Teaching and Learning Action Plan

Transcription

1 Teaching and Learning Action Plan Number Priority Target Completion Date 1 Teaching and Learning To support and guide all teaching team members to continue to develop their understanding of the new curriculum challenges of the year groups that they are now leading, ensuring that they plan lessons effectively that have high levels of challenge knowledge and understanding ensuring that there is a positive approach to learning in each year group and that each child actively seeks to make progress from their own starting point whilst championing outstanding teaching and learning. Providing support to all staff in various areas of the curriculum both identified and requested by leadership team and by colleagues Ensuring the use of the new target cards in English and Maths to support children s learning Ensuring the use of a wide variety of Assessment for Learning strategies so that children are regularly reviewing their learning in all areas of the curriculum Assessing in all areas of the curriculum using the emerging, expected and exceeding guidelines. Report cards and annual reports to utilise this language to ensure a shared expectation of progress in each year group with children and parents September 2016 ongoing Leaders Head teacher Success Criteria Informal and Formal Learning Walks to observe practice occurring within the classrooms Feedback written given to teaching members and celebrations of success shared in staff meetings Challenges formed in the approach of questions to enable professional and development dialogue to take place to enhance practice further Time released from class to support teachers where needed All teaching and learning experienced to be at least good with many having outstanding features, ensuring that progress and the love of learning for all children is very high Children to be actively involved in their own learning and the language of learning to be deepened and embedded from the early stages of the EYFS Planning to be detailed and pertinent to the needs of the learning objective, the children s abilities and interests. To be both challenging and supportive and engage children in all areas of the curriculum. AFL continues to be a strength across the school and children naturally assess their own learning, successes and areas for development 1

2 2 Teaching and Learning To observe in each year group in order to monitor standards and progression across the school in key skills/subject knowledge and implementation of understanding. Expectation is that all lessons observed will be at least good, with many demonstrating outstanding features. Informal learning walk drop-ins taking place weekly for 15 minutes to observe practice Learning Walks in English and Maths to take place in Term 1 and 2 To provide teachers with the opportunities to observe in other year groups to pick up successes from the lesson that they can try Term Key skills, progression and continuity of subject through the school is good with all children having a rich experience of learning in the subject Lessons are differentiated and have challenge evident for all, catering for all abilities Children are actively involved in their learning and have a passion and a love of loving Lesson observation feedback will inform and develop individual practice of colleagues through the use of questions to provoke discussion, but collectively will share strengths in order to develop skills further and share outstanding practice Lessons observed continue their current trajectory with all lessons achieving good and many achieving outstanding Children are provided with opportunities to learn by themselves and explain their learning so that lessons are less teacher led Opportunities for all staff to observe teaching and learning in different year groups to learn from others expertise Writing, reading and maths data in each year group to be above national average. All cohorts to make at least 6 points progress across the year Colleagues to be confident in teaching year groups (areas) of the curriculum To continue to move towards making judgements about individuals, cohorts and whole school progress in terms of emerging, expected and exceeding and whether to the children are on track to achieving this throughout the year Children s English work books to demonstrate new genres and texts being taught effectively and confidently tackled. Children s maths work books to show new concepts being taught effectively, confidently tackled and with daily using and applying demonstrating curriculum Maths and English Teaching and Learning To monitor the planning, provision and impact of the new curriculum in English and Maths upon the levels of children s progress in Reading, Writing, Phonics and SPAG and Mathematics. English Book Scrutiny in with the English Planning Scrutiny in Term 4 with the Maths Book Scrutiny in with the including the maths explorer challenges Maths Planning Scrutiny in Term 4 with the Deputy Head 2

3 mastery on numerous occasions 4 Work Books To monitor work books in conjunction with planning scrutiny to identify where challenge has been offered and that marking is impacting on progress That expectation in each class is high and children are progressing and achieving well. Challenge evident in children s work on a frequent, if not daily basis Check for evidence of use of a variety of AFL (self and peer assessment) strategies being employed in order to assess children s progress Look for consistent use of action task marking in accordance with the Marking Policy in all year groups, particularly in math s using: AT1 correction, AT2 consolidation, AT moving on and AT4 using and applying to develop children s learning in a range of activities and enable them to progress their understanding Targets cards are evident and are central to planning and marking Tangible improvement in children s work should be evident in both English and Maths Children are being given sufficient time to correct work and action tasks at the start of the lesson. Action task should be clear, relevant and sufficiently challenging to consolidate or progress learning and should coincide with the subject marking policy. Evidence of a diverse range of A4L strategies being employed. AFL strategies to be used to actively involve children in their learning and gauge their levels of confidence and interest Targets are being regularly monitored and assessed as part of marking process and can be clearly tracked against children s work. Children are aware of the progress they are making Marking comments are positive and encourage children to review their learning and next steps Written Book Monitoring feedback to be provided to staff, HT and file. Any individual areas for improvement to be highlighted on planning and actioned by the relevant staff 5 Feed-Forward Marking To further imbed and improve feed-forward marking in all year groups. Ensure use of the daily Success Criteria in English and Maths offers SMART steps for the children Teaching Team to use expected expectations (when marking) from the new target cards to move children s learning on as well consolidate learning and targets set Look for consistent use of action task marking in accordance with the Marking Policy in all year groups, particularly in math s using: AT1 correction, AT2 consolidation, AT moving on and AT4 using and applying to develop children s learning in a range English Leader Marking is focused on celebrating success and furthering learning in relation to the LO with a focus on the skills explored in the lesson not the task Children are clear about areas to develop with example given when necessary Targets are set appropriately and fed into marking Children are given challenges to extend their learning or respond to misconceptions Children are given adequate time to respond to these at the start of every lesson Monitoring of books () will focus on marking and written Book Monitoring feedback provided to staff, HT and file

4 of activities and enable them to progress their understanding Additional support and guidance offered for all team members who are identified as needed additional support through book scrutiny 6 Maths Across the Curriculum To utilise opportunities for Mathematics to be used across the curriculum. Teachers to plan opportunities for maths to be an integral part of other curriculum areas Staff meetings to focus on sharing good practice and to further their understanding of ways that maths can be included in subjects such as: Science, History, Geography, PE and PSHE Children to identify the links in their maths learning and the real life application of these Teachers to bring examples of maths in other curriculum areas to staff meetings to collate evidence and show examples of how they are applying maths in real life examples 7 PSHE and SMSC Curriculum Changes To lead, support and guide the transition of a new PSHE curriculum to provide children with a skill based subject to prepare them for life now and in the future. Providing planning examples to all staff of how the planning has changed with a greater focus on skills and personal attributes To ensure that staff understand the importance of children exploring their skills and attributes throughout the sessions to develop the learning of the children Ensuring the use of the new planning grids from to focus on the skills and attributes explored Term 1 Head teacher Teachers to be and feel fully conversant in the changes to the curriculum and their new focus points for the learning in their year groups and be able to ask pertinent questions regarding their children s progress. Teachers to be and feel fully conversant in the meaning of a baseline activity and a review activity to provide an assessment of the children s understanding Teachers to provide the children with many opportunities to speak and share their ideas during the lesson with the ratio of child speak significantly higher than teacher speak 8 Curriculum Coverage Analysis To monitor the coverage of all curriculum areas to ensure that the children are experiencing a broad and balanced curriculum with opportunities to develop their spiritual, moral, social and cultural well-being. End of Term Weekly Plans collated Figures put together in an excel spreadsheet Shared with the head teacher first to discuss any concerns 6 Termly from September 2016 Collect weekly planning to monitor curriculum coverage over the term for all subjects Use this data to provide a cumulative total for the whole year Present findings to all team members, holding teachers to account where there are areas of concerns Present the findings to the Governing Body and address challenging questions that arise 4

5 9 Support Performance Management Observations To gain an understanding of teaching standards across the school to ensure that every child within the school is being provided with a rich and diverse curriculum with qualityfirst teaching. Teaching Team to be observed in their Classroom Teams teaching an English or Maths lesson Clear objectives for performance Management shared with the staff beforehand in a staff meeting Previous targets reviewed during in-formal meetings and Headteacher Meeting with the Headteacher prior to the Staff Meeting on Performance Management to ensure focus on observations Time released from class to observe the 8 lessons Feedback (written and verbal) given to the staff 10 SMSC and TRUST Values To further strengthen and embed the understanding of SMSC and TRUST Values at Cobham with links to their spiritual, moral, social and culture well-being. Staff Meeting on SMSC and TRUST values to share the views with all teaching members of staff Pupil Conference with the children on how they are using the SMSC Jigsaw and TRUST Values in their everyday learning During performance management observations how are the TRUST Values and SMSC related to develop the children s learning? To provide examples of how the TRUST Values and SMSC are used in class with the children to develop their learning in relation to their spiritual, moral, social and culture well-being Headteacher Children are aware of the TRUST Values and the SMSC Jigsaw and their meaning Teaching Team members are aware of the TRUST Values and the SMSC Jigsaw and how to use it within their teaching in a range of different approaches Lessons observed have a strong focus on SMSC and TRUST Values to encourage the children to become reflective learners to develop their spiritual, moral, social and culture well-being 5