longleaze primary school school improvement …...agree expectations for standards of presentation....

LONGLEAZE PRIMARY SCHOOL

SCHOOL IMPROVEMENT ACTION PLAN

2015-2016

Objectives Ofsted Areas

To improve the standards of writing, particularly in Key Stage 1. 1, 2 & 4

To improve the standards of Basic Skills in phonics, spelling and presentation throughout the school. 1, 2 & 4

To accelerate the progress of vulnerable learners. 1, 2, 3 & 4

To develop the school community so that all involved feel valued and respected. 1 & 3

To be able to accurately and consistently assess our children without levels. 1, 2 & 4

Ofsted areas

1. Effectiveness of leadership and management 2. Quality of teaching, learning and assessment 3. Personal development, behaviour and welfare 4. Outcomes for children and learners.

Area for Improvement 1

To improve the standard of Writing, particularly in Key Stage 1.

Rationale for selecting this target: The % of children reaching the expected standard at the End of Key Stage 1 in 2014-2105 was significantly below the national average and below the % for reading and

writing. Although the % of children reaching the expected standard was broadly in line with the national average, across the school (in other year groups) attainment and progress

was weaker in writing. The interim framework for 2015-2016 has “raised the bar” considerably for what is expected at the end of year 2 and year 6.

Ofsted areas

1, 2 & 4

Success Criteria The progress of children across the school will be accelerated and above the expect 3 Average Tracking Point.

At the end of Key Stage 1, 65% of children will achieve the expected level in writing. At the end of Key Stage 2, 78% of children will achieve the expected level in writing.

80% (currently 42.7%) of children throughout the school will be at their expected levels in writing at the end of the year (according to the new curriculum’s criteria)

January 2016 - Impact

Evidence of Talk for Writing across the school. Impact seen in progress from the ‘cold’ (blue) to ‘hot’ (yellow) write.

Across the school, progress in writing is as expected (0.5 tracking points per term).

New members of staff are confident in ‘Talk for Writing’ process.

Use of purple pen is evident in most work in KS2.

Parents/carers received a booklet sharing new expectations for the year during class meetings.

March 2016 – Impact

EO Term 3 data shows that Writing progress is well above with expected progress in all but one year group. Evidence in books shows that this should be improved by

the end of the year. Overall progress is 2.3 (expected =1.5) Purple pen marking is being used in KS1.

21 parents attended the writing workshop

April 2016- Impact

EO Term 4 data shows that writing progress is still well above expected progress (2.5 whereas expected is 2). However the rate of progress this term has dropped

slightly (possibly due to it being a shorter term). The rate of progress in KS1 is not as high as KS2 but still above what is expected.

The % of children above expected across the school in writing has risen to 54%. This is expected to rise further as the school moderates its levelling to

reflect the government’s interim end of year framework. This advice has only just been released.

Currently 81.3% of pupils are at ARE in Year 6.

Currently 55% of pupils are currently expected to meet the expected standard at the end of year 2.

Next steps: Deputy to put in intensive support with Year 2 who are vulnerable to under achieving. (one hour a day). Ensure writing lead / year 6 teacher and Year 2 teacher attend moderation meeting. Adapt the way in which writing is assessed throughout the school to reflect current national advice on moderation. Provide extra moderation opportunities for staff within school.

Members of staff involved

CP, MY,TR, KJ, SR

How will we monitor and evaluate success?

Pupil Progress Meetings Lesson observations

Book scrutiny

Planning scrutiny

Action Start date End date Evidence Resources

Needed Cost to School

1.0 Introduce ‘Talk for Writing’ throughout the school. Writing lead to run a series of “Talk For Write” PDM to all teaching staff. Sept 2015 July 2016

Planning Lesson observations

PDMs Talk for Writing

books

Talk for writing

1.1 Provide training for Teaching Assistants on ‘Talk for Writing’

Sept 2015 Term 3

2015-2016

Lesson observations TA CPD TA meeting

1.2 Support new members of staff by team planning with them for “Talk

for Writing”. Sept 2015 July 2016 Planning

PPA time

1.3 Decide as a staff on a minimum quantity of written work per lesson

Term 2 Term 4 Policy PDMs

PDM

1.4 Ensure that the children have opportunities to edit their work and

that this is clear to see. Sept 2015 July 2016 Book scrutiny and

Pupil voice

Different coloured

writing pens BSM

1.5 Teachers to observe each other teaching using ‘Talk for Writing’, and/or visit other schools to see the programme in a different

setting.

Sept 2015 July 2016 CPD evaluation forms

Supply £150 per

day

1.6 At class meetings, share new expectations with parents and carers

Sept 2015 October 2015 Parent Class information

handbooks

Parent Class information

handbooks

Photocopying

1.7 Use blue paper for a baseline and yellow paper for a final piece to show progress across a unit of work. Sept 2015 July 2016

Book scrutiny Yellow and blue lined paper. BSM

1.8 Provide writing workshop for parents and carers

3rd December Parent evaluation Raffle prize

Refreshment £40


To improve the standards of Basic Skills in phonics, spelling and presentation throughout the school Ofsted Areas

1, 2, 3 & 4

Rationale for selecting this target: The % of children achieving the expected level in the year one phonics tests was significantly below national levels in 2014-2015.

Scrutiny of writing throughout the school indicates spelling to be a weakness.

The % of pupils achieving expected level in Spelling, Punctuation and Grammar at the end of KS2 in 2014-2105 was significantly below the national (despite writing

being overall in line).

The new curriculum has “raised the bar” significantly for the spellings that children are expected to spell in every year group.

Success Criteria The % of Y1 children passing the phonics screening is in line with or greater than national/local expectations

The average spelling scores at the end of Key Stage 2 will have improved from last year.

The majority of children (85%) will have improved their spelling age by at least a year by July 2015. External monitoring will conclude that standards of presentation will have improved since last year.

January 2016 - Impact

Across the school, progress in reading is as expected (0.5 tracking points per term).

Spelling in Literacy books shows improvement.

Handwriting certificates have been presented, and work displayed, raising the profile of handwriting throughout the school.

Basic skills ladders have been introduced, resulting in children focusing on these when writing.

The reading raffle has increased the number of children reading at home and the frequency at which they read.


Term 3 data shows that Reading progress is just in line with expected progress although this progress is not consistent in every year group.

Key Stage 2 mid-year spelling scores show that, in most year groups, there are more children working below ARE than above. In all classes children are making

significant progress in their spellings to challenge this gap in ARE.

Writing progress is in line or above with expected progress.

The quality of Guided Reading has improved; everyone is focused on the learning of reading, with high quality materials.

13 parents attended the Reading workshop. All found this useful and have asked for the resources to be placed on the website.

97% Year 1 children presently working within Phase 5.

Next Steps: Provide further opportunities for moderation in writing through PDMs Review and revise Basic Skills ladders - Writing Lead and Year 2 teacher

Members of staff involved All, TR, LH, JR

How will we monitor and evaluate success? Pupil Progress Meetings

Lesson observations, Book scrutiny, Planning scrutiny Baseline SWST test compared to final SWST test.



2.0

All classes to celebrate work that is well-presented.

Sept 2015 July 2016

Book scrutiny

Assemblies WOW boards

2.1 Agree expectations for standards of presentation.

Sept 2015 Dec 2015 PDM minutes Book scrutiny

PDMs PDM

2.2

All staff to have high expectations of all children with zero tolerance

for standards of presentation. Sept 2015 July 2016

Book scrutiny

Adults model correct

handwriting style

Presentation

check list

Specific stickers

BSM

2.3

Re-launch and promote handwriting certificates, introducing pen

licences. Nov 2015

Records of

certificates/licences achieved

Coloured paper

Pen licences BSM

2.4 Increase the opportunities to monitor phonics teaching, including

through formal assessment and through the stages. Oct 2015 July 2016 Record of monitoring Release time for

leadership Supply £150 per

day

2.6 Introduce a clear and consistent approach to spelling.

Sept 2015 April 2016 An improvement of spelling in books.

PDMs PDM

2.7 Carry out a spelling test to produce spelling baseline in order to measure

progress. Jan 2016 July 2016 Data analysis Purchase SWST

Cost of book

2.8 Encourage reading regularly at home by introducing a reading raffle with prize. Nov 2015 July 2016

Reading record books

Pupil voice

Raffle tickets Prizes

Refreshments

£40

2.9 Increase the variety of reading materials available to the children.

Nov 2015 July 2016 Library audit Pupil voice

First News, The Phoenix & WSLR

Annual subs

WSLR

2.10

Workshops held for parents/carers:

Reading, Phonics 23rd February

2016 May 2016

Parent evaluation Raffle tickets,

prizes Refreshments

£40

Area for Improvement 3 To accelerate the progress of vulnerable learners. Ofsted Areas

1, 2, 3 & 4

Rationale for selecting this target:

The attainment of PPG pupils at the end of Key Stage 1 at the end of 2014-2015 was well below the national average in all 3 areas.

The % PPG children making expected progress in KS2 was below expected (although this included a statemented children who did make the expected progress

according to Progression Guidance). If this child’s data is removed (as it is on the dashboard) the % is above national average.

PPG children in Wiltshire (in particular) underperform generally when compared to their peers.

Success Criteria Children within the AFA groups will make, on average, 4 Tracking Points progress by the end of July 2016, and 8 Tracking Points by the end of July 2017 (1 tracking

point is equivalent to two term’s progress).

Increased participation of parents/carers in their child’s learning e.g. through Learning Journals/Pick and Mix

Improved attendance at events, e.g. workshops

End of term 3 2016 – Progress of AFA group and PPG children

Progress since from start of year to Spring Half term. Expected 1.5 Target 2

Writing

Reading

Mathematics

Progress Progress Progress

AFA group +1.9 +1.1 +0.7

Not AFA group +2.3 +2.2 +2.3

AFA - The full impact of the AFA programme is not yet evident. Children are making targeted progress in writing but not in reading and mathematics. (Next Steps – focus

support on reading – ensure these children read every day. Nippy numbers)

PPG - The progress of all PPG children overall is on track at this stage (2.1 in writing, 2.1 in reading and 2.0 in maths). However, we are not closing the gap with non-pupil premium children. This is still a concern. (Next Steps: All staff to fill out a “Pupil Premium shoe” , highlighting children who are below/at/above expected attainment, below/at/ above expected progress. Staff to create a set of PPG tips to ensure these PPG children make accelerated progress).

End of term 4 2016 - Progress of AFA group and PPG children Progress since from start of year to Spring Half term. Expected 2 Target 2.5

Writing

Reading

Mathematics

Progress Progress Progress

AFA group +2.9 +1.9 +1.0

Not AFA group +2.5 +2.5 +2.8

AFA – there has been a significant improvement in reading (it is now at expected but not yet accelerated) and writing remains accelerated (ahead of the target for progress).

However, Mathematics progress remains significantly below expected and the target. (Next Steps – stop Nippy Numbers intervention (not working), provide

focussed bespoke maths intervention for AFA children to plug the gaps that these children have- David Graham will lead on this). PPG - This term, the school has closed the attainment gap between PPG and Non PPG in all three areas. The work the school has done (PPG Tips and Shoe) is having

impact. (Next Steps: continue to do these things).

Members of staff involved

All AfA Champion - LJ


Lesson observations Questionnaires – staff, children, parents

Impact of AfA action plan



3.0 Carry out AfA needs analysis and set school priorities for 2015-2016

Sept 2015 Oct 2015 AfA folder AfA Champion

release time £6,800

3.1 Identify two school groups who are PPG and under attaining in writing. Sept 2015 Oct 2015

AfA folder PDMs

3.2 Provide AfA training for all staff

Sept 2015 June 2016 CPD records Overtime for TAs

PDMs TA overtime

3.3 Class list info for all members of staff to know the class needs, and what support is needed. Sept 2015 June 2016

Vulnerable Children sheets

Photocopying

3.4 Ensure target group of children know the next steps in their learning

through “developmental marking” and through curricular targets. Jan 2016 July 2016 Book scrutiny

3.5

Workshops for parents and carers of the target group

Jan 2016 July 2016

Attendance at

meeting

Raffle tickets

Prizes Refreshments

£40

3.6 Promote greater independent and reflective learning through the Star

and Chilli Challenges Sept 2015 July 2016 Lesson observations Support for new

members of staff PPA time

3.7 Ensure teachers plan and provide resources to allow under attaining children to make progress without support. Sept 2015 July 2016

Lesson observations PPA time SL release

3.8 Ensure teaching assistants are used effectively to support individuals

during whole class teaching. Jan 2016 July 2016 Lesson observations TA CPD meetings

TA CPD


To develop the school community so that all involved in our school feels valued and respected.

Rationale for Selecting This Target To introduce ways in which we can celebrate the values that most of our children naturally exhibit. Although we have embedded the use of learning powers throughout the school to enhance learning, we feel that it is important to underpin everything we do with a core set of wider

value. Our values underpin the British Values that the government has introduced in schools across the country.

Ofsted Areas

1 & 3

The school has already embedded learning powers throughout. These are wider British values and radicalisation

Success Criteria

Staff questionnaires will show an increase in the staff that feel valued compared to 2015. Parent View will reveal that parents and carers feel that communication has improved.

All members of the school community reflect the agreed Values through their behaviour and language.

January 2016 – Impact

All stakeholders know the SIAP targets and feel included in the process.

Parents/carers feel more confident in supporting their children at home in maths.

New members of the team and visitors comment on the positive feel of the school and the respect shown.

Pupil voice revealed that children feel respected by adults and their peers, and value their education (Jan 2016).


The number of responses on Parent View and in-school survey, although few in number, show that the majority (76-89%) of parents/carers believes that the school

keeps them well informed. Staff are beginning to use Values when discussing children’s behaviour.

83% parents/carers agree that the behaviour at Longleaze is good.

92% parents/carers agree that the school deals with any cases of bullying effectively.

Pupil voice indicates that the children understand and use the language of Values, e.g. tolerance, respect and fairness (February 2016)

Next Steps:

Assemblies to be used to encourage the children to refer to the values covered so far when discussing their own behaviour, e.g. ‘I was not co-operating with the adult’. Parent/Carer Forum meeting to take place on 17th March. Members of staff involved All

Governors

How will we monitor and evaluate success? Questionnaires

Impact of Values Based Education action plan



4.0 Provide Governor led workshops on issues raised through staff

questionnaires Nov 2015 May 2016 Follow up

questionnaires

4.1

Workshops held to include:

Reading, Phonics, Numeracy, EYFS journals, KS1/KS2 SATs, and others requested by parents and carers

Dec 2015 June 2016

Parents’ feedback

sheets

Subject lead

release time Raffle tickets

Prizes

£40

4.2 All staff (teaching and non-teaching) involved in drawing up the SIAP

Sept 2015 Sept 2015 Minutes of meetings PDM

PDMs

4.3

Parents to be informed of SIAP targets through a School

Improvement Meeting and a display in the foyer.

Nov 2015 Nov 2015

Attendance at

meeting

Raffle tickets

Prizes Refreshments

£70

4.4

SIAP targets to be put in to ‘child-speak’ so the children can

understand them and have ownership of them. Nov 2015 Dec 2015

Children can say

what we are working on to improve

Leadership

release time

PDMs

SL release £150 per day

4.5 TAs to receive up to date training so they feel confident in following

up and addressing children’s misconceptions maths Nov 2015 June 2016 CPD records TA CPD meetings

TA CPD

4.6 All staff receive Values Based Education training

Sept 2015 May 2016 CPD records Overtime for TAs

TA overtime

4.7 Introduce what a value is during a whole school assembly.

Oct 2015 July 2016 Assembly record

4.8 Ensure parents/carers and children are involved in selecting values for

Longleaze. Oct and Nov

2015 April 2015

Newsletter

Response to vote

Photocopying

Area for Improvement 5 To be able to accurately and consistently assess our children’s learning

Ofsted Areas

1, 2 & 4

Rationale for Selecting This Target

Life after levels has meant that the school needs to develop a new rigorous and coherent system with which to track the progress and attainment of its pupils.

The higher demands of the new curriculum mean that children make accelerated progress within lessons to meet these new demands.

Success Criteria

Children will receive written feedback at least twice a week in English and Maths. This will include their next step.

Children will be given regular opportunities to respond to the questions (linked to their next steps) in their English and Maths books.

Marking and feedback lead to children making progress.

Staff are confident at assessing the children using ‘Emerging’, ‘Expected’ and ‘Exceeding’ language.

Parents and carers receive clear reports on attainment and progress, and understand them.

March 2016 – Impact:

The progress in reading, writing and maths indicates that teaching staff understand the expectations of the new curriculum.

All staff now following the revised Marking and Feedback policy.

All children in KS1 and KS2 now being given opportunities to respond to marking.

In the majority of cases, marking and feedback is leading to progress in learning.

Next steps:

Staff to use criteria sheets in Reading, writing and maths to set curricular targets which will be shared at Parent/Carer evenings Initiate cluster moderation meetings on a termly basis – Deputy Head Arrange a Parent/Carer meeting to explain the new methods of assessing in Term 5 Members of staff involved

All


Pupil Progress Meetings Staff and children interview



5.0

To ensure that all staff (including TAs) understand the requirements

of the new curriculum, including links between EYFS/ KS1 and KS1/KS2.

Sept 2015 July 2016

Lesson observations Staff and TA CPD

PDMs

5.1

Provide all staff with assessments criteria tick sheets which with

which they can assess maths (assertive mentoring), Writing (Big Writing) and Reading (Big Reading).

Sept 2015 July 2016

Individual

assessment files

Assessment

criteria sheets PDMs

Photocopying

5.2

Use information on assessment criteria sheets to produce curricular

targets (next steps) for children. Nov 2015 July 2016

Children know their

curricular targets Pupil Progress

Meeting notes

PDMs

PDMs Photocopying

5.3

Provide opportunities for cross class, Key Stage, and cluster

moderation.

Sept 2015 July 2016

Moderation suggests

that teacher assessment is

consistent across the

school and between schools.

PDMs Staff attend cluster moderation meetings.

Teacher release

£150 per day

5.4

Parents/carers are informed of changes in national curriculum and assessment.

Teachers to provide class booklets with information about the new

curriculum in.

Nov 2015 Nov 2015

Information booklets Back to school class meetings.

Photocopying

5.5 School to review and revise the Marking and Feedback policy in

consultation with the staff. Jan 2016 Feb 2016 Revised policy

Book reviews.

PDM

How Can Parents Help Improve Our School? Summary of Parent/Carer Input into the SIAP - 15th November 2015

Writing All of us know our next

steps Values Everyone makes progress

Spelling, phonics and handwriting

Encourage any writing at home: lists, letters/cards, games, recipes, instructions.

School make parents and carers aware of the level of writing expected – glossary of grammar terms and examples of children’s writing/texts e.g. parents to have the opportunity to see texts children are working from to get a sense of what children are aiming for.

Ask your child what their next steps are.

Feedback between parents/carers and teachers.

Use vocabulary at home to reinforce.

Lots of praise when values demonstrated.

Model values as

parents/ carers.

Give the children the time – listen.

Ensure the children understand.

Encouragement

Make learning fun

Supportive

Show interest in their learning

Learn spellings with children, games, LCWC , info packs , spellings through reading – spot spelling patterns , discussions

Use phonics books with children in R/Y1

Flashcards/ key words / tricky words – certificates to celebrate when they can read a set number.

Handwriting –

incorporate into spellings?, Pick and Mix /more guidance, handwriting numbers as well as letters.

How Can Pupils Help To Improve Our School? Summary of Pupil Input into the SIAP

Writing All of us know our next

steps Values

Everyone makes progress

Spelling, phonics and handwriting

Do it at home or elsewhere

Give your friends advice to help

them get better

Share your ideas

Take your time and don’t rush

Have longer times to write

Join my handwriting

Make my handwriting neat

Extend and improve my

sentences

Use full stops

Listen to the teacher

Try to remember to improve

your writing

Concentrate when you are

writing

Practise and practise!

Use our knowledge to improve

our writing

Practice makes perfect!!

Use the stuck board when you

get stuck

Do your response to marking

Make sure you check in your

book to see if you have a next

step.

Tell everyone on your table

what your next step is.

Write down your next step and

use it to help you in your

lessons.

Ask people what they think your

next step is.

Be happy

Tell someone if you are not

happy.

Be kind

Co-operate with your partner

and praise people in your class.

Be nice at school

Co-operate with everyone

Be friendly

Be fair

Tell people when they are

showing values.

Make learning fun

Help people when they are stuck

Use the chili challenges.

Include everyone in your group

Listen to everyone’s ideas

Make lessons fun and

understandable

Help by giving friend’s advice

Listen to your friends

If we think we can improve, do

it!!!

Work with a partner and share

your ideas.

Send our teachers on a

handwriting course

Practise at home

Sound it out

Slow and steady for your

handwriting

Take care when you write

Try to do it more.

Help your friends

If stuck use a word mat

Ask a friend

Practise every night

Join our handwriting

Concentrate when you are

writing

longleaze primary school school improvement …...agree expectations for standards of presentation....

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