Chestnuts Primary School MA Action Plan Priorities Autumn 14 to Summer 15
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1 Pupil progress Leadership & Management Identify and monitor the progress of More able pupils Ensure that pupils identified on More Able Register (MA) make Chestnuts Primary School MA Action Plan Priorities Autumn 4 to Summer 5 Strengthen L&M to ensure activities & structures have maximum impact on quality of teaching and outcomes for children one whole level of progress in 204/5 Ensure 00% of 2A/3 pupils at KS convert to L5 at KS2 Development and support of middle leaders ensuring their impact on attainment. Performance Related Pay Ensure 0% of L2B make accelerated progress to L5 eaching & Learning () Attitudes to Learning Mentoring & raining targeted support for teachers to improve their individual practice Differentiation ensure differentiation enables all groups and individuals to make progress R.A.G Rating Key; Green Action completed/good progress/ahead of schedule Amber Action commenced/on track/ no concern Red Action stalled/behind schedule/serious concern Black Yet to be started Blue Action amended/replaced/deleted Feedback - develop skills giving children feedback that enables them to know their next steps Assessment ensure secure knowledge of ARE in core subjects and the link between precision planning, informed by accurate assessments COSS: R = Actual purchase of resources, = Estimation of time cost Feedback - ensure children s opportunities to respond to marking & feedback are consistent across the school Updated: Summer 204
2 Priority Pupil Progress a Identify and monitor the progress of More able pupils Register is up-to-date Children are explicitly provisioned for in lessons Audit and update current MA register; Ensure MA children are being explicitly named and provisioned for on planning; PLs Phase Leaders assistant H Supporting staff Monitoring H/DH/S ENCO/CL PLs, LL, ML, CL, DH Deputy Head eacher GB Governing Body JL IC Lead Sept 4 ongoing Evaluation H/DH/S SENCO H/DH / Sept 4 b Ensure that pupils identified on More Able Register (MA) make one whole level of progress in 204/5 Progress is monitored through data MA children make one whole level of progress in reading and maths Carry out drop ins to assess the frequency of investigative/independent opportunities being given to MA children; Set up MA group on O-rack and use this information for discussions and next steps during PPMs Monitor weekly the provision on planning for MA children ongoing JL /DH /DH/ PL Provide additional teaching materials/online links for staff /DH H/DH / /DH /DH /DH Autumn term 2 Autumn term 2 KS2 MA children receive targeted additional enrichment opportunities offsite Ensure differentiated homework is provided for MA children through requiring MA homework log to be completed by Cs Make links with local secondary school to support with providing additional learning opportunities for R M PLs & Cs /DH Park View maths and English depts 4 /DH 4 /H /PV Autumn term 2 Updated: Summer 204 2
3 MA children in Y-Y3 receive targeted enrichment opportunities at Chestnuts Set up maths groups for in addition to enrichment opportunities SENCO/ Agnes /SEN CO 4 H/ c d Ensure 00% of 2A/3 pupils at KS convert to L5 at KS2 in reading and maths Ensure 0% of L2B make accelerated progress to L5 in reading and maths Booster groups run by (reading) and DH (maths) provide additional evidence for accelerated learning. Booster groups run by (reading) and DH (maths) provide additional evidence for accelerated learning. Identify children; set up booster groups; Analyse QCA for gaps Develop planning to close gaps Identify children; set up booster groups; Analyse QCA for gaps Develop planning to close gaps /DH /DH DH/ DH/ DH/ PLs/ML/L L Half DH/ Half DH/ Updated: Summer 204 3
4 Priority 2 eaching & Learning a b C d Mentoring & raining targeted support for teachers to improve their individual practice for MA children s learning Differentiation ensure differentiation enables MA to make progress Assessment ensure secure knowledge of APS in core subjects and the link between precision planning, informed by accurate assessments Feedback - ensure MA children s opportunities to respond to marking & feedback are consistent across the school Staff are confidently supporting the needs of MA children through direct support from the English, Maths and MA lead High quality differentiated learning opportunities are embedded across the school for reading and maths Data is being used consistently across the school to inform planning and the offer for MA children. Green pen response marking from MA children demonstrates awareness of targets and next steps Ensure, through the monitoring focus on the MA, that where necessary, support is provided for staff during leadership time of LL, ML and MA lead Ensure stringent focus on MA is maintained through weekly monitoring by leaders on planning and books Ensure MA children s attainment and progress is discuss during each PPM with teachers Ensure a focus on random MA children is included on book looks by leaders PLs Phase Leaders assistant H Supporting staff LL, ML, MA Lead ML, LL, PLs DH Monitoring DH Deputy Head eacher GB Governing Body JL IC Lead /D H WEEKLY ERMY Evaluation /DH /DH ML, LL, PLs WEEKLY fortnigh tly fortnigh tly Updated: Summer 204 4
5 Priority 3 Leadership & Management a Strengthen L&M to ensure activities & structures have maximum impact on quality of teaching and outcomes for MA children Leader s hold staff accountable for the continued attainment and progress of MA children Impact of monitoring by PLs provides evidence that supports 2 APP of MA children Ensure ML, LL, and PLs include focus in their action plans on MA Ensure ML, LL, and PLs include weekly focus during their leadership on MA DH Deputy Head eacher PLs Phase Leaders GB Governing Body assistant H JL IC Lead Monitoring Evaluation Supporting staff ML, LL, PLs WEEKLY AND b Development and support of middle leaders ensuring their impact on MA attainment. ML and LL staff meeting provides staff with the confidence to support the needs of the MA children Ensure staff meeting takes place with a focus on supporting MA children ML, LL, Spring term st half ML, LL, Spring term st half c Performance Related Pay argets set for, ML, LL and PLs results in the MA children making one level (6APP) progress during Ensure actions above are implemented; Ascertain whether MA targets have been set for ML, LL and PLs ML, LL, PLs H and H and Updated: Summer 204 5
6 Priority 4 - Attitudes to Learning a Feedback - develop skills giving children feedback that enables them to know their next steps Feedback in MA children s books is diagnostic and linked to targets Ensure a clear weekly focus on feedback in MA books has been included on the monitoring responsibilities DH Deputy Head eacher PLs Phase Leaders GB Governing Body assistant H JL IC Lead Monitoring Evaluation Supporting staff ML, LL, PLs Updated: Summer 204 6
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