The school has organised after-school activities for P3 – P7 classes. All teachers will be involved in helping with these activities.
Parents and children will be consulted in September 2005 in relation to procedures for positive behaviour.
From September 2005 learning outcomes will made clear at the outset of a lesson, reiterated during the course of the lesson and recapped at the end; throughout the lesson the children will be encouraged to give extended responses.
The Key Stage 1 staff will update and develop a new structured play policy in consultation with the Nursery teachers.
The SENCO will provide training for all staff to ensure that IEP targets will be more specific in terms of learning goals for the children. Reviews of progress will be more detailed and evaluative.
The school will analyse more systematically all of the available data, and use it to measure and evaluate the children’s progress and achievements.
An action plan will be developed in Numeracy that clearly defines targets to effect improvement in the teaching and learning of mathematics.
From September 2005 teachers’ planning will be standardised with intended learning outcomes clearly identified. Opportunities for ICT, mental mathematics and links with other curricular areas will highlighted The learning activities will be differentiated to match the varying ability levels within the class.
Children’s oral contributions will be developed further to extend their ability to think and communicate mathematically.
There
will be an improvement in the planning and practice for the integration of ICT
to support learning, and to implement better the whole-school strategy for the
development and progression of the children’s ICT capabilities.
The
school will embed and assess ICT across the curriculum, and provide more
opportunities for the children across all the ICT strands.
The
staff will have professional development in the use of ICT to enhance the
children’s learning.
Curricular roles and responsibilities of the various members of staff, particularly the post-holders will be more closely defined in a job description.
Monitoring the quality of teaching and learning will continue. First-hand evidence from the monitoring will inform the teaching and help improve further the learning.
The school will use standardised scores and benchmarking data in order to determine the children’s progress and to set appropriate targets for further improvement.
Dissemination
of the existing good practice will be a feature of PRSD.
Co-ordinators
will be involved in monitoring and evaluating the quality of experiences and the
standards reached in their respective areas of responsibility. There will be a
sharper focus on the standards expected and achieved in each of the key stages.
Record folders for each child which contain copies of past reports and assessments will be extended to include records of achievement and samples of the children’s work.