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Barming Primary School

Be Kind, Be Safe, Be Responsible And Make Good Choices

Barming Primary School

Be Kind, Be Safe, Be Responsible And Make Good Choices

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Welcome to BarmingPrimary School
Barming Primary School is a 2 form entry primary school on the outskirts of Maidstone. It is a co-educational school for children aged 4 to 11 years old. There are currently 403 children on role.
A Message from the Head of School
Barming Primary School has so much to offer. Everyone is welcome and children are encouraged to flourish and achieve their goals. Come and find out what we are all about!
Orchard Academy Trust
Barming Primary School is an Academy and is part of the Orchard Trust family of schools. The Trust currently consists of Allington Primary School and Barming Primary School.

Last Week's Attendance:

  • Reception 96.0%
  • Year 1 94.2%
  • Year 2 96.7%
  • Year 3 98.4%
  • Year 4 97.0%
  • Year 5 96.9%
  • Year 6 97.5%
  • Whole School - 96.8%

School Development Plan

The leadership team have been extremely busy finalising the Barming School Development Plan (SDP), which we are ready to share the headlines with you below.

 

 

Barming Primary School
School Development Plan 2018 – 2019

Headlines

 

Key Area 1- Effectiveness of Leadership and Management

TARGETS:    

  • To ensure that the Governing Body are appropriately skilled and critically challenging to drive school improvement.
  • Strengthen leadership of English and Mathematics so that they have a good understanding of the overall effectiveness of their subjects being taught throughout the school.
  • Ensure English and Mathematics Leads are coached and mentored and understand their accountability for their subject and that they are key to driving improvement throughout the school.
  • Ensure subject leaders are coached/mentored and that they know they are held accountable for how well their subjects are taught throughout the school.
  • Establish the senior leadership team and ensure roles and responsibilities are clearly defined.
  • Improve the quality of TA / Breakfast Club and After School appraisals so that they help to further drive improvement at the school.
  • Further improve pupil progress meetings so that they are instrumental in the improvement of outcomes, particular focuses on % of A.R.E / Greater Depth and FSM and PPG.
  • To continue to improve communication with all stakeholders and to ensure it is effective.

Key Area 2- Quality of Teaching, Learning and Assessment

TARGETS:         

  • To ensure subject leaders spend their budgets within reasonable time frames so that the resources impact on the same academic year as allocated.
  • To ensure the triangulation of all teaching is at least ‘good’ and 25% is ‘outstanding’ by the end of the year.
  • To ensure TAs are deployed effectively to support teaching and learning, interventions as well as ensuring quality communication with class teacher.
  • Ensure consistency throughout the school by all staff following the policies and procedures put in place and challenging any members of staff who fails to follow them accordingly.
  • To ensure assessment is accurate and moderated and all year groups are working towards at least 75% of children working at the ‘expected standard’ and 20% are working at ‘greater depth’.
  • To investigate ways of maintaining Forest School Provisions.
  • To improve the standard of presentation in children’s books – raise expectations.
  • To ensure most able children are being pushed in order to achieve ‘Greater Depth’

Key Area 3Personal Development, Behaviour and Welfare

TARGETS:      

  • Monitor undesirable behaviour and track whether there is a reduction.
  • Embed new attendance software in order to ensure continued improvement in attendance figures and to challenge poor attendance.
  • To continue to promote effective communication with parents in order to limit escalation of undesirable behaviours.
  • To push for CIF bid due to seriously deteriorating condition of Flat Room and subsequent damp issues.
  • Improve safety of site by maintaining perimeter fence.

 

Key Area 4- Outcomes for Pupils

TARGETS:        

  • Ensure progress (at least 6 points progress – where previous progress has been poor, more than 6 points is needed in order to close the gaps)/attainment at least 80% of children working at the ‘expected standard’ and 20% are working at ‘greater depth’) data is consistent between classes and year groups.
  • Ensure increase in the % of children in KS1 achieving the expected standard and greater depth in Reading.
  • Ensure increase in the % of children (at the end of KS1 / KS2) achieving the expected standard and greater depth in writing.
  • Ensure increase in the % of children in KS1 achieving the expected standard and greater depth in Maths.
  • Ensure increase in the % of children in KS1 achieving the expected standard and greater depth in combined outcomes.
  • Ensure increase in the % of children in KS2 achieving greater depth in Reading.
  • Ensure increase in the % of children in KS2 achieving the expected standard and greater depth in Writing.  
  • Ensure increase in the % of children in KS2 achieving the expected standard and greater depth in Maths.
  • Ensure increase in the % of children in KS2 achieving combined in reading, writing and mathematics.
  • Ensure all outcomes are in line or better than National expectations.
  • To ensure vulnerable groups are diminishing the difference.

 

Key Area 5 – Effectiveness of the Early Years Provision: Quality and Standards

Targets:      

  • Ensure consistency of progress/attainment between both classrooms is better than National expectations / previous year’s data.
  • Ensure good EYFS provision in all areas of the Early Learning Goals.
  • Ensure opportunities to raise outcomes within PSED and weekly planning reflects this.
  • Ensure GLD is inline or above the National Standard and is improving on the previous year’s outcomes.
  • Ensure the EYFS team has a good grasp of Target Tracker and how this knowledge and understanding can lead to improved outcomes.
  • Ensure improvements to main outside area are made to maximise learning opportunities
  • Ensure smooth transitions for children moving from Year R to Year 1.

 

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