Pownall Green Primary School Love learning, love life! ONLINE SUBJECT LEADERSHIP TEAM 2018-19

1. Pownall Green Primary School Love learning, love life! ONLINE SUBJECT LEADERSHIP TEAM 2018-19 Arts and Healthy Living team 2018-19 Over the 2018-19 academic year, our Arts and Healthy Living team have been ‘on-line’. They have taken part in a CPD programme to develop their subject leadership skills as well as leading a school improvement project in their subject areas. Our science and technologies team is made up of the subject leaders from: PSHE, PE, Music, Art, English and Inclusion.

2. Art • Actions in 2018-19 • Staff meeting time - Focus on DiversityStaff thought about ways to make their Art curriculum more diverse, e.g. by including different cultures, female artists into the scheme of work. We shared ideas for new artist focus/more diverse art tasks. This also featured in the planning and delivery of the 2019 theme week on Diversity where each year group chose an art task to link with the country they were going to study. E.g. Chinese art in Y5 and Indian Rangolipatterns in Y4.  • Updated scheme of workStaff were given time to feed back to art subject coordinator on any topic changes so that the scheme accurately reflected the curriculum. Art coordinator updated the scheme and adapted tasks to ensure a good coverage of they key skills (painting, drawing and sculpture) across year groups, and also to ensure that ‘choice’ remains central to our curriculum.  • Overview of coverage A further document was created in addition to the scheme of work to clearly show coverage of the key skills across year groups. Additional skills were added to ensure breadth eg printing and photography.  • Review of art assessment criteria To check applicability and relevance. Staff also reminded of how to use it when assessing.  • Work scrutiny - sketchbooks Art coordinator looked at sketchbooks from each year group to look at how they are being used and whether there is evidence of the design process.  • Future steps • Continue to place emphasis on ‘choice’ and originality in art, rather than children recreating or copying. • Relaunch sketchbooks in September to clarify how they are to be used and to raise the profile of the design and experimentation process.  • Collect examples of work from year groups for Met and Greater Depth artists to complement the art subject assessment criteria. • Impact • Scheme of work is up to date and accurately reflects our curriculum. Teachers have embraced new ideas taken from staff training.  • Diversity is reflected in our art curriculum in appropriate ways, e.g. Islamic art in Y5 • ‘Choice’ is an embedded ethos and sketchbooks show that children have choice in their art, e.g. choosing different materials to use. • Key learning points • Art at Pownall Green is all about ‘choice’ - we encourage children to create their own original pieces of art work using styles and skills they have studied, rather than merely copying. Their choice may take the form of size, layout, material, media or content. • Children study a diverse range of art forms and improve across a range of skills, which link appropriately to cross curricular study. • The sketchbooks are a record of each child’s developing journey as an artist and showcase the design and experimentation process. 

3. Music • Actions in 2018-19 • Charangascheme of work now in place & being used by staff. • Raised the profile of musical diversity through theme week – Samba and African drumming workshops. • Weekly music being taught in all classes across school. • Conducted pupil voice to find out opinions of music - pupils showed great enthusiasm for their music lessons/music provision & opportunities at school. • Joined Bramhall Music Co-ordinators’ Cluster - met to discuss future collaborations/ established a support network. • Year 2 took part in a singing festival with other local primary schools. • Choir took part in the One Voice Celebration concert at the Bridgewater Hall - high profile event celebrating diversity, bring people together through music. • Set up and ran a parents’ choir in preparation for One Voice - strengthening links with parents/families. • Collected evidence of music teaching/learning from pupils’ Learning Journeys. • Assessment framework is in place and being used in school. • Future steps •  Staff training in teaching composition - increase confidence in allowing pupils to work more creatively. • Ensure that the implementation of the scheme of work challenges greater depth children. • Staff training to develop skills in assessment of music. • Key learning points • Music should be all inclusive and children should be challenged • The Charanga scheme of work is the back bone of music teaching at Pownall but children should be given more opportunities to be creative/compose in response to a stimulus • Extra curricular musical activities enrich the curriculum and develop musical talents Impact • Music teaching is delivered across all year groups and children enjoy these lessons • Staff confidence in teaching has increased with the introduction of the scheme of work • High take up for extra curricular activities/events and instrumental tuition • Music continues to be a high profile subject with an increased number of pupils taking part in events throughout the year

4. English • Actions in 2018-19 • Writing journeys- agreed format- a book that captures the writing process; planning, discrete genre teaching, grammar, composition, editing and proof reading. • Agreed to write on the ‘pillow side’ and to edit and improve in purple pen on the non pillow side. • Fancy Five-children to write out a short extract from their composition in their neatest, joined handwriting. • Autumn 2018 Book look and surgeries- discussed with all staff the teaching of the writing process and assessment. Shared use of inspirational texts and drama (link with the DEAL project) and how DIRT is an effective way to teach the proof reading and editing stage. Looked at consistency across the school in the use of the writing journey and teaching of transcription skills. • Spring 2019- moderated writing from Reception to Year 6. Teachers worked in teams to agree the working towards, met and greater depth marker samples to be used to help year group moderation. Created a line of progress from Reception to Year 6 to celebrate progress across school. • Agreed the criteria for greater depth across school. Regardless of the age of the pupil the writing should have a voice and reflect the breadth of reading. • Moderated all Year 2 writing in preparation for external moderation. Encouraged other class teachers to sample. • Moderated all year 6 writing with the Year 6 team and encouraged Key Stage 2 teachers to sample. • Completed the writing genre overview Years 1-6 to ensure a balance of genre teaching- fiction and non fiction. • Completed the grammar, spelling and punctuation overview Years 1-6. • Future steps • Hold regular meetings attended by appropriate members of the English team each half term to support new and existing teachers on the teaching of writing. These meetings to match to the teaching of the writing process; use of writing journey, transcription and composition, editing and proofreading and assessment. Share resources and teaching ideas. • Termly moderation meetings to share expertise, ideas and celebrate writing across the school. To help teachers to develop a secure understanding of the development of writing from Reception to Year 6. • Share experience of external moderation. • Key learning points • Transcription skills need to be taught discretely and robustly across school. • High standards of transcription skills should be evident across the curriculum. • The agreed format of the writing journey must be used from Year 2-6. • Impact • Progress across school is evident in ‘Book looks’, surgeries and moderation meetings. • Teaching staff reported greater confidence in the assessment of writing. • Consistent use of the writing journey across school.

5. Physical Education • Actions in 2018-19 • Raised profile of subject through Diversity theme week. • Recognised by the SHAPES alliance in providing outstanding leadership and management of PE as well as promoting active involvement of all children. • Embedded 15 mins of fun to ensure all children are accessing at least 30 mins of physical activity daily. • Subscribed to Maths of the day which is now embedded in every year to encourage cross curricular physical activity. • Raised profile of sports ambassadors through providing them opportunities to lead and coach their peers. • Provided specialist CPD for staff in the planning and teaching of dance, gym and OAA. • Forged new links with local sports clubs and provided coaching for Year 5 and 6 in Lacrosse and crown green bowling. • Evidence of a high take up of extra curricular activities. • Attended termly PE cluster meetings in collaboration with SHAPES alliance. • Quality assured assessment of PE in games. • New scheme of work completed for gym. • Golden child awarded for KS1 and KS2 to encourage spirit of the games. • Each year group have participated in specialist yoga sessions to complement the children’s health and wellbeing. • Shortlisted for LA awards • Future Steps • Continue to develop scheme of work for dance, games, athletics and OAA. • Implement assessment for dance, gym and athletics. • To ensure implementation of scheme of work provides challenge for GD children. • Monitor the delivery of dance and gym. • Key learning points • PE should be all inclusive. Class teachers to ensure all abilities of children are challenged at personalised  levels of learning. • Games is being taught by specialist coach. Class teachers to use scheme of work to deliver gym and dance effectively.  • Children’s enjoyment of 15 minutes of fun has increased dramatically. • Extra curricular activities enhance children’s engagement in sport and allows them to develop their sporting talents • Impact • All children engaged in at least 15 minutes of daily physical activity. • Staff have been provided high quality CPD in dance and gym increasing confidence to deliver such lessons. • Key assessment criteria for PE used to assess attainment and attitude towards learning in games. • High take up in extra curricular PE.

6. PSHE • Actions in 2018-19 • Raised the profile of circle time through implementation of a regular whole school approach.  • Staff meeting covered the changes in new statutory PSHE framework.  • SOW reviewed and developed in line with the new framework.  • Conducted pupil voice, book look and planning to monitor teaching and learning and progress across the school.  • RA 3 day training for one staff member.  • RA champs training for year 5 children.  • Attended LA termly network meetings.  • Raised profile of diversity through theme week. • Developed a wellbeing team for staff and pupils. • Members of staff attend LA wellbeing training throughout the year. • Future steps • Repeat pupil voice termly to new SOW.  • Implement new Christopher Winters resources for RSE and develop staff confidence.  • To continue to monitor and develop SOW.  • To continue to develop Monday circles and support new staff.  • To continue to train staff in RAapproaches in order to develop a whole school approach to becoming restorative. • Key learning points • Through regular weekly circles children need to be equipped with the correct language and have well developed relationships in order to be able to talk confidently about their own health and well-being.  • The progressive knowledge and skills within PSHE curriculum need to be taught discreetly outside of the regular circles. • Conflict needs to be resolved through use of RA circles. • Impact • Whole school circle time has developed relationships with children and staff and improved emotional literacy.  • Developed and raised awareness of RA through empowering children with the skills to resolve conflict and become good role models to younger children.  • Raised awareness of new framework through staff meeting. 

7. Inclusion • Actions in 2018-19 • Arranged whole-staff ASC Awareness training. • Delivered training to class teachers exploring ways to enhance curriculum access for all EAL learners and support International New Arrivals. • Adapted format for Pupil progress Meetings to allow for more in-depth conversations between Inclusion Coordinator and Class Teachers about assessment, provision and progress for individual pupils, including those working below the Key Stage. • Facilitated MPTA training (Maximising the Impact of Teaching Assistants) with support staff and class teachers. • Facilitated training for support staff on Social Stories. • Supported class teachers to embed the Assess / Plan / Do / Review cycle, ensuring appropriate adaptations to the curriculum and learning environment to enhance learning experiences for pupils with additional needs. • Raised profile of diversity through Theme Week. • Future steps • Gain greater understanding of pupil and parent/carer views regarding provision for individual pupils. • Strengthen communication with parents / carers regarding inclusive practice and additional provision. • Embed the learning from MPTA training regarding developing pupils’ independence. • . • Impact • Teachers have a deeper understanding of potential barriers faced by EAL learners and greater confidence in their knowledge and ability to provide the support they need. • Support staff continue to develop their toolkit for enabling vulnerable pupils to engage fully in learning, improve their independence and participate confidently in school life. • Teachers continue to develop their capacity to assess, plan and provide for the range of needs of all pupils in their class. • Key learning points • An inclusive ethos underpins all that we do at Pownall Green. • Class teachers have high expectations of all pupils, including those with additional needs. • Staff create, adapt and support learning experiences which provide challenge and develop independence for all learners.