St Andrew s CE Primary School improvement Plan

Transcription

1 Aims: To improve the quality of teaching to good or better in order to accelerate rates of pupils' progress by: To accelerate progress and encourage independence in learning by using feedback to help pupils improve their own work and increase the challenge for all pupils ensuring teachers create an appropriate sense of pace and use different teaching approaches to develop a varied and effective approach to learning making further use of all adults in the classroom to boost pupils' progress Expectations are not consistently high Writing in other subjects is not consistent with expectations in all classes Targets are in place, but children are sometimes confused with what their next steps are Many staff do not understand the need for deeper learning Teaching assistants are highly skilled but not always used to best effect ICT resources are widely available in school but are not always used effectively across the curriculum to deepen learning and promote independence Literacy and Numeracy skills are not always applied in other subjects. The children do not always have an understanding of how the skills they have learnt can help them in real life. Subject Leader Audit Class Teacher Audit Lesson observations Work scrutiny Planning Feedback from staff/pupils Subject leader audit Training with consultants Support from MIT adviser Support from adviser Expectations are consistently high Writing skills to be taught in other subjects consistently Targets are understood, specific and changed regularly to make a difference to learning Deeper learning is a regular feature in each subject A varied and effective approach to the deployment of teaching assistants ensures effective learning ICT is used in all areas to deepen learning and promote independence Children make real life links and apply learning to different situations. The % of teaching judged good or better

2 Non negotiables for teaching and learning are discussed and agreed. (SLT) To introduce daily planning meetings with TAs and more TA evaluation on planning. TAs complete more 1:1 work and short interventions Maths subject leader to provide training on MAT challenge in Maths. (SLT) Writing is moderated as a whole staff to ensure consistency in expectations (All Staff) The teaching and learning of fractions is moderated as a whole staff to ensure consistency in expectations (All Staff) To examine the application of Literacy and Numeracy in other subjects (All Staff) Staff are aware of how to set targets using target tracker (All Staff) Computing subject leader to provide staff training on the use of purple mash across the curriculum (TLT) Computing subject leader to provide staff training on the use of ipads to develop spellings, number bonds and times tables (TLT) Mr Parkinson to provide staff training on the use of apps to support teaching and learning (4 th September) Tim Rylands to provide detailed staff training on improving writing using ICT (14 th September) To introduce the Ray Maher s maths challenges to promote independence and collaborative learning To introduce real life week during each assessment week, following themes set by class teachers To introduce individual reading in KS2 To start each half term with a focussed refresher of SPAG over 2 days so that skills can be applied throughout the half term To ensure that deeper learning is understood by staff and to introduce paddling, snorkelling, diving to the children (SLT) Writing is moderated as a whole staff to ensure consistency in expectations (All Staff) The teaching and learning of fractions is moderated as a whole staff to ensure consistency in expectations (All Staff) To examine the application of Literacy and Numeracy in other subjects (All Staff) Computing subject leader to provide staff training on the use of ipads in PE (TLT) To use the Brain Academy books to promote more challenge in mental maths, including maths passports and Mathletics competition To introduce real life week during each assessment week, following themes set by class teachers To assess the impact of individual reading in Key Stage 2 (SLT) To start each half term with a focussed refresher of SPAG over 2 days so that skills can be applied throughout the half term

3 Writing is moderated as a whole staff to ensure consistency in expectations (All Staff) The teaching and learning of fractions is moderated as a whole staff to ensure consistency in expectations (All Staff) To examine the application of Literacy and Numeracy in other subjects (All Staff) To provide staff training on the use of ipads in Literacy (Alan Peat) To introduce real life week during each assessment week, following themes set by class teachers To start each half term with a focussed refresher of SPAG over 2 days so that skills can be applied throughout the half term To ensure that deeper learning is understood by staff and to introduce paddling, snorkelling, diving to the children (Alex Bedford 8 th April) Tim Rylands 2000 (Staff Training) Alex Bedford 1000(Staff Training) Mr Parkinson 500(Staff Training) Alan Peat 1000(Staff Training) Apps for ipads 100 (Computing) Brain Academy books 100 (Maths) Expectations are raised Writing in other subjects is consistent Targets are used and impact on children s learning is seen Staff understand the need for deep learning and children are more independent Teaching assistants are used effectively in all aspects of the lesson with a varied approach resulting in a sufficient impact on children s learning ICT is used effectively across the curriculum to deepen learning and promote independence Literacy and Numeracy skills are used and applied in other subjects and children understand their relevance to real life situations

4 Aims: To improve attainment and achievement so that pupils make more rapid progress by: Increasing expectations of what higher attaining pupils can achieve to help more of them make better progress in order to help them to achieve their targets Assessments are accurate and understood by teachers, but not all TAs Targets are in place, but effective use is not yet consistent More able children are sometimes challenged but more independence and deep learning needs to occur The gap between girls and boys is closing and lots of boy friendly reading and topics are in place Opportunities for reading, writing and maths across the curriculum are not fully used in all classes and skills could be applied further We have seen a dip in our phonics results and this could be due to ending RWInc to early in year one. Subject leader audit Lesson observations Work scrutiny Planning Feedback from staff/pupils Training with consultants Support from MIT adviser Support from adviser TAs are deployed following research to have greatest impact Split teach is used where required and TAs use new Nelson materials for English and Numicon in Maths to ensure that teaching is challenging in each year group and children do not repeat learning Learning is enhanced by extra-curricular activities Blogging and ipads are used to motivate the children to produce a higher standard of work to a wider audience Pupil progress meeting are used to share individual targets and to make sure pupils understand what they are doing well and how they can improve further Times tables and number bonds form a daily part of learning in maths Time is not wasted explaining things to groups and learning in maximised by encouraging TAs to take the lead with groups

5 All groups (including disadvantaged) make at least expected progress and there is evidence of more children making better than expected progress Floor standards are met More able pupils make accelerated progress Standards and pupil progress in maths, writing and reading improve to be in line with at least national average by the end of KS2 Progress and attainment in reading, writing and maths is consistently good across the school Read Write Inc to be continued for the whole of year one. Achievement Progress To discuss children s targets and learning with TAs after each assessment week (All Staff/SLT) To have a pupil progress meeting with pupils each half term to ensure targets are understood and pupils know what they are doing well (All staff with HT) To use a range of assessment materials in each assessment week alongside teacher judgements to create an effective understanding of children s current situation (All Staff) To create and use age appropriate, short term targets in reading, writing and maths which are shared and updated regularly to ensure children are making effective progress (Staff training 29 th September All Staff/SLT) To provide opportunities for reading, writing and maths skills to be used across the curriculum (All Staff/SLT) To provide appropriate challenge for MAT pupils across the curriculum developing the use of deep learning (All Staff/SLT) To provide appropriate challenge in Maths (Staff training 22 nd September PB) To ensure there is an appropriate level of challenge in Maths (Ray Maher Staff Meeting PB/SLT 13 th October)

6 To ensure MAT pupils are challenged effectively using depth of learning (Staff training 23 rd October SLT) To ensure times tables and number bonds form a part of daily learning (All Staff/TLT) To provide staff training on the teaching of times tables and number bonds (10 th November SLT) To use TAs effectively to ensure they have the greatest impact (Staff training 8 th December SLT) To use blogging and ipads to motivate children and produce a higher standard of work (Purplemash training 6 th September ML) To use Nelson materials for English to ensure challenging, age specific teaching (All Staff) To use split teaching where it is required to provide a good level of challenge for each group (All Staff) To ensure time is used effectively in lessons including the TA taking a lead role in the deployment of group tasks (All Staff) To understand and use depth of learning to ensure appropriate challenge (Staff training 2 nd Feb) To discuss children s targets and learning with TAs after each assessment week (All Staff/SLT) To have a pupil progress meeting with pupils each half term to ensure targets are understood and pupils know what they are doing well (All staff with HT) To look at class blogs and comment on each other s pupil s work (12 th Jan) To look at Nelson materials and planning for groups (5 th Jan) To use Numicon to promote depth of learning (19 th Jan) To use a range of assessment materials in each assessment week alongside teacher judgements to create an effective understanding of children s current situation (All Staff) To create and use age appropriate, short term targets in reading, writing and maths which are shared and updated regularly to ensure children are making effective progress (All Staff/SLT) To have staff training on depth of learning and appropriate challenge (Chris Quigley 8 th April) To monitor the level of challenge and type of learning used for MAT pupils across the curriculum (26 th Jan) To use Nelson materials for English to ensure challenging, age specific teaching (All Staff) To use split teaching where it is required to provide a good level of challenge for each group (All Staff) To ensure time is used effectively in lessons including the TA taking a lead role in the deployment of group tasks (All Staff) To discuss children s targets and learning with TAs after each assessment week (All Staff/SLT)

7 To have a pupil progress meeting with pupils each half term to ensure targets are understood and pupils know what they are doing well (All staff with HT) To look at class blogs and comment on each other s pupil s work (22 nd March) To explore how Numicon can be used to support more able challenges in Maths (26 th April) To use a range of assessment materials in each assessment week alongside teacher judgements to create an effective understanding of children s current situation (All Staff) To create and use age appropriate, short term targets in reading, writing and maths which are shared and updated regularly to ensure children are making effective progress (All Staff/SLT) To monitor the level of challenge and type of learning used for MAT pupils across the curriculum (SLT) To use Nelson materials for English to ensure challenging, age specific teaching (All Staff) To use split teaching where it is required to provide a good level of challenge for each group (All Staff) To ensure time is used effectively in lessons including the TA taking a lead role in the deployment of group tasks (All Staff) 1000 Chris Quigley Training (Staff Training) TAs have a significant impact to learning Key Skills are applied more effectively across the curriculum Pupil Progress Meetings have an impact and are fed back to TAs and pupils More able pupils are making better than expected progress Standards in reading, writing and maths are raised due to consistency and application of these skills across the curriculum Teachers are aware of the performance of groups (including disadvantaged) and adapt their planning and teaching to address issues and to help pupils catch up

8 Aims: To further strengthen leadership, management and governance by: Sharing the vision with new staff and Governors ensuring that we have the same direction of travel Staff appraisal objectives ensure improvement in pupils attainment and progress Enabling senior leaders and the Governing body to fully apply and implement the recognised good procedures for checking, analysing and improving the quality of all aspects of the school's work and outcomes The Governors are knowledgeable about school improvement and how to challenge the school Subject leaders are effective in promoting high standards of attainment The TLT enhance the work of the SLT and Governors to ensure that standards are improved and that school is meeting the needs of all pupils Subject leaders are in place and action plans have been completed but monitoring and actions needs to be developed. All stakeholders are aware of the vision but new staff are not. Staff appraisals ensure improvement in pupils attainment and progress. Governors visit the school to find out about their sections of the school improvement plan and actions are set and completed Staffing changes have meant that the TLT roles have changed. The staff are very proactive but new GB minutes Feedback from staff/governors Training with advisers Support from MIT adviser Support from adviser Subject leaders monitor their subjects effectively, give effective feedback to staff and set targets to improve their subject. All stakeholders understand the vision of the school and the direction of travel. Although appraisal is in place, Governors need to be more aware of how performance can affect pay to improve standards. Governors are more confident when feeding back at meetings Monitoring by the TLT is more established and they make a real impact on teaching and learning throughout school.

9 to the role. To train governors and staff about current Data picture from RAISE and LSIP (8 th September Twilight SLT) To understand the vision and direction of travel (8 th September Twilight SLT) To undertake an appraisal meeting with Governors (After full Governors HT) Governors to visit school to gain a clear understanding of their area of the SIP and to feedback at full governors meetings TLT to undertake training with HT on monitoring lessons and team teaching (HT TLT 24 th September, 1 st October, 8 th October) Pupil Progress meetings will take place after each assessment week both with staff and pupils to identify intervention groups, progress of MAT pupils and other groups. Steps will be used to replace levels. AHT to attend Deputy Head teacher forums and cluster meetings termly Subject leaders to complete subject visions. To train governors and staff about current Data picture from RAISE and LSIP (12 th January Twilight SLT) Governors to visit school to gain a clear understanding of their area of the SIP and to feedback at full governors meetings To receive training in subject leadership To release subject leaders to monitor their subjects and gather evidence To release subject leaders to team teach and set targets Pupil Progress meetings will take place after each assessment week both with staff and pupils to identify intervention groups, progress of MAT pupils and other groups. Steps will be used to replace levels. To make sure governors complete benchmarking for spending in the new budget and see how our spending compares with other schools. To ensure governors understand the new steps system to make sure that staff are using tracking effectively to challenge MAT and to identify pupils not making progress. AHT to attend Deputy Head teacher forums and cluster meetings termly Training for subject leaders in analysing data and setting priorities for improvement.

10 Governors to visit school to gain a clear understanding of their area of the SIP and to feedback at full governors meetings Pupil Progress meetings will take place after each assessment week both with staff and pupils to identify intervention groups, progress of MAT pupils and other groups. Steps will be used to replace levels. AHT to attend Deputy Head teacher forums and cluster meetings termly To listen to the TLT reports and to evaluate the impact of their actions by conducting pupil interviews, staff interviews/team teaching/work scrutiny/data analysis /leading staff and governor training (07 training) for Governor and DHT training Staff are comfortable with the new steps for tracking progress. Progress meetings ensure that staff including TAs are aware of the next steps for learning. Monitoring has a real impact on children s learning and on teaching. Governors are aware of what the School s data is saying and understand the priorities for improvement Governors use Data Dashboard to check the contents of the HT report and make informed judgements Governors know how St Andrew s compares with other schools and this informs financial planning Governors understand the Appraisal process and make informed judgements about pay Staff confidently use the new tracking system and use it to identify issues and challenge effectively New Governors take an active part in meetings Contributions are recorded in minutes Input of Govs with life of school through nominated roles Governors can make informed judgements about the gap between boys and girls. They can evaluate the impact of initiatives Governors have good understanding of the school data picture and understand the progress of key groups The Governors are confident with the inspection process and we get a good judgement for leadership The actions are all completed and the GB are meeting their requirements effectively