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Kingfisher Partnership of Church SchoolsGillingham St Michael’s Church of England Primary Academy
Ditchingham Church of England Primary Academy
School Improvement Planning DocumentsSeptember 2015 – July 2016
Review End AutumnRAG=Green – met in full, Amber – part met, Red – not met
Key Priorities 2015-2016Key Improvement Focus 1: Leadership and Management: Ensure strong, cohesive and effective leadership with a clear direction on improving standards, provision and achievement across the schoolSpecific Objectives:
All members of the partnership community are consistently and confidently following policy and procedures to meet the learning needs of all pupils. Clear roles and responsibilities, particularly of Head and Heads of School, are known and referred to by all There is strength and depth in the distribution of leadership through the development of subject leaders in monitoring, evaluating and leading
children’s learning
Key Improvement Focus 2: Teaching and Learning: To continue to raise standards and attainment in literacy, especially reading, across the partnershipSpecific Objectives:
Pupils are hooked on reading thus reading for pleasure in a well-developed and sustainable reading culture All pupils, including the more able, are well challenged in all lessons and the gap continues to narrow for groups of pupils There is a high focus for reading achievement across the curriculum
Key Improvement Focus 3: Teaching and Learning: To continue to raise standards and attainment in mathematics, across the partnershipSpecific Objectives:
Pupils’ books will clearly show coverage of new national curriculum objectives. Through problem solving pupils are confident to develop a mastery approach to maths that will help to deepen their conceptual understanding. All pupils, including the more able, are well challenged in all lessons and the gap continues to narrow for groups of pupils Children will develop an increased level of perseverance when dealing with problems in all areas of the curriculum.
Key Improvement Focus 4: Assessment: Ensure that assessment is used accurately to promote rapid progress for all pupils in line with National expectationsSpecific Objectives:
Teacher assessments are consistent with National Performance descriptors in Reading, Writing, maths and science Assessment is used to promote rapid progress for all pupils by ensuring they are clear in their next steps in learning Marking is effective in challenging all pupils and helps them to take responsibility for improving their work. Evaluation and review of curriculum and assessment procedures is effective in ensuring high quality provision for all pupils.
End of Year Targets 2015-2016
Attainment - The national expectation for 2016 onwards is that 85% of pupils in a cohort will achieve the expected standard against the End of Key Stage expectations. This will test their knowledge and understanding against any aspect of the Key Stage Programme of Study.
*Whole year group and individual pupil targets to be reviewed each term following pupil progress meetings. EYFS targets to be added once Baseline completed.% of children working at or above age related expectations % of children working above age related expectations
Reading Writing Maths Combined Reading Writing Maths CombinedSchoo
lGillingham
Ditchingham
Gillingham
Ditchingham
Gillingham
Ditchingham
Gillingham
Ditchingham
Gillingham
Ditchingham
Gillingham
Ditchingham
Gillingham
Ditchingham
Gillingham
Ditchingham
EYFS
Year 17
15 (+1)
90 90 90 90 90 90 85 85 40 35 40 35 40 35 40 35
Year 21112
90 90 90 90 90 90 85 85 35 35 35 35 35 35 35 35
Year 3127
85 90 85 85 90 85 85 85 40 30 40 30 40 30 40 30
Year 41111
85 85 85 85 85 85 85 85 40 40 35 35 30 30 30 30
Year 51113
85 85 85 85 85 85 85 85 40 35 40 35 40 35 40 35
Year 64 (+1)
11
100 90 100 85 100 85 100 85 50 55 50 55 50 40 50 40
Phonics
2015 data = Gillingham overall 81.8%wa - 60%of boys, 100% of girls. Ditchingham data = overall 91.7%wa - 85.7% of boys, 100%of girls.
Progress Target - 100% of pupils who have been at the school for at least a year will make at least expected progress from their starting points by July 2016. At least 60% of these pupils will make good progress from their starting points by July 2016.
Attendance Targets – Gillingham: 97% persistent absence 2% Ditchingham: 97% persistent absence 2%
Key Improvement Focus 1: Objectives/success criteria Leadership and Management: Ensure strong, cohesive and effective leadership with a clear direction on improving standards, provision and achievement across the schoolObjectives Specific actions Timescales Person
responsibleResources Comments
AAll members of the partnership community are consistently and confidently
Non-negotiable for all areas of school life shared with all staff – each have a copy, copy on display in staffrooms
Autumn PD day2nd Sept
Head
Regular communication with staff and governors – weekly ‘briefing’ emails, Weekly Head Google calendar Reviewed briefing
following policy and procedures to meet the learning needs of all pupils.
online diary for staff *display in staffroom also~Develop use of websites- investigate creating one website for Partnership Review and improve website by
end of Autumn TermApprentice
+staffroom notice board*Quote for costs for new shared website
to include fortnightly diary + upcoming dates for term
Policies reviewed in line with Trust guidance. Shared either on school based server or website as necessary. Appraisal/Performance Management, Pay
In line with Trust review cycle *September 2015
GovernorsHead
Trust website Some progress made – need to work with trust to establish review schedule
Develop secure cloud based central storage for shared documents across partnership – including Governor Hub
Spring Term Head and Heads of School +Clerk
Liaise with IT company
Termly school Review and Self Evaluation Cycle published and followed Termly -11th Sept Autumn Head and Heads of School
BClear roles and responsibilities, particularly of Head and Heads of School, are known and referred to by all
Roles and responsibilities documented and shared with all Autumn PD day2nd Sept
Head
Regular review and focus meetings with Head and Heads of School – minutes taken and actions shared as necessary
Twice half termly28th Sept, 19th Oct, 16th Nov
Head Teacher Diary, sufficient release time for staff
Need to establish regular dates
Termly school Review and Self Evaluation Cycle published and followed TermlyBy 11th Sept for Autumn
Head and Heads of School
CThere is strength and depth in the distribution of leadership through the development of subject leaders in monitoring, evaluating and leading children’s learning
Maths, Science, English, RE subject leads to complete initial self-evaluation and identify improvement priorities – including CPD needs
Autumn PD day2nd Sept – begin – complete to Head by 16th SeptShare with Gov’s 16Th Oct
Subject leaders Self evaluations complete and subject leads demonstrated clear vision --- not yet shared with govs
Regular staff meetings to review subject development – all staff as leaders identifying evidence of impact
Once a half term14Th Oct
Heads of School to ensure on agenda
Schedule clearly planned – evidence of impact?
All subject leads to maintain a subject specific portfolio detailing achievement and development – collect evidence and review impact – share with Head each term, Governors regularly
Share with Gov’s 16th Oct FoldersPPA time to collect evidence + review impact
Begun – need to review systems for cross school work and reviewing impact
DProvide appropriate CPD for teachers and support staff at all levels
All teachers appraisals carried out October by Head Teacher (Head appraisal Governors September)
By 21st October(Head=18th sept)
Head
All support staff appraisals carried out December by Heads of school By 11th December Heads of School Cover time – one day per Head of school
Key training priorities identified and discussed following appraisal process and subject lead review and put in to a training plan each term
Autumn Term initially then review termly
All staffHead to lead
Staff meeting time Need to formalise this process?
EEnsure that the school provides a safe environment for children and adults.
Ensure that the school’s robust Safeguarding procedures are understood and adhered to by all members of staff and visors to the school. Ensure that all staff are aware of their responsibilities under the PREVENT agenda. Including ensuring that all staff and regular volunteers have a robust induction process that addresses all aspects of Safeguarding and that records are kept of this.
First inset day briefing to all staff.MA, LM brief new staff/volunteersHB to PREVENT training November – then staff meeting.
HeadHeads of schools
++Review of behaviour policy and system for ongoing review
*Specific actions with dates for Spring and Summer to be annotated upon review
Key Improvement Focus 1: Milestones AND Review Leadership and Management: Ensure strong, cohesive and effective leadership with a clear direction on improving standards, provision and achievement across the schoolKey Lead(s) in school: Link governors’ committee: Objective Date Milestones Monitoring - WWW Evaluation and Review
ABy October 2015 Staff aware of policies and procedures Govs, Oct 15thBy December 2015 Staff able to articulate policy and procedures Head of sch, staff survey Yet to test this Evidence within school – staff
referring through lines of accountability even if Head in building
By March 2016 All staff following policy and procedures without prompting SLT review meeting
By July 2016 All staff part of review process and able to suggest improvements needed for next academic year.
BBy September 2015 Staff aware of roles and responsibility document By October 2015 Governor in depth day 15th – staff able to articulate role of Head of School Gov, speak to staff, Oct 15th Although have we fully tested this?
By December 2015 SLT meetings efficient and actions shared/reviewed. Parents beginning to refer to Head of School before Head.
SLT review meeting Effective when held – need to establish regular agenda and routine for meeting
By March 2016 SLT led by Heads of School – not just HeadAppropriate work/information/concerns brought to attention of Head of School by staff or parents (not to Head)
Heads of school self-review
By July 2016 All staff part of review process and able to suggest improvements needed for next academic year.
CBy September 2015 Staff clear on subject responsibility and SEF process begun Head By October 2015 Staff able to explain SEF to Head or Governor and have begun to work on developments
for subjectSubject lead chat with Gov, Oct 15th
By December 2015 Evidence of improved classroom practice as a result of specific professional development arranged by subject leads – particularly in reading.
Subject leads – in class monitoring, book looks
Review systems for feeing back monitoring information – use of teacher on a page?
By March 2016 Subject leaders able to reflect on developments so far and have identified next steps without prompting
Heads of school to review subject leads self-evaluation
By July 2016 All staff part of review process and able to suggest improvements needed for next academic year.
DBy September 2014 Heads appraisal complete – Head, Governors clear on targets for coming year Governors, external advisor
DNEAT to complete
By October 2015 Teachers appraisal complete – all teachers clear on targets and how they fit in to whole school priorities
Head, report to governors
By December 2015 Support staff appraisal complete staff clear on targets and how they fit in to whole school priorities
Heads of school, summary report to Head
By March 2016By July 2016 Evidence of impact on learning – increased rates of progress for all pupils – in particular
key pupils identified as part of appraisal process. Head/Heads Of School pupils progress meetings.Report prepared for governors of impact of appraisal.
Key Improvement Focus 2: Objectives/success criteria Teaching and Learning: To continue to raise standards and attainment in literacy, especially reading, across the partnershipObjectives Specific actions Timescales Person
responsibleResources Comments
APupils are hooked on reading thus reading for pleasure in a well-developed and sustainable reading culture
Volunteers who listen to children read to survey the pupils about their reading behaviour and reading attitudes and their preferences around text types – subject leaders summarise findings and consider actions
Complete by November – ready for new orders January
Literacy leads to coordinate
Informal discussions held – plan for questionnaire Feb 16
Link in with local library to improve library experience for pupils – e.g. local volunteer librarians to support with reading, selecting books
Begin Autumn term 1st half at Ditchingham– review initial impact 16th Oct then plan for Gillingham
Literacy leads to coordinate
Percentage of pupils completed summer reading challenge good – contacts established – particularly at Dit
Developing Speaking and opportunities for storytelling, including strategies for Staff Meeting 30th Sept Literacy leads Training complete –
internalising stories, storytelling chairs/cloaks and use of props T4W training for new staff 7th Sept children performed in assemblies
Increase opportunities for parental involvement and support for children’s reading through family learning sessions
Termly25th Sept
Class Teachers Sessions planned – feedback positive
Subject leads explore and share information/studies/findings on promoting reading for pleasure
Nov 15 – courseFeedback for staff Jan
Literacy Leads Course attended some feedback shared as appropriate
High quality texts available as class novels and books to loan – include surveying pupil interest
Review book collections by end of Nov – new books for Spring Term
Literacy leads £250 per school
Process begun
Good quality, inviting reading areas developed in classrooms and shared areas in schools.
Staff Meeting 30th Sept to discuss – monitor by end of Aut – review termly
Literacy leads to coordinate
Process begun
BAll pupils, including the more able, are well challenged in all lessons and the gap continues to narrow for groups of pupils
Planned cycle of comprehension assessments carried out in a consistent manner – using bought in materials following subject lead review – planned cycle of standardisation and moderation to ensure consistent application and approach to standards
Introduce to staff 23rd Sept.
review
£900 Planned in timetable, regular review to ensure most effective
Staff meetings to ensure review approach to teaching of reading –All staff will further understand the teaching of reading comprehension skill & feel confident in delivering effective guided reading sessions to ensure progression and ensure all pupils making progress in session whether with adult support or independent-Phonics sessions will be effectively & efficiently delivered – key points include using engaging real books, creative learning experiences, pace, pre and post-session learning and tracking progression. Achievement will be raised for all children – some making accelerated progress so that gap between boys and girls %WA (working at required standard) will be closing.
1 meeting per half term11th November
Literacy leads to coordinate
Leads have clear plan of sessions needed – ensure reactive to needs as identifid to staff as well as proactive to curriculum and assessment priorities
****includes specific input on Grammar teaching
Introduce whole school collaborative projects led by more able pupils – eg. Peer reading, storytelling sessions led by pupils – could involve ‘reading champions’ adult volunteers. To increase %pupils achieving higher than age related expectations in reading (mastery) Refer to target page above.
Spring term Literacy leads to coordinate
Planning/lesson observations show opportunities for children to ask and be asked higher level questions during lessons – ensuring all pupils make ‘expected’ rates of progress – particularly in light of new curriculum expectationsRefer to target page above.
Spring term
CThere is a high focus for reading achievement across the curriculum
Talk for writing to be planned for and taught on weekly basis to practice talk and develop vocabulary linked to key texts – including topic links/cross curricular
T4W training for new staff 7th Sept Literacy leads to coordinate
Classrooms to have topic based displays including range of good quality reading texts. Variety of texts – e.g. digital, magazines as well as books and leaflets
Review each half term Process in place although review suggests needs further resourcing and sharing of good practice
*Specific actions with dates for Spring and Summer to be annotated upon review
Key Improvement Focus2: Milestones AND Review Teaching and Learning: To continue to raise standards and attainment in literacy, especially reading, across the partnership
Objective Date Milestones Monitoring - WWW Evaluation and Review
ABy September 2015By December 2015 Most children can confidently talk to an adult about strategies for reading, some may be
able to discuss favourite books/authorsGov listen to selection pupils read, by mid Dec
By March 2016 Reading diaries, shared learning sessions show positive involvement from families in reading – positive impact seen in progress data for reading
Subject lead, collect sample to monitor.Subject lead data report to Head
By July 2016 Data from library system/pupil survey shows shift in access to varied/challenging reading material.
Subject lead/volunteers gather and analyse data
BBy September 2015By October 2015 staff planning/pupils books show learning targeted at specific strength and weaknesses
and next steps following first formal assessment Subject book look and summary shared with Head – see calendar for dates
By December 2015 Staff planning, lesson observations by subject leaders show specific elements of reading being taught well –pupil work demonstrates progress.Tracking data shows children making at least ‘expected’ rates of progress.
Subject lead monitoring*dates to be planned by SLTPupil progress meetings Dec
Some monitoring evidence show this – need to collate and review further evidence for impact
By March 2016By May 2016 Y6 pupils tackle formal assessments confidently Gov to monitor – visit test
times, also speak to pupils and staff following
By July 2016 Phonics check results show gap closing between boys and girls reaching required standard. Rates of progress in reading for all pupils at least ‘expected’.
Subject lead to analyse data nd share with Head
CBy September 2015By October 2015By December 2015 Staff planning, lesson observations by subject leaders show T4W being taught well Subject lead monitoring and
feed back to HeadSome monitoring evidence show this – need to collate and review further evidence for impact
By March 2016By July 2016 Data tracking and pupil work demonstrates progress Subject leads analyse pupil
progress data and feedback to Head
Key Improvement Focus 3: Objectives/success criteria Teaching and Learning: To continue to raise standards and attainment in maths across the partnership
Objectives Specific Actions Timescale Resources/Person Responsible
Comments
A To ensure planning and teaching reflects coverage and progress of New National Curriculum objectives.
Monitor planning in Autumn 1 and Autumn 2. Planning should clearly show coverage of New National Curriculum objectives.Monitor children’s books Autumn 2. Children’s work reflects new objectives.Subject leader to provide ‘maths folder’ to each year group at start of academic year. Folder to include long term and medium term plans, progression frameworks in order for staff to see ‘next steps’Introduce ‘Rising Stars’ bi-weekly arithmetic tests to prepare children
October 8th Staff meeting – monitoring plans.
All teaching staff PC to create maths folder and shareOctober 8th Staff meeting – monitoring plans.Autumn 2 maths staff meeting monitoring books and plans.
for new arithmetic KS2 testB To evaluate effectiveness of new
calculation strategies in line with New Curriculum
Year 6 children at Gillingham to take part in university study of KS2 calculation methods. Report will be provided on results
Initial evaluation by Beginning of Spring Term following analysis of data.
Ems Lord (University of Northmapton)Polly Church
Impact?
C To evaluate children’s perceptions of maths in order to ensure that it is a subject that promotes achievement, engagement and enthusiasm
Pupil perception survey to be carried out by staff in all schools to children from Year 1 and above.PC to devise survey
End of Autumn term ready to implement in Spring Term action plan.
All staffAll pupils from Year 1 and abovePolly Church to coordinate
D Embed the use ofinvestigative mathsand problem solving in regular classroom practice
Monitoring shows weeklyplanned investigation activities in plans and booksMedium term plans will enable teachers to deliver a mastery approach to the learning of mathematics.PC to give all staff assessment materials from NCETM which deliver a mastery approach to New Curriculum in maths folders.Ensure all staff use Rising Stars Problem solving books and Nrich activities weeklyPC to run problem solving / MaST project at Ditchingham to support staff in developing an conjecturing atmosphere in class2 teachers from each school will be trained in the use of the bar model to support problem solving
Training – H Stanners, C Campbell, R Sherwood, G Harvey.PC to lead project at Ditchingham – to liaise with HB on nature of this.October 8th Staff meeting – monitoring plans.Autumn 2 maths staff meeting monitoring books and plans.Training delivered in September to first 2 teachers with follow up activity to complete in school. Teachers to feedback in staff meeting
In process –System for reviewing impact?Further training identified for key staff to expand knowledge on mastery and skills at problem solving Singapore bar introduced spring term – follow up needed by subject lead in summer term
E To quickly identify children not making progress
Purchase Rising Stars arithmetic and progress tests. Progress tests to be completed half termly. This will inform teachers regularly of where children are at. Following this there will be discussion about and action on children not attaining expectations.PC to give list to each class at start of new academic year children who need to be closely monitored in order for quick action to be taken.
Analysis of first progress test in staff meeting 8th October
Autumn 1 – in place staff regular routine of review – further planning materials identified to support with addressing gaps – subject lead to review impact
Key Improvement Focus 3: Milestones AND Review Teaching and Learning: To continue to raise standards and attainment in maths across the partnership
Objective Date Miles stones Monitoring WWW Evaluation and ReviewA National curriculum objectives will be apparent in daily plans in all year
groups. Pupils’ books will clearly show coverage of new national curriculum
objectives. All staff will have ‘maths folder’ to use for planning and planning weeks will
be the same across the two schools. Rising Stars arithmetic books purchased and shared with staff.
All teaching staff PC to create maths folder
and share October 8th Staff meeting
– monitoring plans. Autumn 2 maths staff
meeting monitoring books and plans.
B Assessment to take place in Autumn Term through Ems Lord (Leader of Northampton University’s MaST course) Awaiting further information.
Calculation strategies will be informed by this study to ensure all children are conceptually aware of methods
Ems Lord (University of Northmapton)
Polly Church
Initial evaluation by Beginning of Spring Term following analysis of data.
C By Autumn half term all surveys will be completed and handed to PC. All staff End of Autumn term ready to implement in Spring Term
By mid - Autumn 2 PC will feedback to teachers, pupils and parents of results. Findings will impact Spring action plan.
Pupils will enjoy maths.
All pupils from Year 1 and above
Polly Church to coordinate
action plan.
D Problem solving will enable children to develop a mastery approach to maths that will help to deepen their conceptual understanding.
Children will develop an increased level of perseverance when dealing with problems in all areas of the curriculum.
Training – H Stanners, C Campbell, R Sherwood, G Harvey.
PC to lead project at Ditchingham – to liaise with HB on nature of this.
October 8th Staff meeting – monitoring plans.
Autumn 2 maths staff meeting monitoring books and plans.
Training delivered in September to first 2 teachers with follow up activity to complete in school. Teachers to feedback in staff meeting
In process –System for reviewing impact?Further training identified for key staff to expand knowledge on mastery and skills at problem solving Singapore bar introduced spring term – follow up needed by subject lead in summer term
E All children this year will make good progress. Analysis of first progress test in staff meeting 8th October
Autumn 1 – in place staff regular routine of review – further planning materials identified to support with addressing gaps – subject lead to review impact
Key Improvement Focus 4: Objectives/success criteria Assessment: Ensure that assessment is used accurately to promote rapid progress for all pupils in line with National expectationsObjectives Specific actions Timescales Person
responsible
Resources Comments
ATeacher assessments are consistent with National Performance descriptors in Reading, Writing, maths and science
Planned cycle of assessments carried out in a consistent manner – using bought in materials following subject lead review
Publish timetable Aut 1
Subject leads
£1000 Maths£1000 Reading
Shared marking/standardisation in school and cross cluster ensure staff have consistent understanding and application of key stages per year group Beg, Dev, EM, Mast
8th Oct, Aut 2, Spr 2, Sum 2
Heads of School
£200 – additional marking stamps
Review regularly to refine understanding – dates for cluster, dates for DNEAT working party
Local Authority standardisation and moderation sessions attended
Summer Term? Y6 STAFF Buy in to LA package
Portfolio created by subject leads using our and National standards files – clearly articulate understanding of standards
Complete by Summer Term
Heads of School coordinate
Discussed and in progress – National materials due to be pulished spring term
BAssessment is used to promote rapid progress for all pupils by ensuring they are clear in their next steps in learning and gaps in learning are addressed
Planned cycle of pupil progress review meetings to ensure all pupils on track to make at least expected progress.See data targets page for clear expectations of percentage pupils meeting age related expectations.
Publish plan Aut 19th Sept,
Head Planned – need to refine process for recording evaluations made
Staff meetings on assessment for learning strategies – follow up peer support to review assessment in action responding to pupil needs
Aut 2See
Head Link in with Edison key lead work following CQA
Range of assessment strategies observed in use throughout lesson or as part of gathering evidence towards judgment at
pupil progress meetings
Heads of School/Head
pupil progress meetings See calendar for dates
CMarking is effective in challenging and supporting all pupils and enables them to take responsibility for improving their work.
Teachers trained to ensure feedback by teachers/Teaching assistants is specific and understandable to pupils
Heads of school
Staff meeting timeRelease time for TAs
Systems clearly in place following monitoring – next step how do we know having impact?
Opportunities built in to daily work for pupils to respond to feedback
From Aut 1 Continue to share best practice
Pupils given opportunities to contribute to definition of success criteria in lessons and own work
Following Aut 2 AFL meeting
Head Some evidence of this in books – to be refined once AFL input
Pupils confident to apply skills in range of contexts – given opportunities to do so
Spring term monitoring – see calendar
Heads of School
Pupils given opportunities to assess own and peer work Spring term monitoring – see calendar
Heads of School
DEvaluation and review of curriculum+ assessment procedures across the partnership is effective in ensuring high quality provision for all pupils
Subject leads trained to be able to analyse strengths and weaknesses and monitor impact – link with Edison learning partnerships through DNEAT.
Spring term monitoring – see calendar
Heads of School to coordinate subject leads
Edison learning via DNEATPossible supply time needed
*Specific actions with dates for Spring and Summer to be annotated upon review
Key Improvement Focus 4: Milestones AND ReviewAssessment: Ensure that assessment is used accurately to promote rapid progress for all pupils in line with National expectationsObjective Date Milestones Monitoring - WWW Evaluation and Review
ABy September 2015By December 2015 First full round of assessments carried out – children beginning to be able to explain
curriculum expectations in reading and maths particularly Subject leads interview cross section of pupils by end of Dec, share findings with all staff in Jan training day
By March 2016 Pupils aware of standards and expectations of them for their year group or in terms of their expected progress – they can explain their next steps in key subjects such as maths.
Govs to meet selection of pupils – look through books with them and discuss Date=
By July 2016 Portfolio of work – particularly writing established so that children able to bench mark own work against expected standard.
Subject leads to collect/share during standardisation sessions – Currci gov to meet sub lead June to view
BBy September 2015By October 2015 All pupils have aspirational target set for end of year. Planning/work in book shows steps
in place to support children to meet targetsHead – pupil progress meetings
By November 2015By December 2015 Pupils able to articulate some of the ways their work is assessed. Books show evidence
of strategies discussed in training. Heads of school interview cross section of pupils with their work
By March 2016 Tracking data shows pupils on track to make expected progress – areas of support identified and planned for
Head – pupil progress meetings
By July 2016 Impact of interventions can be seen in increased rates of progress for key pupils. Senco complete analysis of data and share with gov.
CBy September 2015By October 2015 Pupils able to explain marking symbols in their books and can begin to talk about how it
helps them to improve their work.Head – learning walk/book look.
By December 2015 Lesson observations/pupil perception conversations demonstrate pupils able to transfer skills taught across subjects
Heads of school interview a cross section of pupils with their work
Needs further monitoring
By March 2016 Book scrutiny demonstrates evidence of self/peer support having an impact on progress Subject leads complete and share findings with head.
By July 2016
DBy September 2014By October 2015By December 2015 Subject leaders carried out at least one moderation activity that pupils can then use to
benchmark againstSubject leads
By March 2016 Governors able to speak to staff about strengths and weaknesses in subject areas and planned next steps
Gov arrange time to meet subject lead.
By July 2016 Tracking data shows impact of self-evaluation and planned improvements by subject lead – key areas identified for following year.
Heads report to governors.
Kingfisher Partnership monitoring cycle 2015-2016 September October November December January February March April May June July
Wb 1st Sept wb5th Oct WB2nd Nov WB7th Dec WB 4th Jan WB 1st Feb WB 7th March WB 4th April H WB 2nd May WB 6th June WB 4th July M Website ReviewINSET: Weds 2nd –
Safeguarding, h&s. SEF
RISING STARS MATHS M maths
standards/gaps/actionsGov – Dedication Service
SM: Weds SCPMThurs Maths
T Regional standards
M book look/evidence for scienceSM: science
ASSESSMENT WEEK
SM writing/reading STANDARDISATION
M Website ReviewINSET: Mon 4th
T Regional standards
ASSESSMENT WEEK SM: Thurs Maths
M subject leader drop ins - MATHS
SM:
2nd: Bank Holiday
M Senior leadership
review*include
review/actions from parent
surveySM:
Y5/6 Residential Trip
SM:
Y3/4 Residential Trip
Final assessment reviews
SM: standardisation
Reports to Parents
Wb 7th Sept WB12th Oct WB9th Nov WB14th Dec WB 11th Jan WB 8th Feb WB 14th March WB 11th April WB 9th May WB 13th June WB 11th July M environment to support learningGov - strategic
SM: Assessment
RISING STARS READING + Assessed WRITING
M performance management teachers +
lesson observations Gov – 15th=Gov day –
committee meets, monitoring, full govs
SM: SEF – evidence collect- each subject lead
M vulnerable pupils – pupil premium impact
reviewSM: English
M 1 SENCo review intervention/SEN
impactM 2 Data
complete on pupil asset, AttendanceSM Thurs Maths
STANDARDISATION
SM: School Improvement Plan+
SEF – evidence + impact
T Regional standards
SM writing/reading STANDARDISATIONM: Data complete
on pupil asset, Attendance
M: subject leader drop ins -
ENGLISHSM:
M Website Review
*Staff Surveys T Regional standards
SM:
SATS WEEK Y6SM:
M: subject leader drop ins
- SCIENCESM:
Parents consultations
offeredT Regional standards
SM - Transition Meetings
M: Data complete, Attendance
14th Sept WB19th Oct WB16th Nov WB21st Dec WB 18th Jan WB 15th Feb WB 21st March WB 18th April WB 16th May WB 20th June WB 18th July M marking/book
lookGov – head
teacher perf manSM: behaviour for
learning
PARENT CONSULTATION MEETINGS*Parent Surveys
M – Reception baseline assessment review by
Head of School, Attendance
Gov – Ethos committeeSM: well being
INSET: Thurs22nd PATHS
M Senior leadership review
*include review/actions from
parent surveySM: School
Improvement Plan+ SEF – evidence +
impact
M: subject leader drop ins - RE
SM: computing
ASSESSMENT WEEK
M SENCo review intervention/SEN
impactAttendance
SM: well being 25th Bank Holiday
M vulnerable pupils – pupil premium impact review
SM:
ASSESSMENT WEEKSM:
SM: Pupil progress
Performance Management
Reviews teachersSM well being
INSET Thurs 21st
curriculum review and evaluation
21st Sept WB26th Oct HT WB23rd Nov 28th Dec H WB 25th Jan WB 22nd Feb WB 28th Mar H WB 25th April WB 23rd May WB 27th June WB 25th JulyM behaviour for learning/book
lookGov – meet and
greet parentsSM: spelling and
grammar – moderation of
books
M subject leader drop ins - MATHS
SM: safeguarding including WRAP and
esafety,
SM: English*Pupil Surveys
PARENT CONSULTATION
MEETINGS
M Lesson observations
SM:
M: Data complete on pupil asset, Attendance
SM:
SM: School Improvement
Plan+ SEF – evidence +
impact
28th Sept WB30th Nov WB 29th Feb WB 30th May HT
M aspirational targets
Gov – Ethos committeeSM: English
M: subject leader drop ins - ENGLISH
SM:
M performance management review
SM:
Staff Meeting* Monitoring Governors Trust Refer to google calendar for specific dates. Cycle reviewed half termly by SLT.*All staff meetings to include time for reflection on an element of practice, most will include book looks/work scrutiny.