Planning for School Improvement

Transcription

1 Planning for School Improvement Key Stage 1 and 2 Priority 1: To improve the outcomes across the whole school in writing. SMT Lead: Carol Bamford SMT QA: Jenny French Governing Links: Context: In all areas of school, writing continues to present challenges to our children. Whilst this is not untypical of a national picture, we are determined to ensure that we learn from good practice, from success within school and allocate resources and professional development accordingly in order to improve outcomes across the whole school. In KS1 the % of children achieving Level 2+ was 83% (National 92%) with 60% (National 67%) achieving Level 2B+. Whilst the higher levels attained by the children were broadly in line with National data, performance at Levels 2C could be improved. In KS2 the % of children achieving Level 4+ was 76% (National 84%) with 20% (National 33%) achieving Level 5+. Timeline Actions Lead Personnel Resources Monitoring Who? How? When? 1.1 To increase talk for writing opportunities across the school. Phase 1 1. Staff to be reintroduced to Talk for Writing at the INSET for the benefit of the new staff. 2. Staff to work alongside RE Team to consider the introduction of Big Questions as a strategy for greater discussion and vocabulary acquisition. 3. Composition targets within the Writing Tracker to include talk for writing in the lower stages of writing development and tracking. 4. Planning to take account of the need for talk within the teaching and learning sequence and modelling of this to be provided. 5. Talk topics to be considered by the English Team. A Wain. C Mitchell- Hayward. R Kyle. Wyndham Partnership to support in considering the measurement of progress and 1 hour during INSET. Staff Meeting. A Wain to visit Wyndham to look at the provision 150 for half-day). C Bamford. S Gibson P Bone Planning scrutiny. Lesson observatio ns. See Monitoring Schedule.

2 what this could look like. Phase 2 1. Early Years data to be used for looking at strengths in speaking and listening as children move into school. 2. Children new to English to be identified and tracked using ECAT tool. 3. To develop a system for tracking speaking and listening across key stage 1 and 2 so that progress can be measured. 4. To use the data from the speaking and listening trackers to draw comparisons in progress with writing and language acquisition. Action Plan for Writing Improvement established. INSET Minutes demonstrate the quality of the provision within planning in all year groups. Attendance at the additional TfW staff meeting indicates interest and development of subject knowledge and this is evidenced in frequency and variety of talk opportunities in planning. Staff knowledge and skill increased. Poetry event successful in establishing oral recital and performance of language. Planning to demonstrate TfW opportunities. Frequency and variety of talk opportunities in planning are highlighted. Big Write assessments document the language acquisition of the children at scheduled assessment points. Children can discuss the impact that TfW has on their writing progress through pupil dialogues. Lesson observations demonstrate the children s confidence in orally rehearsing their phrases and then accuracy in the recording of them. 1.2 To ensure writing opportunities are planned consistently across the whole school. 1. Staff expectations for planning to be highlighted during INSET so that all new staff are aware of their responsibilities. 2. Examples of good practice in planning to be shared and explained by English Team with both staff and children. 3. All staff to be using the writing planning format to allow all children the opportunity to plan and edit their work. 4. All staff to plan greater opportunities for extended pieces of writing. This will include Big Writes and the assessment of writing ½ termly. 5. The planning of foundation subjects requires longer periods of writing and this can be tracked by foundation subject leaders. English Team. Phase Leaders. Wyndham Partnership to support in providing opportunities to visit their school and look at writing opportunities across their curriculum. INSET: 1 Hour Staff Meeting: 2 nd Nov 2015 Writing/SEND. Staff Meeting: 7th Oct 2015 Poetry. Progress and attainment data show positive trends from See attainment data, analysis and year on year comparisons. Revised Talk Topics embedded in LTP for Milestones in writing data begin to show the impact of TfW. Talk Topics to be considered and re-planned in LTP for R Kyle. P Bone Writing moderatio n staff meeting. Planning scrutiny. Work analysis. See Writing Action Plan.

3 Planning is consistently demonstrating the planning format being used across the school. Annotated planning demonstrates progress being made and identification of the needs of all children. Children s work exemplifies that children are able to use skills learnt in English and that these are being transferred across the curriculum. All staff to be using the new Writing Tracker with targets on and planning shows how these are being used to support writing in foundation subjects. Progress and attainment data show positive trends and improvement from (See attainment data, analysis and year on year comparisons). Particularly in Year 2 where progress last year ( ) was slower than in other year groups with 71% making expected progress in reading and 76% making expected progress in writing. Particularly in Year 4 where progress last year ( ) was much slower than in other year groups with 55% making expected progress in reading and 46% making expected progress in writing. 1.3 To ensure that there is a consistent approach to teaching grammar, spelling and punctuation at all levels of the school. Spring Term Each phase to plan for SPAG or Rainbow Grammar within their planning teams. 2. CPD to be delivered to new staff and staff in need of a refresher in this area of subject knowledge. 3. KS1 staff clear about the expectations of the spelling test and clear steps for preparation are considered. Phase Leaders. R Kyle. CPD for new members of staff and staff who have moved year groups. Staff Meeting x 2 (@ 150 per ½ day supply). Phase Leaders. P Bone Planning scrutiny. Observati ons. See Monitoring Schedule. Planning shows staff attention to the consistent delivery of GPS. Work scrutiny demonstrates weekly GPS lessons and or daily GPS sessions where appropriate. Interventions highlight attention for specific children and success of this. IfS linked to grammar in planning. Marking makes clear reference to the correction and development of GPS and Rainbow Grammar. Spelling or Grammar to be included in the Writing Tracker and all staff confident with the next steps for children. Staff to share targets for writing with parents at Parental Consultation evenings. Children on track to achieve set target. Children achieve or exceed target in GPS test at end of KS1 and KS2. As yet there has not been a released benchmark from the DfE.

4 1.4 To develop systems for assessing children s writing and track the progress that they make. 1. Develop a whole school levelling document for the assessment of CH Mitchell. writing. 2. All staff to understand and use the levelling document. Phase Leaders. 3. All Big Writes to be assessed using the new levelling document. 4. A review of the efficacy of the trackers to be held at the mid-year point. 5. To moderate the trackers and review and amend to ensure that they are fit for purpose. 6. Moderate writing and agreement trial the trackers across the key stages. 7. Engage in Family Moderation of writing samples. 8. Transition to Assessment without Levels to continue. Ruth Kyle to develop writing levels with CH Mitchell. Staff meeting to introduce levelling document. R Kyle. P Bone Big Write moderatio n. Work analysis. Staff interviews. See Monitoring Schedule. Work begun and trialing to take place within members of the English Team. All staff to have understood their expectations in terms of the tracker and how this should be implemented after the winter break (APP style). All staff to have understood their expectations in terms of the tracker for Big Write and how this will be used to moderate writing throughout the year. Tracking system well established in classrooms. Big Write tracker to have been used 3 times to track progress and attainment of all children in all key stages. February Big write assessments will be validated against the milestone data for the end of the Spring term. English Team will have reviewed the trackers and revised the system to suit the needs of the school and the children. Data indicates that staff are using the trackers effectively to promote pupil progress. Accurate end of year predictions indicate that staff confidence to set targets and the accuracy of the tracker to predict pupil outcomes.

5 Priority 2: To ensure that SEND/Pupil Premium provision is utilised to best effect ensuring appropriate support and intervention. SMT Lead: Jenny French SMT QA: Simon Thompson Governing Links: Context: The proportion of children with special educational needs and/or disabilities is 15.5%, which is just above the National average. At the end of , the outcomes were: SEND Non-SEND SEND for Reading 24% 66% Progress in Reading 56% for Writing 11% 56% Progress in Writing 61% for Maths 24% 70% Progress in Maths 60% 90% The team of support for SEND children is vast, with quality first teaching approaches deployed by all Teachers and 15 Teaching Assistants employed to support learning across the school. The experience and expertise of the team is successfully lead by a lead TA and Teacher (AHT). Historically, staff have tended to remain working within class groups and have attended to class needs. The emphasis this year is to broaden the opportunities and scope of the team by deploying them more widely across school. As the changes to the code of practice have embedded, the SEND register is now defined in different categories of support. We want to ensure that the impact of SEND support/intervention is tangible through careful deployment, professional development and assessment. Timeline Actions Lead Personnel Resources Monitoring Who? How? When? 2.1 SEND children (vulnerable groups) to be offered maximum support throughout school. 1. SEND register identifies all children with SEND and includes SEND vulnerable children. 2. Progress and attainment of children is tracked termly by all staff and monitored by SMT through PPDs. 3. All TAs to work across phases and classes and a timetable established to support this. 4. All TAs to be offered a wide range of CPD opportunities related to interventions that are being used. 5. Before and after tracking used to assess efficacy of interventions with J French giving termly feedback. B Swinscoe. J French. SEND Surgeries for all Phases. See individual CPD requests and records. E Kerry J French. SENDCo in PPA with teachers. TA Termly Folder feedback

6 6. Tracking grids to be kept for all SEND and vulnerable children. 7. Appraisal Target 2 to be linked to the need for vulnerable children to make accelerated progress. Observati ons of TAs. Learning walks. Children identified with SEND will make the relevant progress for English and maths. Children will behavioral targets will be relating to a greater extent with their peer group and adults. Communication from staff providing support enables the children to transfer knowledge and skills into the classroom. Provision Maps show that all SEND children are identified for support. Vulnerable children will be on track to achieve ARE in line with all Other children. Tracking demonstrates the closing of gaps for the identified children see gap analysis. Provision Maps are adjusted in line with identified needs of the children. SEND children will be able to access all learning opportunities within the classroom and are no longer in need of specific support. Vulnerable children will have achieved there are targets in line with all Other children. SEND children and vulnerable children will have made at least expected progress see target data. TARGET SEND Non-SEND SEND Non-SEND for Reading 24% 66% Progress in Reading 56% for Writing 11% 56% Progress in Writing 61% for Maths 24% 70% Progress in Maths 60% 90% Targets for to be included after 14 October 2015.

7 2.2 All SEND and vulnerable children to be tracked using Provision Maps in year groups to ensure that they are accessing appropriate support. Autumn Class Teachers. J French. 1. To set up provision maps to establish the patterns of support that children are accessing. 2. Children accessing interventions should be assessed at the start of an intervention and at the end to monitor the success of the programme. 3. Meet regularly with TAs to make sure that intervention is clearly measurable and challenge unsuccessful strategies. 4. Vulnerable children to be tracked and progress and attainment monitored. B Swinscoe. Staff teachers use the Visual Maps to analyse progress and attainment and inform SENDCo of additional needs of all children. Progress of the children is tracked and TA folders demonstrate impact of provision. Provision Maps include detail of all intervention. Appraisal Objective 2 set for all staff identifies a group of children for intervention. See Intervention Records. SEND children data shows that any gaps in progress are beginning to close. Weekly minutes from Phase Briefings highlight support for SEND children. Provision Maps used and updated as staff adapt to the needs of the children. Appraisal Objective 2 review shows progress made by the identified group and a new group of children have begun their intervention. 2.3 To greater support the parents of the children with SEND and those identified as vulnerable children. Autumn To establish a Thrive parental support group within the school community for parents of children with SEND. 2. Parents informed at Parents Evenings that if they have concerns about their children then they should contact school. 3. All staff clear about the graded response when concerned about a child s learning or well-being. 4. Parents involved in giving consent for additional support and SEND register. 5. SEND Support parents involved in reviewing IEP targets and setting next steps. J French. B Swinscoe. Family SENDCo. TA SEND Surgeries. Parents Meeting. EKerry TA Learning walks. SEND surgery minutes. Halftermly. SEND data demonstrates accelerated progress being made by the children. (See data). SEND and Other children closing the gaps in attainment and progress. E Kerry Data analysis. Monitorin g of interventi on efficacy. Termly.

8 Interviews with parents highlight the level of information that they have received. Parental Consultation meetings document the level of information and support given to the parents. Parental Consultation meetings document the level of information and support given to the parents. Attendance at termly Thrive meeting is good, consistent and ongoing. 2.4 To ensure that the pupil premium is spent effectively and contributes to the narrowing of academic gaps. Parental Consultation meetings document the level of information and support given to the parents. 1. To evaluate the previous year spend and allocate the premium S Thompson. accordingly for To recruit and allocate high quality teachers to a tuition team J French. across the whole staff. 3. To ensure that children receive additional tuition to improve academic outcomes. 4. For the tuition team to track progress of PP children and adjust provision accordingly. 5. SEND and PP provision is monitored and evaluated using common assessment approach. 6. Ensure that More Able children that are also PP children have accessed to the opportunity to make at least expected progress. 7. Tracking for SEND and PP children is closely matched and same children monitored carefully. 8. Tuition Team to feedback to phases during weekly briefings and provision to be adjusted accordingly. Tuition team meetings. Appraisal target Pupil Progress Dialogues (cover for staff 200 per year group). J Barnard E Kerry Observati on. Case studies. Tracking data. Termly. All children entitled to the premium receive support which meets an identified need, with an increased emphasis on maths tuition. Tuition team plan, teach and support children via agreed provision with phase leaders, SENCO and HT and set clear targets for cohorts. Attainment gaps are identified at first assessment point and clear end of year targets set. Tuition is adjusted to meet the needs of the children. Attainment gaps are identified at second assessment point and clear end of year targets adjusted. Academic attainment of PP is an improvement on and gaps continue to close. End of year evaluation identifies successful strategies for sustained implementation in

9 Priority 3: To develop the accountability and impact of a new leadership structure. SMT Lead: Simon Thompson SMT QA: Hannah Straw Governing Links: Context: Following advice from our partner school and governors, we have appointed a non-class based Deputy Head and redefined the structure of our Senior Management Team. Phase Leaders will lead their teams and SMT discussion and decisions will be informed by Phase Teams. There will be greater accountability of each phase supported by a new process of using time for professional development and school improvement. Subject Leadership roles and responsibilities will be redefined to include the 6 new members of the staff team and working parties will be developed to ensure that an appropriate level of monitoring and support is available. Timeline Actions Lead Personnel Resources Monitoring Who? How? When? 3.1 To ensure Phase Leaders are clearly focused on the quality of teaching, learning and assessment and the impact of it on pupil progress. Autumn J Waring. Phase 1. Phase Teams to be introduced on INSET day. 2. Phase Meetings to be held weekly and minuted for wider dissemination. 3. Phase Leaders to devise a clear schedule for monitoring the quality of L,T&A within their phase. 4. Data for years to be collected, analysed and scrutinized by Phase Leaders. 5. The quality of L,T&A is monitored closely by Phase Teams and staff are held to account for actions and pupil progress. 6. Good practice to be shared across the school. 7. CPD opportunities to be identified and supported through Phase Meeting Staff C Bamford. J French. H Straw. Staff meetings. Coaching. S Thompson. Phase Meetings and Minutes. Phase Staff Weekly.

10 Marking and feedback policy embedded across the school and whole school expectations for presentation upheld especially for new staff. Autumn pupil progress dialogues clearly identify which pupils are making expected progress and better. Provision is addressed and adapted accordingly to support learners. All staff feel that they contribute to school improvement and can articulate in what ways they have. Appraisal targets set for all phases and evidence of success shared. Data is beginning to show impact of intervention in reading, writing and maths. All aspects of L&T to be at least good in all year groups. Spring pupil progress dialogues clearly identify which pupils are making expected progress and better and provision is addressed accordingly. Provision is addressed and adapted accordingly to support learners. Appraisal targets and evidence of achievement demonstrate the tightness of the process and link with school improvement. CPD opportunities delivered show direct impact within the classroom. The % of children who started the year under ARE are beginning to demonstrate closing the gap in reading, writing and maths. 3.2 To develop the effective deployment of school improvement strategies. 1. SMT to work collaboratively on school improvement priorities. 2. Phase Leaders to share the SIP with their teams and work out specific actions for improvement within their phase. 3. SMT to support each other in SI through challenging themselves and holding each other to account. 4. Each member of SMT to take responsibility for a section of the SIP and provide evidence of success. 5. Each member of SMT to QA the role of a SMT member. 6. To ensure the SIP is monitored effectively by the governor POSIP team. S Thompson. J Waring. C Bamford. J French. H Straw. Phase Retention of staff is continued. All aspects of L&T to be at least good and in some cases outstanding in all year groups. Summer pupil progress dialogues clearly identify which pupils are making expected and better progress and provision is addressed accordingly. The % of children who started the year under ARE have made accelerated progress and ARE in reading, writing and maths. All Governing Body. JB KC PB Governor Reports. Headteac her Reports. Monitorin g Reports. Termly.

11 The whole school SIP will represent a true and realistic approach to improvement with each phase having clearly measurable actions that they are able to discuss and evidence success of. Set appraisal objectives will facilitate pupil progress and school improvement priorities. 3.3 To develop the leadership skills of Middle Leaders. Challenge is presented to SMT and evidence of impact has been collected and is evident. Subject action plans show that leaders have an understanding of the developments within their subjects. Coaching of subject leaders demonstrates a confidence in ability to support others across school. Autumn ST to restructure the staff in terms of roles and responsibilities. 2. Greater opportunity given for staff to act/step into the Middle Leader roles. 3. SMT to coach Middle Leaders in their roles through providing themselves as role models and through supporting and encouraging the activity of Middle Leaders. 4. Middle Leaders have access to a range of CPD activities and opportunities that have noticeable impact upon themselves and others as a direct result of the activity. 5. Establish the clear roles and responsibilities for Subject Teams to ensure the distribution of activity and accountability is manageable and effective. 6. A nominated governor quality assures the impact of the coaching. S Thompson. J Waring. Coaching. Subject Team Subject Network SEF highlights success in school improvement targets. Reviewed action plans demonstrate accurate self-evaluation using chosen forms of monitoring outlined in the schedule. Milestones within subject plans are achieved and new targets set through data analysis. Phase Leaders. Subject Leaders. Phase Team Subject Termly Appraisal identifies a CPD plan for each Middle Leader to be the best that they can be. Impact of CPD for Middle Leaders can be seen in their own practice and in the practice of others. Micro and macro developmental activity can be evidenced in terms of impact upon pupil progress. Middle leaders taking greater responsibility for the data and accountability for this. Team strengths are clearly utilized within the school. A succession plan clearly identifies future opportunities for middle leaders.

12 Senior Leaders evaluate the non-contact plan, action plans and monitoring activities of the Middle Leaders. 3.4 To support the development of subject leadership. The governing body can evidence the impact of middle leadership. Autumn Subject Leader team to be established. 2. Key Subject Leaders to have clearly established teams and to lead their teams. 3. Expectation for Subject Leadership to be reintroduced for the sake of the new staff and this to be monitored by SMT. 4. Action Planning for Improvement to be consistent across the school and QA provided by SMT. 5. Subject Leaders to report back to SMT and Governing Body on a termly basis on the performance and progress within their subjects. 6. All Subject Leaders to have access to CPD opportunities that benefit their development and that of the team. J Waring. CPD for new leaders. Specific courses to come from Appraisal. Middle leaders able to confidently track progress and analyse data and lead others in knowing what impact this can have on pupil progress. S Thompson. Action Plans. Subject Leader Monitorin g Reports. Termly. Subject Leadership roles and responsibilities are established for all subjects across the wider curriculum. Key Subject Teams successfully meeting and taking improvement forward. Termly report indicates the success of the Action Plan and new areas for development are identified. The collection and scrutiny of data informs action planning for the Spring Term. Subject leaders able to (with support) identify what and when within their subject that needs addressing. Subject Teams successfully meeting and taking improvement forward. Termly report indicates the success of the Action Plan and new areas for development are identified. The collection and scrutiny of data informs action planning for the Summer Term. Subject leaders able to prioritise what within their subject that needs addressing. Summer term report indicates the success of the Action Plan and new areas for development are identified. Subject data demonstrates clear gains in progress and attainment from year on year, start to end of key stage comparisons. The collection and scrutiny of data informs action planning for the Autumn Term 2016.

13 Priority 4: To improve parental engagement within school so that outcomes for children are also likely to improve over time. SMT Lead: Hannah Straw SMT QA: Janine Waring Governing Links: Context: The parents at John Clifford are very supportive of the school and their children. We have 420 pupils with 52% of those children coming from ethnic minority backgrounds. The children with English as an additional language is 35% of which 50% join us without any English at all. The Friends of John Clifford (PTA), under new leadership, is looking to build on the successful school and community projects by having a greater impact on the teaching and learning of the pupils through resourcing and financing the ICT capabilities. Timeline Actions Lead Personnel Resources Monitoring Who? How? When? 4.1 To ensure greater access and involvement with the school curriculum. Autumn Term 2 1. Share the LTP with parents/carers and the local community through a variety of mediums. Spring Term 2. Develop links with local universities and outside agencies to support the school s curriculum. Summer Term 3. To further develop the Outdoor Learning project with parents, carers and the local community. 4. To timetable termly opportunities for parents, carers and the local community to come and share learning experiences with their children in school. 5. Develop the physical appearance of the school to facilitate the sharing of information and promote a positive impression. All staff. Specialist coaches. J. Rainford P Goodburn. Time to talk to leaders regarding their subject coverage. C Oakland. J Baker. Planning Scrutiny. Work scrutiny. Termly. The LTP has been communicated to parents, carers, Governors and applicable outside agencies to develop support and appropriate involvement. Outside agencies, parents and carers have been into each key stage and supported classroom projects with an area of expertise. Outside agencies, parents and carers have been approached to support the new LTP. A plan and budget has been made to continue the development of the outside areas.

14 Consultation taken place with stakeholders regarding new school signage and external physical appearance. The whole school has facilitated an open afternoon that shares children s work and encourages parental involvement. The school has new signage fitted and outside learning areas have been visibly improved. Parents have played an active role in the Outdoor Learning Project. The whole school has facilitated an open afternoon that shares children s work and encourages parental involvement. 4.2 To encourage the use of ICT in order for parents to improve knowledge of school s practice. 1. All staff to use their class webpage for communicating and D Gooch. celebrating the work that all complete in school. 2. Audit of the webpages to be carried out and actions required taken immediately. 3. Feedback taken from Parental Questionnaire regarding the efficacy of the website in informing parents and engaging them in the learning of the children. Website is up to date with information for parents. Hit rate increases and tracking demonstrates times and parts of the site that are accessed. Web pages for classes introduce new class information for parents. Web pages for classes continue to provide information for parents. Celebrational information is included in the webpages. 4.3 To engage parents in reading activities which may impact in improved pupil progress. 1. Communication with parents indicates the expectation that all children should read at least 3 times via the diary and Meet the Teacher. 2. Reading targets in all reading diaries and used to communicate expectations to all. 3. Establish the use of the library system once again for all parents to be able to access a wide range of books. 4. Consider the reading morning timetable and think about creative ways to read at the end of the day and extend this activity. 5. Recruit reading volunteers. 6. Parental meeting to inform the parents about expectations. C Bamford. A Laud. CPD for staff new to the school and refresher training for those new to editing websites. Reading targets. The whole school has facilitated an open afternoon that shares children s work and encourages parental involvement. J Waring. J Baker Audit. Parental Questionn aire. Autumn Term. Spring Pupil questionnaire demonstrates the success of the website in sharing information with parents about the school and the progress of their children. C Bamford. Jim Baker Pete Bone Pupil Data. Monitorin g reports. Reading diaries. Termly.

15 7. To hold parental reading events and instil the sense that direct involvement from them will impact upon pupil progress. 8. School website to promote reading to parents. 9. To consider a Reading Blog across the school. 10. Consider the strategies outlined in the Review of Best Practice in Parental Engagement, DfE. Action Plan for Reading Improvement established. All children with reading targets that are being used by teachers. All children aware of their targets and knowledgeable about the strategies that they need to improve their reading. Parents informed of reading targets and comments in books. Data indicates improved reading scores and progress for all children. (See Data Targets for Reading in each year group). Reading data demonstrates clear gains in progress and attainment from year on year, start to end of key stage comparisons. The collection and scrutiny of data informs action planning for the Autumn Term 2016.