Learning interventions in place to accelerate progress of Developing and Secure pupils.

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1 SUBJECT LEADER ACTION PLAN Key Improvement Priority: Curriculum Area: Financial Plan Develop the reading stamina of all pupils within KS2 English 500 Accelerate the progress of the pupils working at the developing and secure stages to raise attainment. To accelerate the progress and raise the attainment of the SEND and disadvantaged pupils in in reading and writing. Reduce the gender gap at Mastery level at the end of in writing Lead person accountable for the plan: E Cunliffe () Success criteria: Focus on outcomes. Specific, measurable impact on pupils. KS2- pupils (80-96%) will make at least good( 4 points) progress and KS2- majority (80-96%) children (not SEND) will be reading at their age appropriate expectation by the end of Learning interventions in place to accelerate progress of Developing and Secure pupils. pupils judged as Developing and Secure will make accelerated ( 5 points ) progress. Actions KS2 Provide opportunities for timed reading tasks. Monitor reading stamina during assessments weeks. Lead person accountabl e for the action Time Scale Start and End dates Training/CPD Needs. Resources/Costs/T ime Additional Information Evaluation Green Autumn Term 2014 Red- Spring term 2015 Purple Summer term

2 Targeted precision teaching for Developing and Secure readers in KS2. Leaders monitor the progress of pupils at developing and secure stages to ensure interventions are having an impact. and KS2 Ensure that reading has a high profile in each class. Maintain reading areas to a high standard across both Key Stages. High quality resources will support reading. Author of the month display are established in each reading area. Reading awards to be given out weekly. Reading working walls in KS2 Review and revise where necessary guided reading, home readers and phonics linked readers. Increased opportunities for reading across the curriculum to be an on-going focus of monitoring and Key Stage meetings. and KS2 Regular reading tests will be administered to E Cunliffe 2

3 determine age appropriate expectations and teaching will be targeted at those pupils not in line, in order to accelerate progress. Extra group and 1:1 interventions to be put in place for the SEND and disadvantaged children identified as working at emerging from EYFS data. KS2 Regular phonics sessions to be embedded in Lower k with a focus on bottom 20% and SEN G. Thomas Monitoring Who What Where When How External Validation Year 3, Year 4, Half termly Year 5, Year 6 E Cunliffe Monitoring of timed reading assessments. GT and JB to monitor reading assessments and ensure guidelines are being followed. / KS2 / KS2 Scrutiny of Literacy Books Reading assessment Monitor reading ages across KS2 Test levels in spelling. (Spelling ages) Key Stage 2 Termly Analysis of test results Target teaching and support (boosting) to specific cohorts to ensure ALL cohorts make at least good progress. Vast pupils are reading at age related expectations. and 2 Termly Analysis of test results Target teaching and support (boosting) to specific cohorts 3

4 and KS2 and KS2 V Hickman Impact: What will the outcomes be? and KS2- pupils ( % ) will make at least good progress (- 10APS and KS2-14APS) in Pupil attitudes to reading and knowledge of authors. Marking and feedback of comprehension tasks in KS2 Staff to analyse progress of developing and secure pupils. Evidenced by/ through Test results Pupil Progress meetings Planning to ensure ALL cohorts make at least good progress. Vast pupils are spelling at age related levels. and KS2 Monthly Pupil conferencing Each class Half termly Book scrutiny Feedback in KS meetings HT and DHT monitoring Each class Half termly Pupil conferencing Monitoring topic overviews Monitor planning Book scrutiny meetings with VH. Evaluation Have the intended outcomes been achieved? pupils have made at least good progress in reading and writing. 4

5 reading and writing. pupils have made at least good progress in reading. pupils in years 3, 5 and 6 have made at least good progress in writing. and KS2- majority (80-96%) children (not SEND) will be reading at their age appropriate level by the end of Optional SAT results Reading tests e.g. Salford Reading Test pupils (87% 26/30) are reading at the age appropriate level. pupils are reading at their age appropriate reading level. Year 3: 93% Year 4: 93% Year 5: 88% Year 6: 89% and KS2- majority (80-96%) children (not SEND) will be spelling at their age appropriate level by the Spelling tests e.g. SWST pupils (not SEND) are spelling at the age 5

6 end of appropriate level. and KS2- children will be able to talk with confidence about authors and the books they have read linked to the literature spine. Vast children in Year 1, and all relevant children in Year 2, will pass the Phonics Test at end of Year. pupils will make at least good and accelerated progress from their starting points, in writing. pupils make at least good and accelerated progress from their starting points, in reading and phonics. Recorded outcomes of pupil conferencing. Ongoing assessments / Test results meetings Class assessments meetings Class assessments pupils in some classes are spelling at their age appropriate level. Year 3: 80% Year 4: 86% Year 5: 76% and 2. Pupils can talk confidently about their authors of the month and name titles of books by that author. Vast children in Year 1 have reached last year s bench mark in the Phonics Test. 2/3 children in Year 2, have reached last year s bench mark in the Phonics Test. The other child has made considerable progress in score but has specific learning difficulties in this area (See SENCO) pupils made at least good (93%) and accelerated (80%) progress from their starting points. pupils make at least good (100%) and accelerated (87%) progress from their starting points, in reading. High quality marking and feedback will be evident in all books Book scrutinies and 2. Monitoring of marking and feedback has been at least good and in most cases outstanding throughout the year. The gender gap in attainment will be reduced in reading and writing. End of : Reduce the gender gap in writing, at mastery, from 31% to 20% (15% at KS2 ROL 2014) Reduce the gender gap in reading, at mastery, from 26% to meetings with VH. Reading Gender Gap (Progress) Year 1: 0% Year 2 0% Writing Gender Gap (Progress) 6

7 15% (7% at KS2 ROL 2014) In KS2 4+: 4% reading, 8% writing. Year 1 0% Year 2 2% Reading: Year 3: 7% Year 4: 8% Year 5: 12% Year 6: 0% Writing: Year 3: 2% Year 4: 10% Year 5: 6% Year 6: 5% 7

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