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Check PSHE in EYFS- CT

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provide overview of any cross curriculum areas between PSHE and science (Upper ks2).

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Arrange at least one observation of other colleagues within school.

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Come together with completed questionnaires and identify areas for development across the federation.

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CT complete well being training, and report back to foundation teams on findings.

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Arrange for either one or all of us some CPD training on teaching and planning.

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Starting to use linking learning for the start of a new unit.

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Whole federation school observations - sort out with HOS

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Individual observations within our own schools - checking for progression

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Speak to all HOS regarding schemes

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Check PSHE in EYFS - Charlotte

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Complete action plan. - Charlotte

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Continue to check SRE throughout the whole school.

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Look at our own schools PSHE lessons and book observations from Rec - Y6

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Taddington and Peak dale need to complete staff questionaire

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Book check

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Lesson observations

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Tracking system for PSHE - other examples.

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Action plan for all three schools.

Charlotte

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Check EYFS scheme and links to curriculum.

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Beth to complete training on positive mental health through movement. To give feedback to the rest of the group.

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Buddy

Same buddy throughout the year and mixed ages.

Reading

Well-being check ins - daily chats with their buddy

Link to national days throughout the year and do activities in school.

All

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How do we get mental health throughout all key stages? From Rec to Y6 including SEND. Look through our schemes and see what is covered to do with mental health.

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To check schemes cover SRE throughout the whole school.

Beth to cover Heart Smart

Kate to cover PSHE Ass

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To look at the schemes and plan some visits for the rest of the year.

Beth

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Do a staff questionaire for each school on their scheme.

Thomas

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Buy PE scheme Get Set 4 PE

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4. Outdoor learning- Provide further cross-curricular ideas for the Creative Curriculum learning adventures or stand-alone activities

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4. Outdoor learning- Provide further cross-curricular ideas for the Creative Curriculum learning adventures or stand-alone activities

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Actions
Add to the bank of ideas already compiled

Subject leader to check that each year group hasoutdoor learning evidenced on curriculum plans

Subject leader to develop a clear progression of outdoor learning skills on progression map

Complete end of year questionnaire for children against progression map to see development of skills

intended outcomes

Staff across the whole school develop more effective use of outdoor provision to promote curiosity, investigation and challenge and to allow meaningful learning opportunities across RWM in particular.

The multisensory outdoor environment supports children’s developing problem solving, reasoning, numeracy and literacy skills through good use of natural and man-made materials and learning zones.

Teachers plan outdoor learning linked to other areas of the curriculum wherever possible and appropriate following the progression map. Children are motivated to learn as outdoor resources are stimulating and engaging and appropriate for the children’s development age.

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3 Embed the vision for outdoor learning across the whole school through monitoring, evaluation and review, CPD and good maintenance of the woodland/outdoor areas

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3 Embed the vision for outdoor learning across the whole school through monitoring, evaluation and review, CPD and good maintenance of the woodland/outdoor areas

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Actions

All teachers to use regular timetabled outdoor learning opportunities

Organise a special environment focus each term to celebrate our outdoor space and the rich learning that can take place there

Subject leader to monitor OE provision

Intended outcomes
The outdoor learning space becomes fully integrated into the planning and learning experiences across the whole school.

Outdoor learning provision is effectively led, monitored and evaluated.

The woodland area is a well maintained and attractive area for pupils to learn in.

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1B. To improve the quality of education in PSHE including sex and relationships education for all groups of children.

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1B. To improve the quality of education in PSHE including sex and relationships education for all groups of children.

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1. To review and evaluate the effectiveness of the P.S.H.E and SRE curriculum to ensure it is in-line with National Curriculum statutory requirements, as well as aligned with the school’s curriculum key drivers

2. To revise and update the ‘Intent statement’ for P.S.H.E and SRE so that it is more unique and child-friendly to the pupils Whitchurch To embed a teacher assessment framework for P.S.H.E to track and monitor pupils’ progress and attainment

How/what?
Review LTPs/MTPs for all year groups across the school when reviewing planning.

Subject leader (SL) to monitor-

-  Is there coverage form the POS/NC?

-  Are a range of experiences planned for including PP?

-  Are the skills progressive from previous years?

-  Is planning differentiated for ALL groups of children to learn and make good progress?

-  Are floor books being used effectively?

-  Are there opportunities for children to receive real life experiences?

To create a whole school curriculum map

Once planning is rigorously checked, feedback is given to YTLs to support with the QoE in PSHE across the whole school.

Provide clear support for teachers where required.

-  Teacher voice

-  Create half termly feedback planning sheets to support HoS/CTs with planning P.S.H.E

-  Planning support

-  Team teaching and/or peer observations.

Success criteria
All groups of children will make good progress from their start points due to well-planned lessons that provide a range of opportunities and engaging activities that supports all groups of children across the school. Children will understand the significance of PSHE and show an understanding of the reasons why it is taught and how it links to their everyday life.

Teachers will know how and who to approach to receive support (where needed) to enhance their skills of planning for the chn at our schools & ensure they have clarity around the topics they are teaching.

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3. To develop the leadership of PE to ensure ALL groups of pupils receive a good quality of education

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3. To develop the leadership of PE to ensure ALL groups of pupils receive a good quality of education

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How/what?

For the PE lead to attend both external and in-school   training focusing on curriculum design to support the leadership of Physical Education.

1. To use data analysis of teacher assessment framework to inform future planning opportunities, address misconceptions in pupils’ learning and accelerate progress.

2. To deliver CPD training to class teachers to develop their subject knowledge and pedagogy within Physical Education.

P.E subject leader to deliver INSET training to all staff- covering the following:

Do teachers understand why we teach P.E and the importance of it?

Are there opportunities for children to receive real life experiences in P.E?

Do teachers understand the skills children require and how to teach these with progression?

Do teachers understand how to use and be experimental with a wide range of equipment to challenge children?

Success criteria
SLT understand how the curriculum is designed to build upon skills and knowledge and how links are made in pupils learning. These links also extend to safeguarding, key drivers and school ethos and vision.

QOE for PE will improve across the school as we see the implementation of actions from the CPD sessions attended and the impact upon pupil outcomes.

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2A To develop links within the wider curriculum to provide enrichment opportunities for pupils linked to Physical Education

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2A To develop links within the wider curriculum to provide enrichment opportunities for pupils linked to Physical Education

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How/What?

1. To increase the profile of Physical Education across the school e.g. clubs, theme days and events that promote an enthusiasm and passion for Physical Education.

2. Host P.E-related clubs, competitions, sports days, athlete visits, sports leaders and events to promote an enthusiasm and passion for P.E ensuring all PP and G&T attend/compete an enrichment related activity

3. Work collaboratively with curriculum leaders and external colleagues to make knowledge and confidence in the Physical Education curriculum.

Success criteria

Look through year group LTPs/MTPs and liaise with team leaders for more information on how cross-curricular links should be made

Link elements of PE with wider curriculum across the year and ensure that these are understood prior to MTPs being created

PE Lead, Coach and team will

-  Liaise with other curriculum leaders  to ensure links are being explicitly outlined

-  Highlight opportunities to make real-life experiences explicitly recognizable in the teaching and learning.

-  Create opportunities to promote enthusiasm through extra-curricular trips (football matches etc.)

to coordinate High Peak Sports events

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1A To improve the quality of Physical Education for all groups of children. 

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1A To improve the quality of Physical Education for all groups of children. 

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Evaluate a range of new schemes through your own independent research.

Review and implement LTPs/MTPs for all year groups across  at all school

Observe and evaluate the quality of teaching through a ‘Deep Dive’ approach to get a clear insight of areas of strength and development across the school linked to P.E

Complete pupil interviews to gather soft data on pupils’ perspectives and experiences linked to P.E

Discussions with class teachers on how they plan P.E and understand what training/CPD they may require to develop their subject knowledge and pedagogy linked to P.E

Subject leader (SL) to monitor-

-  Is there coverage form the POS/NC?

-  Are a range of experiences planned for ?

-  Are the skills progressive from previous years?

-  Is planning differentiated for ALL groups of children to learn and make good progress?

Success criteria

All groups of children will make good progress from their start points due to well-planned lessons that provide a range of opportunities and engaging activities that supports all groups of children across the school.

Teachers will know how and who to approach to receive support (where needed) to enhance their skills of planning for the chn at Whitchurch & ensure they have clarity around the topics they are teaching.

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Team Leader- Charlotte
Beth
Thomas
Kate C