st saviour’s church of england junior school web viewour school plan generally operates in...

CLIFTONVILLE PRIMARY SCHOOL

School Planning for Improvement

2013 - 2014

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The purposes of School Improvement Planning

Our school plan generally operates in line with the academic year September 2013 – August 2014 • To work towards the achievement of the highest quality of education for all • To enable the school to raise standards at every opportunity • To share the vision for the school • To provide the framework for decision making • To link school improvement with budget planning • To plan for improvements in the short- and long-term • To provide a focus for staff and governors to work in partnership • To provide a channel of communication about our values & aims with the wider community • To ensure a framework for constructive evaluation • To make best use of the resources available • To ensure best value for money

CONTENTS

INTRODUCTION: of 31

• Summary of progress 2012– 2013

Key Stage 1 2012 & 2013 headline comparisons

Year 1 Phonics screen % meeting standard

2012 2013 2012-2013 improvemen

t 19% 60% + 41%

Year 2 Assessments

2012 School

2012 LA

2012 National

2013 School

2012-2013

improvement

% Level 2+

Reading 81.8 86.0 87.0 87.0 +5.2 Writing 61.4 82.0 83.0 76.0 +14.6 Maths 83.0 90.5 91.0 91.0 +8.0

% Level 2B+

Reading 64.8 75.7 76.0 78.0 +13.2 Writing 47.7 62.3 64.0 57.0 +9.3 Maths 65.9 76.6 76.0 74.0 +8.1

% Level 3+

Reading 15.9 27.4 27.0 15.0 -0.9 Writing 1.1 12.8 14.0 5.0 +3.9

Maths 15.9 21.3 22.0 17.0 +1.1 KS1 Average

Points

Reading 14.5 16.0 N/A 15.3 + 0.8 Writing 12.2 14.5 N/A 13.4 +1.2 Maths 15.2 15.9 N/A 15.3 +0.1

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Key Stage 2 2012 & 2013 headline comparisons

2012

School 2012

LA 2012

National

2013 School

2012-2013

improvement

% Level 4+ English and Maths 65.8 77.5 79.6

% Level 5+ English and Maths 13.9 27.1 27.1

% 2+ Levels of Progress English 85.3 87.2

Maths 81.1 85.1 84% +2.9

% Level 4+

English 70.9 83.6 85.6 Reading 74.7 85.4 86.8 77.0 +2.3 Writing (TA) 67.1 78.9 81.2 82.0 +14.9

Maths 77.2 82.7 84.2 75.0 -2.2 % Level 5+

English 25.3 36.7 37.6 Reading 35.4 47.5 48.3 28.0 -7.4 Writing (TA) 15.2 26.8 28.2 21.0 +5.8 Maths 21.5 39.4 39.4 21.0 -0.5

KS2 Average Points

English 26.0 27.8 Reading 26.9 28.5 26.42 -0.48

Writing (TA) 25.1 26.9 26.35 +1.25 Maths 26.1 28.2 26.7 +0.6

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Y6: 2013 saw a continuation in the upward trend in Reading, Writing and Mathematics. This is an increase of 16.1% from 2011. Actual 2013: 70.4% (one child secure L4+ R/ W/M was absent for Maths). Combined L4+ for R/W/M has shown accelerated progress. Target 2013 = 80%+

L4+ combined R/W/M School 2010 43.2% 2011 53.0% 2012 61.0% 2013 69.1%

(Current Year 6: at end of Year 5, 54% are 3b+ in R/W/M 2012: 10% at 3b+ in R/W/M)


Four Year Strategic Priorities 2013-2017 Standards

• Review and reflect on the quality of teaching and learning to ensure constant improvement. • Establish a culture of keep up not catch up. • Ensure high quality formative and summative assessment informs teaching. • Strategic intervention ensures children achieve their potential. • End of Key Stage 2 attainment and progress at least in line with national data

Culture

• We engage parents in school life and their children’s learning as co-educators. • Children’s leadership skills and responsibilities as part of the school and wider community are developed and embedded.

There is a culture of success, pride and celebration in all that we do.

Enrichment

• Children enjoy learning from first-hand experience as much as possible. • Creative approaches to deliver our curriculum are developed. • Opportunities are created to enhance learning through the use of the local environment. Global issues and

national events are integrated into the curriculum.

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Environment and resources

• Technology is used to drive work efficiencies and improve teaching and learning. • A high quality fit for purpose learning environment is organised to meet the 21st century curriculum. • Excellent financial control ensures value for money. • High quality staff deployment, development and performance appraisal ensures the school vision is achieved.

What we still need to do:

1. Improve attainment and progress for all pupils and especially the more able 2. Improve quality of teaching so that all lessons are good or better 3. Improve the use of formative feedback 4. Improve the use of data and the cycle of Pupil Progress Meetings to support accelerated progress 5. Improve attendance of whole school to 95%+ 6. Reduce number of fixed term exclusions 7. Extend middle leadership team to include Year Group Leaders

Pupils entering Year 6 – September 2013 Progress in Reading Year 2 – Year 5: 13.91 (2c) – 23.42 (3a) = 9.51 (2012: 8.94) Progress in Writing Year 2 – Year 5: 11.91 (1a) – 21.00 (3b) = 9.09 (2012: 10.66) Progress in Mathematics Year 2 – Year 5: 14.42 (2c) – 22.79 (3b) = 8.37 (2012: 7.82) Average Points Score (national expectations in green) Year 1 Year 2 Year 4 Year 6

1c 1b 1a 2c 2b 2a 3c 3b 3a 4c 4b 4a 5c 5b 5a

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7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 SECTION 1 Achievement of pupils Improve attainment and progress for all pupils and especially the more able:

These are broken down into Year Group priorities based on previous data (progress) and national expectations (attainment)

SECTION 2 Quality of teaching

Priority 1: Improve quality of teaching so that all lessons are good or better Priority 2: Improve the use of formative feedback Priority 3:

SECTION 3 Behaviour & Safety

Improve the use of data and the cycle of Pupil Progress Meetings to support accelerated progress

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Priority 1: Improve attendance

Priority 2: Reduce number of fixed term exclusions Priority 3: Improve children and parents knowledge of e-safety

SECTION 4 Leadership and Management Priority 1: Extend middle leadership team

Section 1 Standards and achievement Improve attainment and progress for all pupils and especially the more able:

Year 6 Action Plan 2013 – 2014

TARGETS

SUCCESS CRITERIA

TASKS

LEAD + STAFF RESPONSIBLE

RESOURCES, TIME,

FINANCE

MONITORED BY

WHOM, WHEN, HOW?

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Improve attainment and progress for all pupils and especially the more able

80% (72) are L4+ in Reading, Writing and Mathematics

1. Quality First teaching-children identified for target group

Mrs Arnold Miss Lemarie Mrs Kennett Miss Tiley Mrs Sykes

Literacy 5 x 1.5 hours Maths 5 x 1.5 hours 5 Maths sets 4 Literacy sets

SLT YGL PPI Looking at data, book scrutiny, lesson observations. observations Twice each term SATs Assessment twice per term-Oct, Dec, Feb, April SATs May 2014

2. Better Reading Partnership Mrs Arnold Mrs Grela Mrs Rush Mrs Williams

Each child reading for 20 minutes 3 times per week

Mrs Arnold Mrs Wilson Mrs Bennett Every 6 weeks SATs Assessment twice per term-Oct, Dec, Feb, April SATs May 2014

3. PiXL Maths Group Miss Tiley 2 afternoons per week Monitored every 2 weeks Friday 2.45 All staff led by Miss Tiley

4. PiXL Writing Group Mrs Cosgrove 2 afternoons per week Monitored every 2 weeks Friday 2.45 All staff led by Miss Tiley

5. PiXL Maths Group Liz Griggs 2 afternoons per week Monitored every 2 weeks Friday 2.45 All staff led by Miss Tiley

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6. PIXL Reading Group Mrs Wilson 2 x 30 minute sessions Monitored every 2 weeks Friday 2.45 All staff led by Miss Tiley

30% (27) are L5+ in Mathematics

1. Quality first teaching. 27children (30%) identified as needing to make up to 2 sub levels progress.

Mrs Kennett Mrs Arnold Miss Lemarie

5 x 1.5 hours

SLT YGL PPI Looking at data, book scrutiny, lesson observations twice each term SATs Assessment twice per term-Oct, Dec, Feb, April SATs May 2014

2. PixL level 5 for identified children

Mrs Bishop 2 x 30 minutes for each group

Monitored every 2 weeks Friday 2.45 All staff led by Miss Tiley

3. Maths In Motion Mrs Weitzel G and T After School Club

Mrs Weitzel & reported to YGL

40% (36) of pupils are L5+ in Reading

1. Quality First Teaching Mrs Arnold Miss Lemarie Mrs Sykes

Literacy 5 x 1.5 hours

SLT YGL PPI Looking at data, book scrutiny, lesson observations. SATs Assessment twice per term-Oct, Dec, Feb, April SATs May 2014

2. Girls reading Group Mrs Wilson Lunchtime Club Mrs Wilson

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25% (23) are L5+ in Writing

1. Quality First Teaching Mrs Arnold Miss Lemarie Mrs Sykes


SLT YGL PPI Analyse data, book scrutiny, lesson observations. Twice each Term SATs Assessment twice per term-Oct, Dec, Feb, April SATs May 2014

SPAG 80% L4+

1. Quality First Teaching Mrs Arnold Miss Lemarie Mrs Kennett Mrs Sykes


SLT YGL PPI Analyse data, book scrutiny, lesson observations. Twice each Term SATs Assessment twice per term-Oct, Dec, Feb, April SATs May 2014


TARGETS

SUCCESS CRITERIA

TASKS


RESOURCES, TIME,

FINANCE

MONITORED BY

WHOM, WHEN, HOW?


50% (45) are L3a+ in Reading, Writing and Mathematics

1. Quality First Teaching – identified children with L2a/3c form focus group for teacher/TA within lessons

Mrs Spackman Mrs Letts Mrs Meades Miss Brown Mr Briggs


SLT, YGL, PPI Regular assessments in line with school policy Data analysis, book scrutiny, moitoring of planning, lesson observations

2. Inference Training for 8 identified L3c readers, together with written comprehension practice later in the year

Mrs Spackman Mrs Knowlton

40 mins 1 x a week Mrs Spackman Mrs Knowlton 1 x a term Termly assessment levels

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3. PIXL Writing group for 7 identified children with L3c – later in the year


30 mins 1 x a week Mrs Spackman Mrs Letts Mrs Knowlton 1 x a term Fortnightly leveled pieces of writing

4. PIXL Maths group for 6 identified children with L3c – later in the year

Mrs Spackman Mr Briggs Mrs Poulter

30 mins 1 x a week Mrs Spackman Mr Briggs Mrs Poulter 1 x a term Rising Stars assessment levels

80% (72) are L3b+ in Reading, Writing and Mathematics

1. Quality First Teaching - identified children with L2a/3c form focus group for teacher/TA within lessons

Mrs Spackman Mrs Letts Mrs Meades Miss Brown Mr Briggs Mrs Knowlton Mrs Poulter



2. PIXL writing group for 12 identified children Mrs Spackman Miss Tiley Mrs Lane

30 mins 1 x a week Mrs Spackman Miss Tiley Mrs Lane 1 x a term Fortnightly leveled pieces of writing

3. Phonics group – 8 identified children Mrs Wilson Miss Bucceri

Mrs Wilson Mrs Spackman Miss Bucceri 1 x a term Phonic assessment

4. Girls Reading Group Mrs Wilson Mrs Wilson Mrs Spackman Mrs Letts Termly assessment levels

5. Weekly individual reading with a TA for all children in the parallel sets

Mrs Spackman Mrs Letts Mrs Knowlton Mrs Poulter

Register time, guided reading time, 1 afternoon a week

Mrs Spackman Mrs Knowlton Mrs Poulter Progress through book bands Regularity of home reading

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6. Inference training for 11 identified L2a readers, then 11 L2b readers

Mrs Spackman Mrs Poulter

40 mins 1 x a week Mrs Spackman Mrs Poulter 1 x a term Termly assessment levels

7. ‘Common Words’ spelling practice for all children in Y5 Mrs Spackman Mrs Letts Mrs Meades Miss Brown Mr Briggs

10 mins 3 x a week Mrs Spackman Mrs Letts Mrs Meades Miss Brown Mr Briggs Ongoing monitoring of progress through cards

8. Additional ‘Common Words’ spelling practice for identified children


15 mins 1 x a week Mrs Spackman Mrs Knowlton Ongoing monitoring of progress through cards

9. Clever hands and handwriting groups for identified children

Mrs Spackman Mrs Poulter Mrs Knowlton

20 mins 1 x a week Mrs Spackman Mrs Poulter Mrs Knowlton 1 x a term Work produced

10. Writing groups for 11 identified children with L2b, focusing on grammar and punctuation


30 mins 1 x a week Mrs Spackman Mrs Knowlton Fortnightly leveled pieces of writing

11. Maths Springboard group for 14 identified children with L2a for Maths

Mrs Spackman Mrs Poulter

30 mins 2 x a week Mrs Spackman Mrs Meades Miss Brown Mrs Poulter 1 x a term Rising Stars ass’ levels

10% (9) are L5+ in Mathematics

1. Quality First Teaching - 5 identified children with L4b form focus group for teacher within lessons

Miss Tiley Maths 5 x 1.5 hours


2. Maths in Motion for invited children Mrs Weitzel 50 mins 1 x a week

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40% (36) of Year 5 pupils are L4+ in Reading

1. Quality First Teaching

Mrs Spackman Mrs Letts Mrs Meades Miss Brown


SLT, YGL, PPI Regular assessments in line with school policy Data analysis, book scrutiny, monitoring of planning, lesson observations

2. Ability grouped guided reading – L3b/a children in parallel sets partake in Inference Training at an appropriate level and read challenging texts

Mrs Spackman Mrs Letts

20 mins 1 x a week Mrs Spackman Mrs Letts 1 x a term Termly assessment levels


TARGETS

SUCCESS CRITERIA

TASKS


RESOURCES, TIME,

FINANCE

MONITORED BY

WHOM, WHEN, HOW?


80% (72) are L3+ in Reading, Writing and Mathematics

1. Quality First teaching-children identified for target groups in all three aspects

Mrs Kemp Miss Connellan Mrs Adams Mrs Weitzel (maths) Mrs McGeogh (literacy)

Literacy 5 x 1.5 hours Maths 5 x 1.5 hours 4 sets for each subject

SLT PPI Mrs Kemp Looking at data, book scrutiny, lesson observations, year group discussions, planning scrutiny and discussion

2. Better Reading Partnership Mrs Kemp Mrs Walker Mrs Hewett Mrs Shewring

Each child reading for 20 minutes 3 times per week

Mrs Kemp Mrs Wilson Mrs Bennett Comparison of data/reading levels

3. Secret Reading Group Mrs Wilson Lunchtime sessions each week

Mrs Wilson and Mrs Kemp

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Data analysis Reading Age

4. Volunteer Reading for identified children Mrs Wilson 2 x 30 minute sessions per names child

Mrs Wilson Data analysis Reading Age/level

5. EAL support Mrs Kirby Mrs Adams

EAL support to be provided in 4th literacy set – first 20 minutes of lesson during phonics session

Mrs Kemp Mrs Standen End of each unit of work Correct spelling of high frequency words and spelling patterns learnt during lessons.

6. Springboard Mrs Kemp Miss Connellan Mrs Adams Mrs Hewett

Mrs Hewett will work with identified children 2 sessions each week – to tie-in with focus of unit

Mrs Kemp Rising Stars assessment scores at the end of each unit of work and teacher assessment of level

7. Maths Club Mrs Weitzel Mrs Kemp Year 6 pupils working at Level 4a+to run the club

2 x 30 minute sessions each week

Mrs Weitzel and Mrs Kemp Children will be able to use KIRFs within their maths lessons

8. Precision teaching Year group teachers TAs

As required for individual children

Teachers to keep record of children receiving support and outcomes

9.

Lexia Reading Mrs Standen TAs

Identified children Mrs Standen Reading Age assessment

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50% (45) are L3b+ in Reading, Writing and Mathematics

1. Quality first teaching. Focus groups in both subjects. Fortnightly writing tasks to be levelled using NC levels and Penny Bill . Grammar for Writing. 90 in cohort Reading – 29 children required to make more than 2sublevels progress Writing – 42 children required to make more than 2 sublevels progress in writing Maths – 19 children required to make more than 2 sublevels progress.

Mrs Kemp Miss Connellan Mrs Adams Mrs Weitzel (maths) Mrs McGeogh (literacy)

5 x 1.5 hours

SLT PPI Mrs Kemp Looking at data, book scrutiny, lesson observations, planning scrutiny

2. Extra phonics group – Phase 5 Mrs Wilson Miss Bucerri

2 x 30 minutes PPI Mrs Wilson

80% of children have

1. Quality First Teaching Mrs Kmep Miss


SLT PPI

made one whole levels progress from Year 2 in Reading, Writing and Mathematics

Connellan Mrs Adams Mrs Weitzel (maths) Mrs McGeogh (literacy)

Mrs Kemp Looking at data, book scrutiny, lesson observations.

2. Secret Reading Club Mrs Wilson Lunchtime Club Mrs Wilson

3.

Year 4 Meeting for parents – to share expectations of children and of parents Follow up meeting with parents unable to attend on the day

Parents provided with leaflets re. phonics/spelling, high frequency words, reading etc

All Year 4 teaching staff

September 2013


TARGETS

SUCCESS CRITERIA

TASKS


RESOURCES, TIME,

FINANCE

MONITORED BY

WHOM, WHEN, HOW?

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80% (72) have made minimum of 4.0 points progress from Year 2

1. Quality First Teaching Miss Lawrence Mr Kirby Miss Powell Mrs MMcgeoch Mrs Weitzel Miss Bucceri

Literacy 5 x 1.5 hours Maths 5 x 1.5 hours 4 literacy sets 4 maths sets

SLT YGL PPI Looking at data, book scrutiny, lesson observations, TA observation, planning scrutiny, pupil conferencing. YGL monitoring twice each term Assessment weeks term 2, 3, 4 and 6.

2. Springboard – target children identified Miss Lawrence Mrs Weitzel Miss Powell Miss McGinley

2 groups of 6 children for 30 mins twice a week for 10 weeks

Miss Lawrence Mrs Weitzel Every 6 weeks End of unit Rising Stars assessments Assessment weeks term 2, 3, 4, and 6.

3. Sentence Structure Support Miss Lawrence Miss Powell Mrs Higgins

2 groups of 6 children for 30 mins once a week

Miss Lawrence Miss Powell Fortnightly ‘Penny Bill’ assessment Assessment weeks term 2, 3, 4 and 6.

4. Handwriting Support Miss Lawrence Miss Powell Mrs Higgins

2 groups of 6 children for 30 mins once a week

Miss Lawrence Miss Powell Fortnightly ‘Penny Bill’ assessment Assessment weeks term 2, 3, 4 and 6.

5. Lexia and daily reading support Miss Lawrence Miss Powell Mr Kirby Mrs Mcgeoch Mrs Higgins Mrs Sutton Miss McGinley

Lexia programme daily for 10 minutes Target children reading daily

Miss Lawrence Miss Powell Mr Kirby Assessment weeks term 2, 3, 4, and 6.

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All 27 children who were 2a/3c mathematics in Year 2 to be 3b+

1. Quality first teaching. 27children identified as to be a 3b+ at the end of the year.

Miss Lawrence Miss Powell Mr Kirby

5 x 1.5 hours SLT YGL PPI Looking at data, book scrutiny, lesson observations TA observation, planning scrutiny, pupil conferencing. YGL monitoring twice each term Assessment weeks term 2, 3, 4 and 6.

2. Countdown Mrs Weitzel G and T lunchtime club (Pupil choice)

SLT YGL PPI Assessment weeks term 2, 3, 4, and 6.

All 34 children who were 2a/3c reading in Year 2 to be 3b+

1.

Quality first teaching. 27children identified as to be a 3b+ at the end of the year.


5 x 1.5 hours SLT YGL PPI Looking at data, book scrutiny, lesson observations, TA observation, planning scrutiny, pupil conferencing. YGL monitoring twice each term. Assessment weeks term 2, 3, 4 and 6.

2. Phonics groups (Phase 3, 4 and 5) Miss Bucceri Mrs Wilson

2 x 20 min a week Mrs Wilson Miss Lawrence Miss Powell Mr Kirby Mrs Mcgeoch Assessment weeks term 2, 3, 4 and 6.

3. Reading Monitoring Miss Lawrence YGL to monitor home reading support and guided reading Stamps for postcards acknowledging good

Miss Lawrence Monitoring term 3 and 6

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levels of parent support

All 28 2b in writing to be 3c

1.

Quality first teaching. 27children identified as to be a 3b+ at the end of the year.


5 x 1.5 hours SLT YGL PPI Looking at data, book scrutiny, lesson observations. YGL monitoring twice each term. Assessment weeks term 2, 3, 4, and 6.


TARGETS

SUCCESS CRITERIA

TASKS


RESOURCES, TIME,

FINANCE

MONITORED BY

WHOM, WHEN, HOW?


80% (72) make 6 points progress from Term 1 – 6 in Writing and Mathematics

1.

Good quality first teaching. Year 2 teachers, Nicola Bennett.

PPA, 2x termly lesson observations, work scrutiny, peer observations, formative assessment.

Nicola Bennett, SLT, 2 x termly lesson observations.

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2.

Targeted children to complete 1stclass@number maths intervention.

Paula Standen,Kar en Quincey, Heather Weitzel

3 x one hour a week.

Heather Weitzel, Year 2 teachers, Nicola Bennett. Children’s levels to be assessed at the start and end of intervention.

3.

Targeted children to complete “Maths Trio” intervention programme.

Heather Weitzel, Liz Griggs

3 x 30 minute sessions.

Heather Weitzel, Liz Griggs and Year 2 teaching staff. Children’s maths levels to be assessed at the start and end of programme

4.

Level a piece of children’s writing on a two weekly cycle.

Year 2 teachers, Nicola Bennett

PPA, writing moderation

Year 2 staff, Nicola Bennett, Louise Wilson. Two weekly cycle of assessment

65% (59) are 2b+ in writing

1.

Good quality first teaching. Year 2 teachers, Nicola Bennett.



2. Level a piece of children’s writing on a two weekly cycle. Targeted pupils given additional support. Consider separate writing booster group.

Year 2 teachers,

PPA, writing moderation

Year 2 staff, Nicola Bennett, Louise

Nicola Bennett

Wilson. Two weekly cycle of assessment

26% (24) are L3+ in Reading

1.

Good quality first teaching.

Year 2 teachers, Nicola Bennett.



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3.

Monitor targeted children’s reading levels Year 2 teachers, Nicola Bennett, Louise Wilson

Benchmark children, take running records and allocated time to read with them.

Year 2 staff, Nicola Bennett, Louise Wilson. Ongoing Monitoring

4. Planned guided reading sessions Year 2 teachers, Nicola Bennett, Louise Wilson

PPA, peer observations.

Year 2 staff, Nicola Bennett, Louise Wilson. Ongoing Monitoring

5. Targeted children to have inference lessons Nicola Bennett, Louise Wilson

PPA

Nicola Bennett to assess children’s reading at start and end of programme.

5. Targeted children to work with Lauren Bucceri on a 1:1 to support reading.

Nicola Bennett, Lauren Buccheri, Louise Wilson

Each targeted child to work with Lauren for 15 minutes throughout the year.

Children’s individual reading ages assessed at the start and the end of the programme

15% (14) are L3+ in Writing

1. Quality first teaching.




2. Targeted children to work with in Gifted and talented writing groups.

Nicola Bennett, Lauren Buccheri, Louise Wilson

2x 30 minute sessions a week.

Children’s writing levels to be assessed at the start and end of block of lessons.

22% (20) children are L3+ in Mathematics





2. Lauren Bucceri to work with a small groups of targeted children for gifted and talented maths

Heather Weitzel, Lauren Buccheri

2 x 30 minute lessons per week.

Children’s maths levels to be assessed at the start and end of programme.

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TARGETS

SUCCESS CRITERIA

TASKS


RESOURCES, TIME,

FINANCE

MONITORED BY

WHOM, WHEN, HOW?


75% (68) of children meet the phonics screen standard

1.

Setting children for phonics group according to ability.

Adam Sharpe, Y1 team and SLT

CT, LSAs, phonics groups.PPA, PPI meetings.

YGL, SLT, phonics screening checks regularly. CTs move children to appropriate groups – PPA time for review. Performance Management time.

2.

Guided reading every day between 12.40 and 1.00 Adam Sharpe, Y1 team and SLT



3. Individual readers to be heard at least once a week Adam Sharpe, Y1 team and SLT



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4. Quality first teaching. Adam Sharpe, Y1 team and SLT



80% (72) make 6 points progress from Term 1 – 6 in writing and maths

1. Good quality first teaching.

Adam Sharpe, Y1 team and SLT.

CT, LSAs, PPA, PPI meetings.

YGL, SLT, PPI meetings, assessment, moderation, observations. PPA time for review. Performance Management time.

2. Teaching to be observed and monitored Adam Sharpe, Y1 team and SLT.



3. Effective use of teaching assistants.




4. Class teacher and teaching assistants to work with all learners including the more able.




80% (72) of children can read all the 100 high frequency words and spell most of these

1. Setting children for phonics group according to ability.



YGL, SLT, reading assessmnt. PPA time.

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2. Guided reading every day between 12.40 and 1.00



YGL, SLT, reading assessment. PPA time

3. Individual readers to be heard once a week Adam Sharpe, Y1 team and SLT.







5. Teach high frequency words in daily teaching and discretely through letters and sounds




6. LSAs to assess HFWs regularly. Adam Sharpe, Y1 team and SLT.



Year R Action Plan 2013 – 2014

TARGETS

SUCCESS CRITERIA

TASKS


RESOURCES, TIME,

FINANCE

MONITORED BY WHOM, WHEN,

HOW?

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80% (72) have completed Phase 4 of Letters and Sounds

1.

2.

3.

Letters & Sounds taught across year group. Initial planning per phase done together and then is differentiated per class. Regular assessments ensure that children are making progress; target children who need extra support and inform future planning. The most able children are challenged and their phonic knowledge extended.

LW, CS & Reception teachers.

Letters and Sounds Planning.

LW, CS Planning Scrutiny, Monitor assessments and lesson observations. When: Term 1- planning scrutiny and data analysis. Term 2: Work scrutiny and data analysis Term 4: Planning scrutiny & work scrutiny Data analysis Term 5: Lesson observations Term 6: Work scrutiny Foundation Stage Moderation

26% (24) of the children can read all

1. Provide opportunities, through teacher directed and child initiated activities, for children to learn high frequency words.

2. Regular assessment ensures that children are

LW, CS& Reception teachers

Planning, High Frequency word flash cards.

LW, CS Planning Scrutiny, Monitor assessments and lesson

the 100 high frequency words

making progress and the most able pupils are suitably challenged at all times.

observations When: Term 1- planning scrutiny and data analysis. Term 2: Work scrutiny and data analysis Term 4: Planning scrutiny & work scrutiny Data analysis Term 5: Lesson observations Term 6: Work scrutiny Foundation Stage Moderation

To increase teacher directed time for teaching maths

1.

2.

To provide a daily maths input of at least 3 short sessions and 2 longer sessions which included number rhymes, singing, opportunities to count at lining up etc. To utilise opportunities in CI times for children to practice their maths skills.

HW CS Reception teachers

Flash cards, number resources, planning, time to discuss with other schools.

When: Term 2, 5 lesson observations.

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To provide opportunities to further develop Communication & Language

1.

2.

3.

4.

5.

Identify children with communication and language difficulties e.g. EAL, Speech & language and ensure that activities are differentiated to meet the needs of these children. Ensure that children with specific difficulties are recognised by both the teacher and SENCo. Raise any other concerns with the SENCo. All children in Reception will be screened by the Speech & Language TA in Term 1; those identified with a specific concern to be provided with support. Teachers to seek advice on how to best support the identified children. Impact measured

CS, PS, PM Reception Teachers.

IEPS Feedback from Speech & language TA,

PS- via PM to monitor progress of specified children. Lesson observations and planning scrutiny’s provide opportunities further develop vocabulary.

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Section

2

Quality of teaching Improve the quality of teaching:

Priority 1: All teaching is good or better Priority 2:


TARGETS

SUCCESS CRITERIA

TASKS


RESOURCES, TIME,

FINANCE

TIMESCALE FOR

IMPLEMENTATION & REVIEW

MONITORED BY WHOM,

WHEN, HOW?

All teaching is good or better

100% of teaching good+ 30% of lessons judged to be outstanding All children make at least good progress and some make outstanding progress in a lesson and across time There is a consistency of ‘learning’ language used across the school No lesson will be less than good

1.

2.

3.

4.

5.

6.

7.

Clear expectation (recruitment, appraisal, year group targets, pay policy) Coaching and mentoring actioned immediately for any member of staff with RI judgements with 6 week improvement plan Peer observations (at CPS but also across M7) Regular, focused monitoring of 3 x NQTs (this will be supported by YGL as well as NQT mentor) All monitoring to detail CPD to move to next grade Continue to improve triangulation with progress data and work scrutiny Whole staff twilights

HT

Staff meetings for CPD

From September 2013

HT YGL FGB through HT and YGL reports

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Section


All groups of children including those with SEN make at least good progress

1.

2.

3. 4.

Establish clear cycle linked to whole school priorities PPMs to include any member of staff who teaches, supports etc Data packs collated by AH (Inclusion) Measure impact across lessons, terms and whole year

Claire Whichcord HT FGB through AH report

3 Behaviour & Safety Priority 1: Improve attendance Priority 2: Reduce number of fixed term exclusions

Priority 3:

Improve children and parents knowledge of e-safety

TARGETS

SUCCESS CRITERIA

TASKS


RESOURCES, TIME,

FINANCE

TIMESCALE FOR


MONITORED BY WHOM,

WHEN, HOW? Improve attendance

Whole school data for children of statutory school age is 95%+

1.

2.

3.

4.

Clear targets shared with parents (newsletters, texts, assemblies) Attendance reported at parents evening School attendance Officers present info at Year Group Meetings Weekly assembly to share attendance and punctuality data, displayed in hall

HT CT YGL C Whichcord

2 x attendance officers

On going Govs through HT report

Reduce number of fixed term exclusions

There are less than 10 fixed term exclusions in the academic year

1.

2.

3.

Staff to share behaviour policy and expectations with children Parents to know that, with appropriate pastoral support, all children should demonstrate behaviour, including learning behaviour, that is at least good. Internal exclusion to be used if appropriate

HT

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Section

Improve children and parents knowledge of esafety

Children are able to keep themselves safe with all aspects of electronic technology and know how to report concerns

1.

2.

3.

4.

5. 6.

Use KLZ to support teachers reporting concerns GC to attend county updates/conferences Whole school to take part in European Safer Internet Day (Feb 2014) Produce e-safety information for parents (gaming, internet, mobile phones etc) Update curriculum e-safety plans Use Monday briefing to update staff on immediate issues

Graham Clayson

From September 2013

HT FGB through HT report

4

Leadership and Management Priority 1: Extend middle leadership team

TARGETS

SUCCESS CRITERIA

TASKS


RESOURCES, TIME,

FINANCE

TIMESCALE FOR


MONITORED BY WHOM,

WHEN, HOW? Extend middle leadership team with Year Group Leader structure

There is a clear focus on raising attainment and progress in each Year Group, shared with all team members. Attainment and progress is in line with national Reduction in the number of minor issues dealt with by

1.

2.

3.

4.

5.

6.

YGL to write their section of school plan from targets set by SLT Targets to be shared with all staff (including set teachers, TAs etc) YGL lead start of year induction information session for parents on curriculum/expectations etc YGL to establish monitoring schedule against targets Office staff to direct parental issues to YGL in first instance Termly YGL meeting with SLT to review progress against targets. Include in PPI cycle.

YGL Rolling prog of release time organized by SLT

From T1 2013 YGL invited to do presentation to FGB

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Section

SLT

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st saviour’s church of england junior school web viewour school plan generally operates in...

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