normanby primary school -...

Normanby Primary School

School Improvement Plan Summary 2016-17

September 2016

Ironstone Academy Trust; Normanby Primary School

Page | 1

Key Priorities for teaching and support staff 2016- 2017:

Staff will identify and then narrow attainment gaps, ensuring an increase in the number of children completing each year successfully; taking care to ensure no pupil is disadvantaged.

The school curriculum, and teaching, will have a greater impact on the raising of standards of reading.

The school curriculum, and teaching, will have a greater impact on the raising of standards of writing.

Raised levels of attainment in English will be secured by teaching of Spelling, Grammar and Punctuation that is regular, enjoyable and relevant.

Attainment in Maths will be raised by ensuring pupil fluency in basic operations and securing their ability to apply this knowledge when reasoning and problem solving

Strengths in 2016

Disadvantaged KS2 pupils’ progress was not significantly below average overall or for any prior attainment group in any subject and not below -3. The proportion of pupils that met the expected standard in phonics was above the national figure in year 1. The proportion of disadvantaged pupils that met the expected standard in phonics was above the national figure for other pupils in year 1.

Weaknesses in 2016

KS2 progress in writing was significantly below average and in the lowest 10% for the high prior attainment group. KS2 progress was significantly below average and in the lowest 10% in at least one subject for the group: SEN support middle. KS1 reading was well below the national figure for expected+ (E+) or greater depth (GD) for the EYFS group: expected (E+, GD). KS1 writing was well below the national figure for expected+ (E+) or greater depth (GD) for the EYFS group: emerging (E+). KS1 mathematics was well below the national figure for expected+ (E+) or greater depth (GD) for the EYFS group: emerging (E+). KS1 attainment was well below the national figure for expected+ or greater depth in at least one subject for the groups: disadvantaged expected, girls

expected, boys emerging, boys expected.Subject: English Completed by: Claire Alderson Date: September

Page | 2

2016Context StatementA new English Leader was appointed in April 2016. In the 2015/16 academic year, the profile of both handwriting and spelling were raised in school but further work needs to be done to improve standards in spelling across KS2 in particular. Money needs to be spent replenishing reading resources and the profile of reading must be raised in school so that reading is valued, rewarded and parents have a greater understanding of how to support their children at home. Children need more opportunities to develop their writing, through cross curricular work, and be must be given regular feedback and time to respond to marking and feedback in their books through regular response work. Books need to be monitored to ensure that marking and feedback provided by staff follows the ‘Effective Feedback and Marking Policy’. Teaching assistants require training on the English Programme of Study, and the SPaG expectations in each year group, so that they are able to support pupils more effectively in lessons and during intervention work. Girls continue to perform better than boys in both reading and writing across school; non-Pupil Premium children perform better than Pupil Premium children in reading and writing. Performance management targets need to primarily focus on closing the gaps in these areas.Outcome How Responsibility/

AccountabilityCost Time Success Criteria


Monitoring of standards and progress of groups by leader through termly Standards Meetings data and monitoring of effectiveness of interventions.

Termly intervention grids (status scores) will produced following standards meetings (November, February, July) to identify children who are a 3 or 4 in reading and writing.

Monitoring of progress status scores and progress against PoS termly. (CA)

Monitoring of Reading/Writing interventions (CA/JM SEND)

Termly monitoring of effectiveness of interventions.

Interventions will be used effectively to ensure that gaps are closed in Reading/Writing.

Gaps in attainment and identified children targeted through:

Normanby University Daisy Diagrams Blue Clipboards

Liaise with staff in each year group to ensure that Normanby University appropriately addresses gaps in reading/writing. ‘Moving On’ intervention to be introduced in Y5 (CA) and Y3 (AS) to close the gaps in reading.

All staff

Normanby University records, annotated Daisy Diagrams and Blue Clipboard annotations

CA, AS ‘Moving On’ intervention

Ongoing – groups to be reactive to the needs of identified children

Y5 September 16Y3 January 16

All identified children will receive appropriate intervention during the year to close gaps.

The children accessing the ‘Moving On’ intervention will have made at least expected progress in reading.

Performance management targets relating to closing the gaps in Reading/Writing are identified for teachers/TAs. English Leader will maintain a record of PM targets linked to reading/writing for teachers/TAs.

All staff, CA Targets set by October; reviewed March 17 and July 17.

Staff will have action planned to close the gaps and raise standards in Reading/Writing. Identified children should have made expected or better than expected progress by July 2017.

All children will receive x1 writing conference each half term and Pupil Premium will receive x2 each half term.

Books will be sampled in autumn term to check frequency of writing conference. Feedback to staff and SLT. Development points and feedback recorded on ‘Lessons

All staff, CA, AD

Writing conference stickers will be used in English books

Ongoing – monitored through monitoring activities

Children will have regular opportunities to discuss their writing with their teacher and will be able to verbalise their successes and next steps/targets. Standards in

Page | 3

Learned’. writing will improve and the gap between disadvantaged and non-disadvantaged children will narrow.

The school curriculum, and teaching, will have a greater impact on the raising of standards of reading.

KF will use the Daisy Diagrams and liaise with staff to identify vulnerable boys from KS2 to take part in a reading project based on comics.

KF, CA £100 Autumn term

Parents of identified children will engage with project by coming into school and working with their children in session held by KF.

KF to attend ‘Every Lesson Outstanding’ course and use findings to support reading project

KF, AD 4 x ½ days in Nov/Dec

KF will use the practice shared to influence teaching and learning of reading through the reading project.

Models from the ‘Moving On’ intervention will be shared in staff training (September 2017).

All teachers, CA to deliver training Staff

Meeting – September 2017

Teachers will have an opportunity to share good practice and will have explored guided reading models that they are able to adapt/integrate within their own teaching.

Each year group will incorporate at least two poets to their current author focus. A KS1/KS2 overview will be produced to illustrate poet/author focus for each year group.

All teachersCA to create overview in autumn term

Autumn term

Teachers will have planned poetry activities linked to chosen poets. Children will be able to name and talk about familiar poets.

Book bands will be audited across school. New reading books will be purchased to replenish current stock in FS1 – Y4.

CA £600 Autumn term

Children will have a greater choice of banded books to read. Children will be more motivated to read and be provided with quality age appropriate texts.

Guided Reading will be reintroduced in Y5/6. Big Cat resources will be purchased to support this and introduced in the autumn term.

CA, Y5/6 teachers £400 Ongoing Children will be taking part in daily Guided Reading sessions in Y5/6 to allow more children to develop skills of inference and understand how authors use language in preparation for KS2 testing.

‘Reading Information for Parents’ will be sent home for parents at the start of the academic year. The information will also be added to the school website.

CA September 17

Parents will have a greater awareness of how reading is being taught in school and how they can support their child at home.

New reading records/stickers will be introduced to ensure CA September Teachers will record 1:1 reading Page | 4

consistency in KS1/KS2. CA will monitor reading records after the autumn half term to ensure that they are being used consistently throughout school. Feedback to staff and SLT.

17November 17

and guided reading in reading records. Parents will have the opportunity to communicate reading via the reading records.

‘Helping Your Child to Read’ sessions will be offered to parents in the spring term. Parents will be provided with guidance on developing fluency and comprehension. Evaluations will be used to measure the effectiveness of the sessions. Feedback to staff and SLT.

CA/KF £100 Four separate sessions will be offered in spring term

Parents who have attended the sessions will have greater knowledge and understanding of how to develop their children’s reading at home.

A ‘Reading Raffle’ will be introduced in Monday assembly to reward children who read at home. Staff will help raise the profile of reading by talking about their favourite author or poet during reading assemblies.

CA to lead assemblies £500 Every third week

More children will be reading for pleasure at home and will be rewarded through the ‘Reading Raffle’

Comic Club and Poetry Club (lunchtime club). KF/KY to liaise with teachers about individual children to target (status score 3 or 4). CA to ensure these are recorded on intervention tracking sheets termly.

KF/KY to lead clubs Weekly More children will become engaged with reading through comics and poetry. Children will become confident reading poetry aloud to their peers, improving standards in speaking and listening.

The school curriculum, and teaching, will have a greater impact on the raising of standards of writing.

Termly MAT moderation meetings will focus on writing:

October - What does working towards (-) look like? February – What does =/almost at expected look

like? June - What does greater depth/mastery look like?

All staff, MAT colleagues, CA

MAT/NESTA moderation meetings: 05.10.1601.02.1721.06.17

MAT Leader meetings: 21.09.16/01.03.16

Teachers will have the opportunity to moderate writing with other schools in the MAT. Teachers will become more confident assessing pieces of writing according to the PoS.

Greater focus on cross-curricular writing from Y1-6. CA will liaise with teams to ensure all staff understand the expectations of cross-curricular writing in Research Journals and how it should be marked.

All staff, CA Ongoing There will be evidence of cross-curricular writing in Research Journals. The quality of writing in Research Journals will reflect the standard in English books.

Each year group will be given a Science topic to teach in a cross curricular way by the Science Leader

CD, CA Ongoing Children will have opportunities to develop writing based around genres relevant to their Science topic. The standard of writing will reflect the standards in English.

Higher attaining writers from Y4/5/6 will have opportunities write for Pupil News. NS to liaise with staff from Y4/5/6 and use Daisy Diagrams to identify children to work with. Staff will record these children on Daisy Diagrams. NS will

NS, teachers from Y4/5/6 NS to identify higher attaining

Children have a purpose and audience for their writing and develop skills in line with greater depth statements.

Page | 5

provide CA with names of children involved for monitoring. writers in September 17

Chosen reporters to write for Pupil News each week

Working walls and displays will be changeable and be used to model writing – learning walks will be used termly (October, February, May) to ensure that displays are reactive. Photographs will be taken for monitoring purposes. Feedback to staff and SLT. Development points and feedback recorded on ‘Lessons Learned’.

All staff, CA to monitor

CA to deliver training

Ongoing

CA to monitor displays through photographs

Staff meeting Sept 17

Children will be provided with displays that support, model and develop their writing. Displays will be a useful reference point for children when writing.

Staff will have the opportunity to share ideas about what should and is currently displayed in school.

Marking will follow the ‘Effective Feedback and Marking Policy’ (June 2016). Meet with new staff in September 2017 to share the principles of the policy and approaches used in school. Books will be monitored in the autumn term to check approaches to marking and feedback. Feedback to staff and SLT. Development points and feedback recorded on ‘Lessons Learned’.

All staff, CA Meeting for new staff in September 16

English books will be sampled in October 17

New staff will be made aware of the expectations for marking and feedback as set out in the ‘Effective Feedback and Marking’ policy to ensure consistency throughout school.

Marking and feedback will follow the ‘Effective Feedback and Marking Policy’. All children receive effective feedback that identifies misconceptions and clearly indicates next steps in learning.

Specialist KS3 English teacher will be used in Y6 to deliver sessions. Y6 staff will liaise with KS3 teacher to ensure children are appropriately targeted.

Y6 staff Weekly lessons

The Y6 team will receive support from KS3 staff ensuring high expectations of HA children. Y6 staff will liaise with KS3 teacher about the content of lessons.

Raised levels of attainment in English will be secured by teaching of Spelling, Grammar and Punctuation that is regular, enjoyable and relevant.

Grammar training will be delivered to TAs from Y1-6Session will be delivered to which outlines: English Programme of Study; expectations in each year group and National Curriculum SPaG tests for Y2 and Y6. Evaluations will be used to identify future training needs for TAs. Feedback to OT and SLT.

TAs, training led by CA September 17

TAs will be familiar with their year group objectives for spelling, punctuation and grammar. They will be able to support the children effectively with spelling, punctuation and grammar.

SPaG sessions must take place at least 4 x per week in Y1-6. Timetables will be monitored in September to check

All staff, CA Timetables will be

More children will be able to achieve the SPaG objectives

Page | 6

provision. Feedback to staff and SLT. collected September 17 to monitor frequency

from within their year group PoS.

All year groups will send out ‘words of the week’ via Marvellous Me on a Thursday. Expectation shared with staff in September – one person in each year group to take responsibility.

All staff, CA Weekly Parents will receive the ‘words of the week’ on a Thursday each week so that they can support their child at home.

Subject: Maths Completed by: Julia Brallisford Date: September 2016Context Statement Despite training and focus on developing reasoning activities and problem solving, curriculum weighting has been heavily on arithmetic and number work. This is due to needing to close gaps, which have widened due to curriculum change. As the year has progressed, year groups have been seen to be undertaking more ‘mastery’ assessment tasks. Data shows that arithmetic skills have been developed across school however the ability to dissect more complex word problems and apply knowledge still needs development and whole school focus. End of key stage data shows that attainment gaps of different groups remain and must be a continued focus for 2016-2017.

Outcome How Responsibility/ accountability

Cost Time Success Criteria


Use of Summer 2016 GL Assessment Progress Maths Tests reports to inform gaps from previous year’s programme of study and target groups of children - Sept 16

JBTeachersAut 1 - JB to check reports have been printed and used to inform teaching and interventions

If we repeat this year:£1800

Autumn Term and throughout year

Gaps in learning are identified and timely interventions are planned to ensure children have closed gaps from previous year’s PoS

Monitoring of standards and progress of groups by leader through termly Standards Meetings data and monitoring of effectiveness of interventions;

Termly Maths intervention grids produced following standards meetings to identify action to accelerate progress of targeted children.

Support given to Year groups following end of term assessments to ensure interventions are adapted if progress scores remain of concern for some children following intervention.

Monitoring of progress status scores and progress against PoS termly. (JB)

Monitoring of Maths interventions, Normanby University, progress

Termly monitoring of effectiveness of interventions.

Interventions are undertaken on a timely and flexible basis to close gaps before they widen.

Page | 7

and impact of Accelerated Maths (JB/JM –SEND)

JB, reference to Assessments by external agencies

Performance management targets relating to Maths are identified and the progress of groups identified through clipboards are monitored.Details added to termly intervention grids

All staff, JB Targets set by October; reviewed March 17 and July 17.

Action planned to close gaps and raise standards in Maths impact on attainment and progress of identified children and cohort

Clear identification of gaps in learning through a range of assessment techniques: marking work, questioning, testing etc.

Feedback and development points logged onto ‘Lesson Learned’ website following book scrutiny

Leader to follow up developments points and provide additional support if required.

Report to SLT of concerns over development points not being addressed despite support

All staff, JB Ongoing – monitored through Book Scrutiny Spring term

Directly following book scrutiny

Two week cycle to address and follow up development points

Meeting at the end of each term

Marking and feedback identify misconceptions; extend learning and inform next steps

Use of dedicated Maths Intervention teaching assistant to close gaps with personalised programmes of work using Power of 2 and Accelerated Maths Programme

HB, all teaching staff AM license paid for next 3 years

Termly data given to staff re. objectives achieved and progress.JB monitors progress against programmes of study and progress status scores

Personalised programmes of study raise attainment in line with peers and accelerate progress of identified children. Attainment gaps are narrowed.

Page | 8

Gaps in attainment and identified children targeted through: Normanby University

Maths Leader to support Year groups to ensure N U addresses key objectives and meets the needs of the cohorts in raising attainment and closing gaps

Support and intervention by Nunthorpe Academy specialist teachers for children with gaps

Close liaison with Y6 team to ensure effective activities planned and match objectives covered in Y6 PoS. Churning of groups

Clip board activities

Completion of Termly Pupil Premium tracker and half termly monitoring of clipboards to monitor effectiveness of activities

All staff, monitoring by JB & AD

Throughout year, groups to be flexible and reactive to needs of children

Half termly meetings to discuss activities undertaken for NU

Hour session weekly

Ongoing – termly review of progress of groups

Half termly

All identified children receive appropriate interventions during the year.Support from KS3 staff ensuring high expectations of HA chn

Implementation of termly written assessments to track in year progress of groups in arithmetic and reasoning skills

Assessments completed at the end of each term. Data collected by JB.

In-year progress and attainment is tracked in an objective way and results used to inform teaching and learning.

Attainment in Maths will be raised by ensuring pupil fluency in basic operations and securing their ability to apply this knowledge when

Introduction of Times Tables certificates to motivate and enthuse children in the learning of facts, celebrated in assembly twice a half term – Use of Marvellous Me to engage and involve parents.

Teaching staff, JB to lead assemblies

Twice per half term (every third week)

Renewed focus on importance of knowledge of quick recall facts. Profile raised and children are motivated to learn multiplication tables. Parents involved.

Page | 9

reasoning and problem solving

Introduction and training on use of Reasoning Planning from Maths Hub – developing understanding for fluency, reasoning and problem solving Introduction of materials to support investigative skills

Recap on ideas for teaching quick recall facts and times tables – sharing of practice across school

All teachers, JB to deliver training

Staff Meeting – October 2016

Teachers are aware of progression of knowledge and have resources to integrate into lessons.Importance of offering opportunities to apply knowledge is embedded across school

Monitoring of Planning to ensure teaching and learning reflects Year group programmes of study

Check displays are relevant to high expectations of Year group objectives – feedback and resources given to support

Spring term monitoring, half termly discussions re. NU activities

Learning walk Nov 16

Teaching and Learning offers challenge for all, children are given opportunities to develop mastery of a concept and deepen understanding within year group PoS.

Continued focus on use of calculations and basic operation – incorporated into activities at least 4 times per week e.g. as focus for teaching, starter activities, morning work

Use of ‘Lessons Learned’ to give development points following Learning Walk; individual follow up/re-visit as identified

All staff Ongoing – monitored though Learning Walk/Monitoring activities Autumn, Spring and Summer term.

Arithmetic skills continue to develop and number of children achieving year group objectives increases

Further develop use of Numicon equipment to support calculations and basic number skills; investigate opportunities for further training; sharing of practice within the MAT

All staff, MAT colleagues, JB

MAT/NESTA moderation event – November 2016;MAT Leader meetings: 21.9.16; 1.3.17

Greater use of practical equipment, including Numicon, to support teaching and learning in Maths

Introduction of termly arithmetic tests and termly reasoning style questions to assess in year progress in calculations and application of maths

All staff Assessments at end of each term

In-year progress data identifies progress of groups, informs teaching, interventions and support needed to ensure chn complete PoS

MAT moderation event focused on sharing practice of Teaching staff 23.11.16 Good practice and resources

Page | 10

effective activities and resources to develop reasoning skills and use of practical equipment to support teaching and learning

Learning walks in Autumn and Summer term and book scrutiny Spring term to identify successful implementation of reasoning activities into Maths sessions.

Development points and feedback recorded on ‘Lessons Learned’. Further monitoring visit to follow up on next steps.

Report to SLT of concerns over development points not being addressed despite support

JB

JB

JB/SLT

14.11.16/7.3.17/5.6.17

End of each term

are shared amongst MAT. Effective activities to develop reasoning skills are shared. Staff have bank of resources to use and effectives activities are integrated into sessions.

Summary of Other SIPs

Science SIP – CD Staff will identify and then narrow attainment gaps, ensuring an increase in the number of children completing each year successfully;

taking care to ensure no pupil is disadvantaged. The school curriculum, and teaching, will have a greater impact on the raising of standards of writing. Attainment in Maths will be raised by ensuring pupil fluency in basic operations and securing their ability to apply this knowledge when

reasoning and problem solving. The profile of science will continue to be raised throughout school.

Page | 11

Computing SIP – SH To track progress/ levels of attainment through one strand of assessment – Programming Effective use of software and distribution of hardware to support learning. (Reading, Writing & Maths specifically as well as

programming). Identify gaps in knowledge due to staff movement -provide access to CPD when appropriate and if applicable.

History SIP – KF To track progress/ levels of attainment through one strand of assessment – Chronology To maintain the standards of cross curricular writing through the foundation subject, history To demonstrate development of skills in history

Geography SIP – NJ To track progress/ levels of attainment through one strand of assessment – map skills. To maintain the standards of cross curricular writing through the foundation subject, geography.

Art SIP – JA To track progress/ levels of attainment through one strand of assessment – observational drawing To monitor the progression of observational drawing skills throughout school. To ensure the children are able to draw/sketch/shade

with increasing accuracy using a pencil. To develop observational skills.

Design Technology SIP – SG Complete process of skills evident in research books. (investigate/research exisiting products, plan, make, test, evaluate)

Page | 12

Music SIP – SH All children are taught in groups according to ability.

Music Awards Children in year 3-6 all have the opportunity to do at least the Bronze Award for music. All KS2 staff are given the opportunity to develop knowledge and understanding of samba, percussion and music theory. New digital piano purchased to enhance performances.

Physical Education SIP – HB To ensure Y6 chn that are involved in a large proportion of sporting events stay on target in lessons and are motivated to complete all

work set. To include intra house competitions in a range of curriculum subjects other than Physical Education.

Religious Education SIP – ND

The Religious Education curriculum, and teaching of Key Questions, will have a greater impact on the raising of standards of writing. The profile of Religious Education will continue to be raised throughout school.

RRSA/Behaviour/Global Ed SIP – SD/EA/HM

RRSA - incorporated into teaching and learning. GLOBAL ED - incorporated into teaching and learning. Simplify whole school behaviour expectations using clear and consistent expectations and language Promote and raise awareness of British Values for Parents and Carers Promote and raise awareness of British Values for Parents and Carers Implemented positive Behaviour through Lunchtime Supervisors Promote British Values throughout school

Page | 13

PSCHE SIP – MG

To narrow attainment gaps of children identified as SEND To promote links within the local community and for families to engage in physical exercise - more walking to school To maintain Healthy Schools Status

Languages SIP – ND

To promote the use of the Languages National Curriculum in Upper Key Stage 2 To develop conversational skills in Language Learning

EYFS SIP – SM

Nursery move into new build and FS2 move into current Nursery room – major move involving all EYFS staff during October half term To raise the profile of Communication and Language and ensure it is promoted through all areas of learning. Attainment in reading, writing and maths will be maintained or raised by ensuring there is a stimulating environment/ curriculum which

meets the needs of all children Staff will identify and then narrow attainment gaps, ensuring an increase in the number of children making at least expected progress;

taking care to ensure no pupil is disadvantaged. Provide a high quality early years education for all children through building a collaborative network within the Ironstone EY MAT

Forum A stimulating new FS environment is achieved with children, staff and parents/carers well settled and happy.

Assessment SIP – KP


Support subject Leads in their implementation of assessment for learning that has impact in the classroom Marking and feedback is having a positive impact across school, pupils can externalise their strengths and their targets In school tracking progress grids successfully implemented by leaders in Liaison with assessment Lead

Page | 14

Work continues with A Conlin on In school tracking inc identified groups

Pupil Premium SIP – AD

Staff will follow PP marking policy: – In writing the expectation is that all children will have at least 1 writing conference per half term. Children receiving pupil premium

funding will receive 2. - In maths, children receiving pupil premium funding will have greater access to focus group sessions with the teacher. Staff will use the blue clipboards, which outline Normanby Primary School’s groups of most vulnerable children – including

disadvantaged children. TA’s will annotate interventions carried out on a daily basis & teachers will annotate for one week per term –showing children worked with and time.

Staff will update the PP tracker on a termly basis.

SEND SIP – JM

To monitor funding towards Emotional Health and Well Being services. Introduce and support new CPOMs systems for collating SEND documentation and monitoring SEND children across the whole school. To narrow attainment gaps of boys identified as SEND in Maths. Yearly renew of SEND Information Report

Safeguarding SIP – JM

CPOMS introduced to log all incidents and all staff received training in its use Safeguarding policy updated and new terminology used – staff received electronic copy with Read Receipt Training for all staff in internet safety Prevent training undertaken by all staff, including new staff, and register of completion updated All staff received Keeping Children Safe in Education document electronically with a Read Receipt

Page | 15

Page | 16

normanby primary school -...

Documents