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School to School Development

Reigate Parish Primary - Managing School Expansion

School: Reigate Parish Church Primary School

Age range: We are an expanding two-form primary school, so will be 4-11 year olds from September 2019, but currently, this academic year (2017 – 2018) we are up to year 4.

Quadrant: South East

Area identified as good practice/ project undertaken:

·         change management

·         managing a significant build project on site

·         Marketing and promoting the school

·         negotiating, influencing, emotional intelligence

Impact on outcomes for children in your school:

Throughout the life time of this project from the initial conversations to expand my school from an infant to a primary school through to having the new building I have kept a firm eye on the school standards (we have at least maintained our data in attainment and progress) so all the children in my school have not been negatively affected by the expansion and the build programme.

Support offered in other schools with regard to this project (if relevant):

·         change management, working with staff

·         managing a significant build project on site, working with LA and building contractors

·         Marketing and promoting the school, to local families

·         negotiating, influencing, emotional intelligence, working with people not in education.

How can this practice now be shared more widely? What can you offer to colleagues?

With more schools in Surrey expanding / being built, headteachers may want to talk to a colleague who has been through the process.

Please contact Headteacher - Frances Davies

head@reigate-parish.surrey.sch.uk

South Farnham Primary - Leading and Managing a Successful School

School: South Farnham Primary

Age range: 4-11

Quadrant: South West

Area identified as good practice / project undertaken:

The 3 day programme will enable leaders to explore key aspects of leadership including: Planning and Assessment based on primary pedagogy; Closing the Gap Finance; Budgeting; Creating revenue streams; Recruitment and Teacher well-being

Support offered in other schools with regard to this project:

This is a well-established training programme that can also be offered as half day packages.

How can this practice now be shared more widely? What can you offer to colleagues?

The aforementioned package can be offered as a complete training package or as half day sessions tailored to the needs of the school.

Please contact Sue Shoveller

sshoveller@sfet.org.uk

 

Dorking Nursery and Children's Centre - Early Talk 

School: Dorking Nursery School and Children’s Centre

Age range: 2-5 years

Quadrant: South East

Area identified as good practice/ project undertaken:

Introduction of the Early Talk Boost Intervention Programme

-          Trialled over 2016-17

-          Trained all staff to deliver, part funded through EYPP

-          Two cohorts of children too part in the programme (approximately 10 children)

Impact on outcomes for children in your school:

Outcomes in Communication and Language significantly improved at end of 2017

o   Listening and attention +15%

o   Speaking +9%

o   Understanding +10%

How can this practice now be shared more widely? What can you offer to colleagues?-          Trained senior leader to deliver the training programme to other settings

-          Examples of good practice in delivery and organisation of the intervention

Can also offer colleagues:-

-          CPD  and training in a variety of EYFS aspects

-         New to EYFS

-         Child initiated learning

-         SEN (ASD, Sensory, Speech and Language)

-         Outdoor learning

-          Observation and assessment

-          Planning and  provision

-          Bespoke support for Leadership and Teaching and Learning

-          EYFS Audits

-          Data analysis

-          Governance of the EYFS 

Please contact Headteacher - Donna Harwood-Duffy

head@dorking.surrey.sch.uk

 

The Horsell Village School - Developing Outdoor Learning 

School: The Horsell Village School

Age range: 4-7

Quadrant: NW

Area identified as good practice/ project undertaken:

Outside Learning

  • Making the learning concrete and practical throughout Early years and Key Stage 1
  • Raising levels physical activity
  • Making the most use of space and resources

Impact on outcomes for children in your school:

  • Smooth transition between year 1 and 2
  • Children have opportunities to work practically and have a secure understanding of their learning
  • It matches how young children learn – they don’t remain static for long periods of time
  • Able to create challenges to extend children
  • Able to prove support to scaffold learning for some children

Support offered in other schools with regard to this project (if relevant):

Visits to the school are welcome to see us in action

Please contact Headteacher - Elaine Cooper

elaine.cooper.head@horsell-village.surrey.sch.uk

 

Epsom Nursery and Primary - Effective Inclusion 

School: Epsom Primary School and Children's Centre 

Age range: 2-11 years

Quadrant: North East

Area identified as good practice/ project undertaken:

At Epsom Primary and Nursery School, we are richly diverse and fully inclusive.  Our inclusive practice has been developed over time, and as a model of good practice, with four Specialist Leaders of Education, we are now in a position to offer support to other schools drawing on our knowledge, skills, experiences and strengths in;

·         Meeting the needs of all learners,

·         Achieving outstanding behaviour, personal development and welfare,

·         Driving teaching and learning to maximise outcomes,

·         Enriching the curriculum to meet the needs of your children, getting your parents on           board, maximising the deployment of your support staff, ensuring your Pupil                         Premium funding demonstrates value for money and creating high quality extended           provision for your families.

Impact on outcomes for children in your school:

·         GLD continues to be in line with National despite a range of starting points for the               cohort (originally 18%).

·         Phonics data has improved from 57% and continues to be broadly in line with                       National and retakes in Year 2 again are above National

·         The percentage of pupils working at Greater depth at KS1 is showing an upward                   trend in all subjects.

·         At KS2, the percentage of pupils working at greater depth continues to show an                     upward trend with all externally validated subjects being higher than National.

·         The combined percentages (RWM at KS2) have almost doubled from 2015/16 and are           now broadly in line with National.

·         Progress from prior attainment has improved significantly particularly in Reading                 where it is above National

·         Disadvantaged pupils in KS2 made greater progress from their prior attainment than           the cohort as a whole.

·         The average scaled score for both Reading and Maths is higher than National

·         As a highly inclusive school, we have a significant proportion of SEND children (25%            of pupil roll and 17 pupils with an EHCP). These pupils have made accelerated                        progress in their learning as a result of targeted support in order to ensure that                    learning outcomes are maximised.

How can this practice now be shared more widely? What can you offer to colleagues?

Our learning environment ensures the effective inclusion of all pupils in high quality, everyday personalised learning.  We have a personalised curriculum to meet the needs of every learner with intervention instrumental in rapidly improving pupil outcomes.

Our whole class learning and teaching ensures the effective inclusion of all pupils in high quality, everyday personalised learning.  In addition we run a comprehensive programme of targeted and specialist intervention support.   We have excellent relationships and work in partnership with a wide range of external support services.  In 2016-17, 145 children were seen by external agency services.

We have created specialist teams, including the creation of an Inclusion Team, incorporating a Learning Mentor and three ELSAs to support our children and their families with emotional wellbeing and mental health problems, as well as teams for sensory support, speech and language and occupational therapy.

The EAL team work hard to cement our inclusivity and sense of belonging.  In addition to running an induction programme, English lessons for parents and EAL intervention, we have the ability to carry out First Language Assessments. 

There has been a huge investment in our current staffing team at every level across the last three years through high quality CPD and consequently we have a highly talented team with a diverse skill set and greater confidence. We can offer schools coaching support based on any of the areas above, tailored to ensure that the support is bespoke to the individual school and personalised to their context and current needs.

Can also offer colleagues:-

In addition to coaching support for individuals or teams within the school, we are able to deliver the following Inclusive Practice INSET:

·         Precision Teaching

·         Meeting the Needs of all Learners

·         Meeting the Needs of a Range of Learners through Enabling Learning Environments             in EYFS

·         Deployment of Support Staff and Resources

·         Inclusive Practice

·         Setting up Wave 2 and Wave 3 Interventions

·         Developing Effective Early Intervention

·         Individual Support Planning

·         Positive Behaviour Management

·         Parental Engagement

·         Coaching of teams and individuals at all levels

Please contact Executive Headteacher - Emma Smith

exechead@epsom.surrey.sch.uk

St Polycarp's Catholic Primary -  Raising Standards in Writing

School: St Polycarp’s Catholic Primary

Age range: 4-11

Quadrant: South West

Area identified as good practice/ project undertaken:

Raising Levels in EGPS and Writing

Impact on outcomes for children in your school:

Writing levels have risen across the school as evidenced in KS2 Sats:

Writing: 97% achieved at least the expected level, 62% were working at ‘greater depth’.

EGPS: 95% achieved at least the expected level, 41% were working at ‘greater depth’.

Support offered in other schools with regard to this project (if relevant):

‘Gripping Grammar’ course offered as 2 hour twilight or 2 x staff meetings

Also support and resources to raise writing levels.

How can this practice now be shared more widely? What can you offer to colleagues?

We can run courses for individual or groups of schools, alternatively these can be accesssed through St Polycarp’s CTSA.

Please contact: Sophie Murdoch

01252 716307

St Paul's Primary (Addlestone) - 'Reading Champions' 

School: St Paul’s Church of England Primary School, Addlestone

Age Range: 4-11

Quadrant: NW

Area identified as good practice / project undertaken:

‘Reading Champions’ Programme - using parents / grandparents / other volunteers to improve outcomes in reading for key pupils

·         recruiting and attracting volunteers

·         creating a programme of training

·         ongoing management of the programme

Impact on outcomes for children in your school:

Children taking part in the programme have made accelerated progress in Reading. 

How can this practice now be shared more widely? What can you offer to colleagues?

Opportunities for colleagues to:

·         meet with the Assistant Head to discuss development of the programme

·         a visit to the school to observe a training session

·         visit us to see the initiatives in practice

Please contact - Louise Johnson (Headteacher)

head@st-pauls-addlestone.surrey.sch.uk

 

Dormansland Primary - Building Pupil Resilience and Self-esteem 

School: Dormansland Primary School

Age range: 4-11

Quadrant: South East

Area identified as good practice/ project undertaken:

Building children’s self-esteem and resilience through our bespoke ‘Get Set Go!’ programme, run for twenty minutes before the start of school each day.

Impact on outcomes for children in your school:

· Children who had previously found either coming into school or settling down to learning   in class something of a struggle now have a bank of strategies to help them overcome         these issues.

· Improvement in overall attendance and punctuality figures.

· Targeted children’s confidence and understanding of why they come to school each day       have shown significant improvement.

Support offered in other schools with regard to this project (if relevant):

Colleagues are welcome to attend a session and talk to the staff who are involved in the planning, design and evaluation of each cohort’s programme of support.

How can this practice now be shared more widely? What can you offer to colleagues?

See above. Colleagues would be welcome to visit the programme as it runs in our school and to speak to senior staff about its impact on children’s outcomes over time.

Staff from Dormansland could be released to come and support the initiation of a similar scheme in other schools, if requested.

Please contact - Sarah Stokes (Headteacher)

head@dormansland.surrey.sch.uk

 

St Paul's Primary (Addlestone) - Improving Pupil Well-being and Resilience 

School: St Paul’s Church of England Primary School, Addlestone

Age Range: 4-11

Quadrant: NW

Area identified as good practice / project undertaken:

Whole-school approach to improving children’s wellbeing and resilience including:

·         Establishing an effective Inclusion Team using in-house expertise.

·         Re-design of PSHE curriculum into 6 areas of wellbeing: Emotional, Social, Environmental,           Physical/sensory, Spiritual and Economic. Skills progression developed across the whole             school for each of the 6 areas.

·         Specialised training for staff from in-house PSHE expert with published research.

Impact on outcomes for children in your school:

Children are benefitting from this extra support to improve their wellbeing and resilience and in turn their progress where this has been a barrier to learning. Teachers are more confident in using a range of strategies to support pupil wellbeing.

How can this practice now be shared more widely? What can you offer to colleagues?

Opportunities for colleagues to:

·         Arrange a meeting to discuss approaches and pedagogy with one of our specialist team             around use of PSHE strategies to support children’s progress;

·         Visit us to see the initiatives in practice;

·         Request one of our senior team or specialists for visit/s to your school and provide specific advice / support on a bespoke basis.

Please contact: Louise Johnson (Headteacher)

head@st-pauls-addlestone.surrey.sch.uk

 

Westfield Primary -  Pastoral Support Programmes

School: Westfield Primary School

Age range: 4 - 11

Quadrant: NW

Area identified as good practice/ project undertaken:

Pastoral Support

Impact on outcomes for children in your school:

Emotional resilience enabling them to access curriculum and learning

How can this practice now be shared more widely? What can you offer to colleagues?

Opportunity to see in practice delivery of various pastoral support programmes e.g. friendly group, comic conversations/ art- therapy (art-ticulate) 

Please contact Tina Weaver (HLTA) or Nicola Billinge (HSLW)

01483 764187

Westfield Primary  - Effective EHCP Preparation

Name: Joanne Clark (Inclusion Leader)

School: Westfield Primary School

Age range: 4 - 11

Quadrant: North West

Area identified as good practice:

EHCP paperwork

Impact on outcomes for children in your school:

More SEN support which impacts on progress

How can this practice now be shared more widely? What can you offer to colleagues?

Opportunity to visit school and share effective paperwork

Please contact Joanne Clark (Inclusion Lead) 

01483 764187

South Farnham Primary - CPD for Middle Leaders 

School: South Farnham Primary

Age range: 4-11

Quadrant: South West

Area identified as good practice:

CPD programme aimed at developing existing, new and aspiring middle leaders. 

Impact on outcomes for children in your school:

The programme will enable middle leaders to develop their leadership skills and qualities and will give them the confidence to make a difference to the quality of children’s learning in schools.   

How can this practice now be shared more widely? What can you offer to colleagues?

Five afternoon sessions over seven months, beginning in the Spring Term with a practical, interactive approach. Participants complete a school-based leadership project with a focus on their own SDP.

Core themes include: leading learning and teaching, leading and managing others, leading teams and leading change.

Contact: Sue Shoveller

 sshoveller@sfet.org.uk

Westfield Primary - Developing Middle Leaders 

School: Westfield Primary School

Age range: 4 - 11

Quadrant: North West

Area identified as good practice/ project undertaken:

Middle Leaders Pedagogy

Impact on outcomes for children in your school:

Middle Leaders are upskilled e.g. peer observations and impacts on their own practice and therefore children’s learning.

How can this practice now be shared more widely? What can you offer to colleagues?

Opportunity to attend in-house pedagogy meeting ( 1 hour) and speak with Deputy who leads and look at training materials used.

Please contact Francesca Cave (Deputy Head) 

01483 764187