Manor Junior School School Development Plan Summary

2003 ( April ) - 2006 ( March )

Sustaining School Improvement All activity should have an impact on Learning.

Contents

1. School aims and Objectives
2. The Present Position SATS Scores
     - Aggregate SATS scores last 6 years
     - Review Of Expiring SDP, Targets and Evaluation
3. Manor Junior School Targets
4. LEVEL 5  targets
5. Barking and Dagenham targets are as follows for Key Stage 2
6. Review of Performance against comparable schools
     - Tables 4 –5  Schools with less than 8% eligible for FSM
7. Attainment Summary last six years - PANDA Data
8. Long Term Target for the School 2006
     - Evidence base
9. Key Issues 2003 – 2006 - 1 Teaching and Learning
10. Key Issues 2003 – 2006 - 2 Curriculum
11. Key Issues 2003 – 2006 - 3 Resources
12. Key Issues 2003 – 2006 - 4 Personnel
13. Key Issues 2003 – 2006 - 5 Assessment
14. Key Issues 2003 – 2006 - 6 Behaviour
15. Key Issues 2003 – 2006 – 7 Attendance
16. Key Issues 2003 – 2006 - 8 Gifted and Talented
17. Key Issues 2003 – 2006 - 9 SEN
18. Key Issues 2003 – 2006 - 10 Stakeholders involvement in review
19. TestBed - Cluster Collaboration
20. TestBed – Cluster Aims
21. TestBed – School Aims
22. Profil d'Ecole

School aims and Objectives

The Governing Body has formulated the overall objectives, which have been agreed with staff and form a shared vision of what the school is trying to achieve:

• All those involved at school should feel happy, secure, valued and comfortable. School should be an enjoyable, exciting and rewarding place to be.
• People are individuals and as such each should be allowed/able to achieve their full potential, improving on their own standards.
• Relationships should reflect and encourage, respect, trust and self-esteem.  An air of success and dignity will encourage friendship.
• Supportive teams will engender high morale throughout the school.
• The importance of good role models will not be taken for granted within any group
• There will not be complacency about high standards, but a continuing review and willingness to move on to greater achievements in all aspects of school life.

The Present Position SATS Scores

Spring Term 2002

The table below gives an example of the progress that has been made at the school over the last six years. (School Achievement Award received in March 2001 signifying the improvement the school made between 1997 to 2000).

Aggregate SATS scores last 6 years

% of Year 6 pupils gaining Level 4 and above in the end of Key Stage tests. 1997 – 2002.

Review Of Expiring SDP, Targets and Evaluation

English 80%  –  90%  Science 87% - 97%  and Mathematics 75%- - 85%

The results fell within the predicted range for all subjects.  The year 6 group in 2002 generally performed to expectation. We did predict an apparent ‘dip’ in the results but this is part and parcel of different year group’s make up, mobility issues and incidence of Special Needs.

Manor Junior School Targets

Key Stage 2: Percentage of pupils at level 4 and above

Review of results and targets re: KS2 SATS

With pupil mobility over 4 years 15-20% and a changing intake it is quite problematic to say the least to make any sort of accurate target setting for so many years in advance. There is an aspirational factor in the figures below.

LEVEL 5  targets

Barking and Dagenham targets are as follows for Key Stage 2

 The LEA priorities and the School’s priority of raising Pupil attainment dovetail in together very well indeed. Close liaison with the LEA has built up over the last few years developing a sequence of support, advice, inspection and action achieving substantial progress for the school.

The staff have played an enormous part in the progress achieved in the school. The year 6 staff working tirelessly to build on the foundations put down in the rest of the school.

All the LEA priorities relevant to the Junior School are noted in a special section at the back of the individual areas development. Any omission of reference to LEA priorities from other areas of development is not significant but administratively more convenient to place references together.

Review of Performance against comparable schools

National 2002 data against School Performance (from the Autumn Package October 2002)

Tables 1-3 Schools with more than 8% and up to 20% of pupils to be eligible for FSM

Tables 2-3 Schools with more than 8% and up to 20% of pupils to be eligible for FSM

TABLE 2: In comparison with schools with more than 8% and up to 20% FSM

Tables 4 –5  Schools with less than 8% eligible for FSM

The school needs to look at value added statistics to aid the understanding of school improvement. DFES is providing a tool to aid this analysis but there is a lot of statistical uncertainty in figures currently in use. Great caution is required in this area.

Preliminary calculations using 2002 pilot added value national study KS2, based on children solely from the Infant School progressing through the Junior school indicate a value added score of 93.5. This is indicative of a less than satisfactory outturn after four years at the school. The whole school review of 2003 is intended to address this issue and move the school forwards to produce a value added score over 100 by 2006.

Attainment Summary last six years - PANDA Data

Against schools 8%- 20% FSM