HIERARCHY OF STRATEGIC INTENT FOR 2007 to 2012

Northleaze offers a caring environment, based on the values of its Christian foundation, where,
in a stimulating and purposeful environment, every child can enjoy and achieve.
OUTCOMES

AIM

A philosophical To become responsible and caring To become lifelong learners To be prepared to meet the challenge of the To achieve academic potential
aspiration of members of the community future
desired pupil
achievement
GOAL

Desired pupil Personal development is very All learners make very good progress All learners have the skills to manage Standards are being
achievement at good, shown in high self esteem, and enjoy learning very much effectively in a technogically advanced maintained at very high levels
the end of a high aspirations & increasing world in Basic Skills
development effort independence & responsibility
TARGETS

The SMART All learners can
• identify areas in which they excel
detectable
difference in • demonstrate shared
performance commitment to the school
indicating community
achievement • able to contribute to the
towards a goal community beyond school
• can accept responsibility for their
actions
• have confidence to contribute to
the school or the community
• an awareness of their needs and
empathy for others
• understand their emotions and
how they impact on others
• set themselves personal targets
and identify when they meet them
All learners are
• able to manage their distractions
• interested and absorbed in their
learning
• willing to ask questions and show
curiosity – an active interest
• are confident to choose challenging
activities and show perseverance
• able to use appropriate strategies
and resources to manage their
learning
• are resilient learners (motivated)
All learners are able to
• understand and accept rights and
responsibilities
• use ICT confidently as a tool - knowing
when it is appropriate
• experience a second language and feel
comfortable with it
• be environmentally responsible and
understand their impact on the
environment, globally and locally
• understand what is meant by a healthy
lifestyle and make appropriate choices
• Be open to change and embrace new
technologies
• Recognise dangerous situations and
have strategies to avoid or cope with
them
• Be aware of making appropriate
financial choices
All learners achieve by
• demonstrating a positive
attitudes and attributes in
the Foundation stage, being
well prepared for KS1 and
beyond
• KS1 – read, spell, phonics,
sounds, numerical (80% at
or above chronological age
in reading)
• Reaching an APS of 6+
from KS1 to Y4 in all
subjects by 2008
• Reaching an APS of 12+
from KS1 to KS2 in all
subjects by 2008
PROVISION
STRATEGYEDUCATIONAL
Major Personal development activities are
development taught explicitly through PSHE, RE,
focused on goals Circle Time, Collective Worship
and Citizenship sessions each
week.
Personal development activities are
embedded in the ethos of the
school and are modelled by adults
and children across the whole
school.
NAP club encourages children to
develop personal skills and the PTA
supports personal development by
encouraging teamwork and social
events.
AIM To become responsible and caring
members of the community
PROVISION
QUALITY
How provision will • All learners take part in PSHE,
be once strategy RE, Circle Time and Citizenship
is in place
regularly and planning and
feedback show ways in which
they contribute to the school
community and beyond.
CHARACTER-ISTICS
• Teachers are confident in
delivering the SEAL materials to
support this aim.
• The ethos of the school, NAP
club and the PTA reflect the
commitment to this aim.
• Lunchtime play supervision is
Consistent and productive.
(SUCCESS CRITERIA)
The love of learning is embedded
across the school through a new
curriculum designed to encourage
personalised learning at all levels.
Critical Skills and Assessment for
Learning are practised by all staff
and children.
Learners are given guidance by staff
about how to manage their learning
and develop coping strategies to
ensure that they are motivated to
learn.
NAP club focuses on child centred
play and making appropriate choices
and the PTA provide resources to
inspire and enhance learning.
To become lifelong learners
• Teachers are confident in
delivering a new curriculum that
engages learners and can show
this from appropriate feedback
• Classroom displays reflect different
learning styles and personalised
learning skills
• Critical skill tools are used in all
classes across the school.
• • Discussions with staff and children show
• NAP club and the PTA encourage
learning as part of their core
function and this is enshrined in
their constitution.
PSHE, Citizenship and Circle Time focus on
rights and responsibilities and the School
Charter is regularly referred to in class and
in Collective Worship.
ICT is embedded across the school as a
tool and children are guided as to its
appropriate usage. MFL teaching is
embedded across the school.
The 5 outcomes of Every Child Matters are
explicitly developed in the school and staff
are familiar with the 5 outcomes. They
actively address areas where they can
improve outcomes.
NAP club promote self-discipline and the
PTA provide equipment to support learning
and draw people together in a sense of
community in a technologically advanced
world.
To be prepared to meet the challenge of the
future
• All learners are able to explain their rights
and responsibilities in school and can
identify when and where it was discussed
• Talking to children shows that their
understanding of their rights and
responsibilities have an impact on their
daily lives
• ICT and MFL are planned and delivered
weekly and ICT skills are applied in
lessons across the school
that they understand the ECM outcomes
and can show how they are addressed.
• NAP club can show it provides
opportunities to promote responsibility.
Extensive analysis of
attainment by class teachers
and LSAs provides rich
information on progress and
identifies under-achievement.
Strategies are in place to
support under-achievement
and challenge the more able.
Children who excel in other
areas are identified and
recognised as being high
achievers in their specialist
areas.
NAP club supports learning
outside school and the PTA
encourages parental
involvement in learning.
To achieve academic potential
• Year 6 consistently achieve
above average APS in
SATS and achieve 90%
Level 4 and 50% level 5 in
all subjects
• Year 2 consistently achieve
above average APS in SATS
and 90% achieve level 2 and
40% level 3 in all subjects
• All other year groups
achieve at least 3 APS
progress each year in all
subjects
STRATEGYRESOURCE IMPLICATIONS FOR
Long term • Purchase of PSHE, • All staff to attend Critical Skills • Resources for teaching MFL available • LSA support for under-
significant Citizenship materials to support Institutes and continue to update across the school achievers continues and
resource action to learning training (£500 per person) expands as budget allows
support • Time to review SEAL material • Increased budget for classes to
• All learners have access to a laptop or • Gifted and Talented children
educational PDA to enable them to use ICT as an
with PSHE staff provide resources for curriculum are given appropriate
strategy; leads to appropriate tool.
• Incidental time to support • Appoint Personalised Learning opportunities to develop
major allocation of • NAP club expands to meet Extended
target; awareness of needs Leader
resources Schools Agenda
• Increased well-being LSA time

2007

ICT subject leader researches the possibility

MILESTONES

Project on task SEAL review takes place with Introduce Critical Skills techniques of leasing PDAs (Personal Digital Assistant) Targets are set and achieved
completion staff from North Somerset to across the school; initiate new for Year 6 and presents to staff, Governors for all year groups in Basic
markers; what has identify areas of strength curriculum planning projects; appoint and parents. Skills in percentages and APS;
to be done, when Personalised Learning Leader MFL audit shows securely in place across progress is carefully monitored
and by whom the school with range of languages
2008

Increased provision for LSA
time to support learners who
need pastoral care in addition
to class teacher
2009
Critical Skills embedded across the First PDAs are used by Year 6 learners as Targets are achieved for 2007
school and used routinely by all staff tools to aid learning. and set higher for end of 2008
and learners. Review and evaluate MFL extended to provide more opportunities in percentages and APS for
new curriculum projects for language learning each year group

Community projects enable Y6
learners to develop personal
responsibility
2010
Preparation for external inspection PDAs are used by Keystage 2 as tools to Targets are achieved for 2008
shows that Critical Skills have a aid learning; computer suite is reviewed to and set higher for end of 2009
positive impact on learning; new meet changing needs of learners in percentages and APS for
curriculum projects embedded each year group

Further community projects Audit of curriculum projects shows PDAs are used by all learners across the Targets are achieved for 2009
enable all learners to engage that learning is meaningful, linked school by September 2010. Computer suite and set higher for end of 2010
in developing their personal and engages learners is adapted to more appropriate use to meet in percentages and APS for
responsibility needs of learners each year group
2011
Review community projects
and evaluate impact against
aims and objectives. Consider
how to develop this further in
the future
School considers the next step in Review of ICT provision to consider Targets are achieved for 2010
developing the curriculum to make changing technological world and plans and set higher for end of 2011
learning irresistible response to these changes to meet in percentages and APS for
objective each year group
2020 Vision ~ a report by the Teaching and Learning 2020 Review Group

This report was written early in 2007 to establish how England’s education service might look
in the future. The vision is that every child will have an individualised learning programme
based on social background, personality, gender and ethnicity, as well as the child’s own
developmental level and ability. The report highlights the need for teachers to use data to
inform their teaching and to identify strategies for embedding assessment for learning.

The report recommends that children become far more involved in the design of their
learning and that they are taught how to learn. Key stage testing would then be done when
ready rather than at the end of a Key stage so league tables would measure progress within
each Keystage rather than the levels achieved.

Another focus is sharing information with parents, including lesson plans, learning materials
and assessments; pupils would also be involved in tracking their own progress.

How will the world look in 2020?

• An ageing demographic, longer life expectancy and greater ethnic diversity;
• A decline in traditional family structures, greater religious diversity and a larger
number of people with university degrees;
• Far reaching technological change, resulting in almost universal access to sophisticated
equipment and increased availability of information;
• A 30% higher standard of living and changes to the needs of the workplace;
• Greater awareness of environmental issues and a need to take personal responsibility
for these.