful day for our string players to work with this professional orchestra as past of their outreach programme promoted through the music hub. March Peterborough Music Festival. Successful entries from our violin and piano players. Choir entry praised “an excellent” from the adjudicator! May Sixteen Matinee Project. An opportunity for year 5 to work with the professional choir culminating in a concert at Peterborough Cathedral. June Popular musicians trip to see “Wicked” at the Apollo Theatre in London. A chance for musicians to see what the world of music can offer in terms of a future in the performing arts.

Music 2016 -17 Recorder lessons offered as part of Key Stage music to all children in both Key Stage 1 and 2. Foundation begin the recorder in the summer term. This opportunity offers all the skills of music practise and learning with an inexpensive instrument ensuring access for all. Key Stage 1 music now taught weekly to provide a solid foundation for Key Stage 2. Music theory, practise and musicianship taught to all students. Consolidation of recorder learning with the “ABRSM Prep Test “ now offered as a standard to be achieved to year 6. Whether the actual grade is taken or not this is the standard the children are encouraged to reach through their class learning. Year 4 are taught the flute as part of the Peterborough First Access project. Continuation of violin and piano lessons. Guitar lessons now offered with one teacher on a Wednesday afternoon. Flute and clarinet lessons also available. Encouraging music playing amongst staff to offer a “band” to include students at Mass. Lunchtime groups that have been available this year for the children to take part in are choir, violin and recorder.

YMCA Family Support 2015 -16 • In December we bought into the YMCA counselling service (50 sessions). This services looks to promote child well-being and mental health • 6 children currently accessing the service • YMCA came in to support the school after the passing of Ashwin Abraham • Impact has been seen at home and in school • Social services see it as an essential part of some children's support network Family Support service • In December we bought into the Family Support service (up to 6 hrs per week) • They offer family support beyond what school would usually offer • Currently working with 5 families with a wide range of needs and support • Impact has been seen in the form of raised school attendance, self confidence, parental engagement with school, and preparation for secondary transfer

Family Support 2016 -17 • Continue to purchase YMCA and family support service • Assign a governor to the role of monitoring impact of these initiatives

Safeguarding inc PREVENT 2015 -16 • The majority of staff and governors attended a safeguarding training session provided by the Local Authority in school in the autumn term. The remaining staff were given refresher training by Caroline, if they had missed it and required it. • There has been an increase in CIN cases this year, which are more time intensive for Mark and Caroline. • There has been an increase in Early Help cases this year, again taking up more time. • Caroline attended a local authority training session on PREVENT in September 2015. • All staff completed online PREVENT training in May 2016, and were then given additional training by Kerry Cliffe from JH in June 2016. • A column has been added to the SCR indicating which staff have had PREVENT training. • All staff and governors and read the most recent copy of KCSIE, and have signed a register to indicate this. • Family support and counselling has been introduced in school for those children or families who are deemed to need it. In the case of family support, this need has been worked out in accordance with the Peterborough Threshold Document. • Weekly meetings continue to take place between the SENCO, Learning Mentor and DCP, in order for there to be joined up awareness of issues.

Early Years 2015 -16 • New to Reception cluster meetings attended by MC and AB • Reception cluster meetings, collaborative meetings and Phase Leader meetings attended by MC • Support in school from LA advisor focussing on various elements including planning, provision and assessment • Outside agency support from CREDs in relation to supporting EAL learners • Purchase of new resources including bilingual books • Restructure of classroom with designated learning areas • Use of LA tracker for assessment • Successful introduction of Tapestry online learning journal after initial parental trial. Some good communication has been established with a number of parents • Successful moderation by LA which supported assessment judgements • Restructure of the transition process ensuring all children are visited at nursery and that they visit school twice rather than three times in the Summer term

Early Years 2016 -17 • Restructure of the transition process so that the children have a staggered start allowing for the children to settle and baseline assessments to be made • Continue to use Tapestry and work towards encouraging more parental input by showing parents how to upload their own observations • Continue to use LA tracker for assessment from September to include baseline judgements • Encourage greater engagement from parents by running workshops to include phonics, reading and maths • Continue to attend Reception cluster and collaborative meetings • Enhance the outdoor learning environment including re-establishing the sand pit area

Collaboration 2015 -16 • Accessing collaborative opportunities through buying into the Jack Hunt trust including, EYFS, SEN, marking and feedback, transition, connecting classrooms, Mathematics • Cross school moderation in Yr 2 and Yr 6 • Extended the Peterborough Catholic Schools group in include Cambridgeshire Catholic School. This has focused on MAT’s and sharing good practice across schools • Develop a transition programme to inform Year 5 parents more about St John Fisher • Continued to be part of the Jack Hunt cluster, overlap with the Jack Hunt trust • Triad approach to school improvement – West Town and Gladston • Triads form a collaborative involving 13 school across the city. The PSISN now focuses on Jack Hunt cluster schools, this has led to less groups and better school to school improvement opportunties.

Collaboration 2016 -17 • Continue to explore the Catholic MAT opportunities • Establish greater collaboration with St John Fisher Catholic Secondary • Work in partnership with the church to promote greater Catholic practice • Continue with Jack Hunt trust school improvement groups • Complete final year of PSISN groups

Unicef – RRSA 2015 -16 • RRSA was launched to the whole school community, including, pupils, staff, governors and parents in January 2016. Prior to this Caroline and Mark attended a day of RRSA training in London, provided by UNICEF. A morning of RRSA training to all staff was provided by Mark and Caroline in January. • A baseline audit was carried out, which involved all staff and pupils completing a questionnaire, and the results were then collated, which highlighted where the school was at as a starting point. • A steering group was set up, comprising of members of staff and pupils from a variety of year groups. This steering group meets roughly every 4 weeks, and tasks are reviewed and allocated at this time. • From January, whole school UNICEF assemblies take place every Thursday afternoon, with teachers choosing a different article from the UNCRC to cover. • In March we applied for the first level of the award, which is the Recognition of Commitment, and this has been awarded. We can now display the RRSA watermark on our website and notepaper. • All relevant school policies have now been amended to reference Articles from the UNCRC where appropriate. • The School Prospectus for 2016 -17 now references relevant Articles from the UNCRC in various sections. • Further training for staff has now been provided, demonstrating how to model Rights Respecting Language, and giving examples of Class Charters, which will need to be displayed in all classes in September.

Unicef – RRSA 2016 -17 • Class charters to be displayed in all classes from September. • A library charter and a playground charter also to be displayed. • Staff and pupils to become even more familiar with the UNCRC Articles. All staff to model Rights Respecting language particularly when sorting out issues of behaviour and social issues in the playground, but also when addressing incidences of lack of output and concentration in class (by pupils!). • Teaching of global citizenship and sustainable development, guided by the values and principles of the convention, to be embedded into 2 curriculum areas from Autumn 2016 onwards. • Links to the Convention in other areas of the SDP need to be made and written in. The Head Teacher and senior leaders need to describe the School’s vision for school improvement in terms of Rights Respecting Values. • Children need to be involved in a range of activities to promote children’s rights on a local and global scale, e. g. children should be given opportunities to lead RRSA assemblies and lead fundraising projects. • School should be in a position to confidently apply for RRSA Level 1 by Easter 2017.

The Governing Body 2015 -16 • Improved involvement with staff and the wider community • Reinstated governors visits to linked classes • Reinstated governors to curriculum areas • Newsletter to inform school community of governors activity • Vision evening and working party

The Governing Body 2016 -17 • To determine the schools role in the diocesan vision of collaboration – the school will establish its relationship with the Catholic cluster schools as recognised by the Diocese and the Df. E • To have a succession plan policy for governors and staff – an induction policy will ensure there is a strategy for succession, recruitment and retention.