‘Problem Solving’ Action Plan, 2016-17 “Raise pupils’ achievement further by ensuring pupils are more confident to use their mathematical skills to solve problems.” Action
Responsibility
Teachers model and
RS and
demonstrate how to
teachers
Timeline Ongoing
Training and Resources Staff twilight –
use concrete, visual
Autumn 1
and abstract
with Jo
methods to
Cronin
represent and solve
Staff
problems.
meetings
Concrete resources
each half
made available and
term
used to access and
RS to liaise
solve problems.
with CC from
Children use bar
Success Criteria
Monitoring and Judgement
Teachers have a deep understanding of the problem solving process and are able to model the reasoning process.
3 weekly book scrutinies with a strong
The concrete, visual and abstract methods are observable in planning, books and lesson observations.
Planning scrutiny
Children confidently use the bar model strategy to manipulate numbers and secure understanding of inverse operations.
focus on reasoning and problem solving and following up development points. Lesson observations (Autumn 2 and follow ups) Talking to children and carrying out problem solving tasks.
Children justify their responses by proving and explaining. (Show it, Draw it, Explain it, Prove it)
Huish
WAMMOs to be displayed on working walls and used. Children are able to explain how they use them to support their problem solving.
Staff
Children routinely tackle a range of reasoning and problem
3 weekly book scrutinies with a strong
meetings –
solving tasks.
focus on reasoning and problem solving and
modelling (part, part, whole) to represent problems. Each year group to have a problem solving toolkit. WAMMO (What are my maths options?) Teachers carefully
RS and
select reasoning and
teachers
problem solving tasks
Ongoing
teachers to
following up development points.
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to develop deep
tackle
Teachers select a small number of challenging tasks and
Planning scrutiny
understanding. NB
problems
allow the children time to explore the question (avoid
Lesson observations (Autumn 2 and follow
these tasks need to
solving tasks
intervening too quickly).
ups)
focus on quality and
with a focus
challenge rather than
on the
Application of written and mental calculations observable
quantity.
process of
in reasoning tasks.
Talking to children and carrying out problem solving tasks.
problem solving.
Progress in reasoning and problem solving tasks observable in books.
RS to liaise with CC from Huish Teachers develop
RS and
‘Maths talk’ within
teachers
Ongoing
Staff
Children confidently use correct mathematical
Lesson observations (Autumn 2 and follow
meetings
terminology to explain their mathematical thinking.
ups)
Children communicate over a sustained period with clarity
Talking to children and carrying out
and in full sentences.
problem solving tasks.
lessons. (This will involve setting
RS to liaise
reasoning tasks to
with CC from
Work scrutiny – children will have made
develop focus, detail
Huish
progress with their written responses.
discussions using the correct mathematical
RS observe
terminology)
outstanding practice
Children develop a
RS and
growth mindset
teachers
Ongoing
Staff
Children as a whole become more confident with maths.
Lesson observations (Autumn 2 and follow
meetings
They have a sense of what blocks their mathematical
ups)
development and how to overcome them. Children become
Talking to children
towards maths. RS to liaise
more aware of their successes in maths.
with CC from Huish Embed the use of
RS, JM and
ELLI learning to
teachers
Ongoing
Staff
Children refer to the ELLI animals during maths lessons
Lesson observations (Autumn 2 and follow
meetings
and use them to reflect on their achievements. This is
ups)
observable in books and planning at least 3 times a week.
Talking to children
support and reflect on maths learning.
RS to liaise
Work scrutiny – reflective comments
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with CC from Huish Maths lead to
RS
Ongoing
promote
Parent
Parents have a positive mindset towards maths and share
workshop
this with their children.
Evaluation forms – parent feedback
mathematical reasoning and
Parents are up to date with the current maths curriculum
problem solving
and the school priorities.
workshop with parents.
‘Maths’ Action Plan, 2016-17 “Improve the quality of teaching to ensure that all is good or better, by making sure the teaching of basic mathematics skills is consistent and effective.” Responsibility Embed ‘Mastery’
RS
maths using the
Teachers
Timeline Ongoing
Training and Resources Staff Inset – Autumn 1
White Rose Hub. Staff meetings to recap expectations
Success Criteria Teachers will use the medium term plans to structure their maths teaching to include concrete, pictorial and abstract activities as necessary. Teachers will ensure the correct coverage of topics and ensure children develop a deeper understanding of mathematical concepts.
RS
lessons to take place
Teachers
per week. Basic skills lessons to have a consistent approach across the school.
Ongoing
Staff Inset
Planning scrutiny Book Scrutiny Maths observations in Autumn 2 and Spring 2. Teachers to address development feedback points. Amend monitoring focus based on outcomes.
of teaching. 3 Maths basic skills
Monitoring and Judgement
Description of basic skills lessons: All teachers plan and deliver 3 basic skills lessons per week using based on the mental maths Olympics. Lessons develop and consolidate children’s fundamentals in mathematics so that they become confident and fluent in key number facts.
Book scrutiny Planning scrutiny Lesson observations in Spring 2. Amend monitoring focus based on outcomes.
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Each week there are to be a range of activities and games, with 2 being recorded. One of these can be the maths Olympics test. There will be 2 recorded sessions per week which include a range of activities. Focus on mental
Teachers
Ongoing
NCETM
Teachers model efficient mental strategies.
Question level analysis
Hub planning
Progress measured by an improvement in mental arithmetic summative tests.
Looking at arithmetic test scores.
Staff Inset
Arithmetic test scores improved throughout the year.
Looking at arithmetic test scores.
All teachers and TAs teach methods of calculation in line with the calculation policy so that there is a consistent approach from Year 3 to Year 6.
Book scrutiny
Maths subject lead to be fully aware of those children who are not on track to meet age related expectations and regularly monitor their progress.
Half termly monitoring of interventions.
strategies
White Rose
throughout the week during MO starters or in quick maths sessions at least 3 times a week. Share mental strategies with parents through the school newsletter Arithmetic tests to
Teachers
take place weekly in
RS
Ongoing
Year 6 and during the first and last half term throughout the rest of school. Formal calculation
Teachers
Ongoing
methods are taught in line with the
Planning scrutiny
Calculation Policy. Ensuring that a range
RS, Teachers
of interventions/
and TAs
strategies are used
Ongoing
123 Maths
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to ensure that those
Class teachers and Maths subject lead assess the impact of maths interventions to ensure all children are making as much progress as they can.
working below age related expectations are closing the gap. Ensure children who
Teachers and
do not meet the
TAs
Ongoing
Teachers or teaching assistants work with a group of children based on assessment each afternoon/early morning.
objective in the lesson have their
Observable in practice
Misconceptions addressed routinely everyday.
misconceptions addressed in a timely fashion. Ensure progress is
RS
Ongoing
Huish –
maximised by
outstanding
collaborating.
teaching school (course planned from Spring term)
Subject leader to collaborate with partnership school, CLP, Mathstopia and fully engage in a proposed maths project. Maintain professional discussions to ensure actions and current outstanding practice are well considered.
Jo Cronin Mathstopia CLP meeting
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‘Spelling and Phonics’ Action Plan, 2016-17 “Pupils can use their phonic skills to read fluently and spell accurately.” Action
Responsibility
Timeline
Training and Resources
Success Criteria
Autumn term Pupils in lower school
Ts to assess,
Screening
Phonic
to be screened for
group and lead
early
phases from
phonic knowledge and
sessions, TAs
September;
Letters and
grouped accordingly.
to work within
phonics
Sounds to
Ts and TAs will take
groups.
groups
inform
small groups for
operational
planning,
Basic Skills sessions
in 3x
then
to revise, fill gaps,
weekly
progressing
consolidate and take
Basic Skills
to the Year
learning forward.
sessions
3/4 spelling
from Week
curriculum.
Pupils who have mastered the early phonic phases will be taught from the appropriate spelling curriculum (Year 3 or Year 4).
4.
Monitoring and Judgement
Pupils working at Phase 2 will consolidate all individual letter sounds, blending and segmenting fluently: cvc words, cvcc and ccvc.
English co-ordinator will monitor
Pupils working at Phase 3 will blend and segment confidently with all digraphs.
and 2 will look for the application of phonic
Pupils working at Phase 5 will blend and segment confidently with all letter combinations, investigating alternative representations of sounds.
progression of phonic groups through ‘dropins’ in November. Book scrutiny in Autumn 1 knowledge to a variety of tasks in English books.
What are we doing
Year 3
From
Year 3
Identified pupils make expected progress in their phonics
Book scrutinies show evidence that
for the pupils who
teachers
September
teachers to
group and phonics knowledge is evident in English books.
identified pupils are applying phonics
– ongoing.
look at Year
failed the phonics test in Year 1 and
1 and 2 data
Year 2? Identify
on SIMS.
knowledge more accurately.
group and determine reasons for difficulty. Words from new
Words to
Staff
Encourage pupils to use the words on Year 1/2, Year 3/4
Scrutiny of books shows evidence of pupils
framework spelling
All teachers.
be stuck in
meeting.
and Year 5/6 lists, by displaying them in books and
highlighting words from their lists and
lists to be used in
by end of
Word lists.
rewarding correct usage. Year 1-2 list to be used as a
observations/pupil chat reveals an
daily work.
Week 4
Highlighters.
spelling check/dictionary.
awareness of the importance of correct spelling (and strategies for checking
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accuracy). Children in Year 5
Ts to assess
Screening
Acceleread-
Measured with same reading/spelling tests, children to
English co-ordinator and SENCO to monitor
and 6 whose reading/
reading using
September
Accelewrite
make at least 18 months progress during the year.
intervention groups through termly ‘drop-
spelling ages are
SWRT and
and groups
programme.
Acceleread-Accelewrite will show quantifiable progress.
ins’. Book scrutinies in Autumn 1 and 2 will
significantly below
spelling using
running at
SENCo
Improved spelling visible in pupils’ classwork.
look for application of phonic knowledge to
age-related
Young’s
least twice
available on
expectations will
Parallel test.
a week
Wednesdays
take part in
Ts to oversee
from
for advice/
intervention groups
grouping and
September
consultation.
to revise and address
SENCO to
2016.
gaps in knowledge.
advise on
a variety of tasks in English books.
materials. Pupils will become
All Ts to make
From
Help cards,
more independent in
resources
September
word lists
correcting own
available in
(including
spellings during
classrooms and
topic lists),
checking/editing
on working
dictionaries
sessions.
walls and
and displays
model spelling/
for pupil use
editing
in class.
Children will identify own errors (either independently or with a ‘spelling/editing buddy’) with a ‘wiggly line’ and judge which resource will be the most efficient to correct. Evidence that pupils are using spelling lists (stuck into their English books).
Evidence in books to be monitored in Autumn scrutinies: wiggly lines and words corrected effectively. Evidence in observations/drop-ins that pupils are editing spelling independently/ with a partner.
strategies. Pupils to be
Subject
From
Spelling Bee
motivated and
Leader, Ts and
September
laminated
engaged in spelling
TAs.
activities.
spelling sheets for
Results of spelling bee. Does pupils’ work show an improvement in spelling? Does pupils’ spelling age (on Young’s Parallel Test) improve by at least one year within academic year?
Subject Leader & SLT to monitor books (Autumn 1 and Autumn 2). Subject Leader to evaluate spelling data in July 2017.
Year 3/4 and Year 5/6. ‘Most improved’ award for teacher’s choice.
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Assembly time. Computer activities eg Spelling City.
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‘Adult deployment’ Action Plan, 2016-17 “Ensure other adults are deployed effectively to support pupils’ progress.” Responsibility SLT and Teachers to
All teachers
Timeline Ongoing.
Training and Resources Training on
set clear
English, Maths,
expectations for TA
SEND and TA
deployment.
role.
Success Criteria
Monitoring and Judgement
Training to include ‘questioning’, ‘deflecting obvious questions’, SEND, ‘supporting different groups’ and giving verbal and written feedback.
SLT to support teachers/TAs as
Observable in planning, books and lesson observations.
Amend monitoring focus based on
appropriate.
outcomes.
Evidence that TAs are marking books in green pen.
Teachers to
Autumn 2
Staff meetings to
effectively deploy
All teachers
and Spring
share TA
TAs in all aspects of
1
deployment.
learning. Is there evidence that TA deployment is
TAs are actively engaged in supporting learning throughout the lesson to maximise progress.
Learning walk Lesson observations Planning scrutiny Workbook scrutiny Discussion
Observable in planning, books and lesson observations.
planned for?
TAs to use a range
TA deployment document created which outlines school expectations and evident in practice.
TAs.
Ongoing.
Inset
of open questions to prompt and extend
TAs communicate with teachers about learning and share observations from TA clipboards. Evidence of TAs asking a range of questions to move learning forward (including ‘open’ and ‘learning’ questions linked to ELLI) observable in lessons.
SLT/subject leaders to work with TAs/teachers to improve quality of questioning.
discussions with pupils (and
Amend monitoring focus based on
discourage
outcomes.
dependence). TAs become more
TAs
Autumn
Observe TA
Ideas observed at other schools and strategies
Performance management targets achieved.
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reflective in their
2016 and
deployment in
own practice.
Spring
other schools
2017 Performance
learned in training are observable in practice. TA discussions about learning exemplify a positive and reflective outlook.
management TAs deliver
TAs/teachers
Ongoing.
TA training
interventions consistently and as
Time with
prescribed
SENCOs
Intervention records to be completed and available in the intervention folder (purple). Data shows that pupils make expected or better progress.
Teachers/SLT analyse data to assess progress. SENCO observes interventions. Amend monitoring focus based on outcomes.
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‘Teachers’ expectations’ Action Plan, 2016-17 “Improve the quality of teaching to ensure that all is good or better, by raising teachers’ expectations of what pupils can achieve so that it is consistently high at all times.” Responsibility Autumn term To develop and foster an ethos of consistently high
All staff
Timeline
Ongoing
Training and Resources Staff Insets
SLT
every pupil. All staff
Ongoing
inadequate/ inappropriate
Staff meeting on marking and
SLT
feedback
responses to marking. ELLI Learning to be
All staff
Sept ‘16
consolidated and
Staff Inset Day
continue to underpin all areas of learning.
Monitoring and Judgement
Children respond positively to teachers’ expectations and show a ‘can do’ attitude to their learning.
Talking to children about the attitudes and
Children will have an understanding of growth mind-set which will impact on their learning behaviour.
expectations of
Staff to challenge
Success Criteria
Ongoing
Review staff meetings
Children given time to reflect on the quality of their
Children to sign written feedback after reading. All written comments to be responded to in an appropriate manner. All responses to be neatly presented with a polishing pen and in detail, where necessary. Pupils who are unable to respond appropriately identified and directed by teacher/TA. ELLI to be a feature of most lessons and some assemblies, when appropriate and be visible within the classroom environment through displays. ELLI to be incorporated in learning objectives, success criteria and reviewed in plenaries. Evidence of recorded reviews in learning journals on a weekly basis and reflective comments in workbooks. Children to use the language of learning and metacognition in and out of the classroom.
learning.
enjoyment of learning. Lesson observations in Autumn 1 and 2. Teachers/SLT to challenge instances of low expectations. Workbook scrutinies to take place half termly. Feedback with development points to be given to teachers.
Workbook scrutinies to take place half termly. Feedback with development points to be given to teachers. Talking to children about the attitudes and enjoyment of learning. Examples of good learning and reflection to be observed. ELLI super-learning day (30th Sept ’16) used as an opportunity to assess pupils’ learning behaviour.
All children have completed the handwriting pledge.
All staff
Ongoing
Handwriting pledge
All children’s presentation to be as good as, or better than, their handwriting pledge.
Workbook scrutinies to take place half termly. Feedback with development points to be given to teachers.
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All staff to ensure
Talking to children about attitudes towards
that children
presentation.
maintain a high standard of presentation (according to ability).
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‘Presentation’ Action Plan, 2016-17 “Pupils improve their presentational skills, including their handwriting, and take more pride in all of their work.” Responsibility Autumn term Each pupil to write a
All teachers
Timeline
All new
Training and Resources Inset
Success Criteria
Maintain the standard of writing displayed on first page, in all writing.
Monitoring and Judgement
Teachers monitor presentation of their own
‘presentation pledge’
books
on the first page of
started by
SLT to monitor quality of presentation
their English and
end of
during book scrutiny (scrutiny in Autumn 1
Topic book and every
Week 3.
and 2) and subject leaders to do ‘drop-in’
subsequent new
scrutinies of individual pupils.
Monitoring
English book.
class on an ongoing basis.
ongoing.
Also stick the presentation Peacock into new books. Monitor presentation in Maths books (implemented last year). Pupils to take more
All teachers to
Staff
Staff
pride in the overall
model
meeting –
meeting –
All books demonstrate consistent presentation.
SLT to monitor quality and consistency of presentation in scrutiny of books (Autumn 1
appearance of their
expectations
Sept 2016.
Sept 2016
and 2).
books, by sticking in
and re-visit
Ongoing
additional work (e.g.
frequently.
story maps) neatly, accurately and without folding.
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Teachers to respond
SC and PR, and
Research
Staff
Selected pupils’ presentation improves through use of
Teachers/SLT to observe improvement in
to different writing
teachers to
and
meeting Oct
chosen resources.
daily work/scrutiny of work. Autumn 1 and
styles and demands
establish
identify
2016
by supplying a range
pupils in
Pens/pencils/
of pen/pencil
autumn
grips.
types/grips, e.g.
term.
2.
different hardness of lead/left-handed options. Celebrate pupils
Head, all
Staff
Evidence of ethos of aspiration. In ‘pupil chats’, pupils
SLT to talk to pupils and monitor books on a
whose writing is
teachers and
Ongoing.
meeting.
keen to improve their handwriting to achieve award.
regular basis.
fluently joined,
TAs.
Create a
Scroll shows increasing numbers of pupils taking pride in
Improved presentation evident in work
through assembly
penmanship
their handwriting.
throughout the curriculum.
awards for ‘advanced
certificate, a
penmanship’.
scroll of
Scrutiny of work in Autumn 1 and 2.
honour display and update the ‘Proudly presenting’ board. Consolidate the use
All teachers
of a consistent
and TAs.
Ongoing
Staff
SLT to monitor books and planning.
Oct 2016
Consistent style of handwriting is evident in pupils’ work in all books. Evidence of handwriting sessions in Basic Skills.
Staff
Letter formation evident on Working Walls.
SLT learning walks.
Formal handwriting teaching models aspects of writing/joining focused on pupils’ current needs.
Evidence of dedicated handwriting in back
meeting in
handwriting style
Share progress with St. John’s.
through a scheme. Continue to display
All teachers.
Ongoing.
correct letter
meeting
formation on Working Walls. Teach handwriting skills consistently.
All teachers
Spring
Staff
term
meeting
of English books (SLT scrutiny of books – Autumn 1 and 2).
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Ensure ‘polishing pen’ handwriting is
All teachers.
Ongoing.
Staff meeting.
Polishing pen writing is as neat as regular writing in all areas of the curriculum.
SLT monitoring in Autumn 1 and 2.
presented as neatly as normal handwriting in all books.
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‘Feedback’ Action Plan, 2016-17 “Improve the quality of teaching to ensure that all is good or better, by ensuring pupils make the best use of teachers’ feedback so that it consistently improves their work.” Responsibility Autumn term Consolidate effective
All teachers
and efficient forms
Timeline
Half
Training and Resources
Success Criteria
Staff meeting
All teachers are aware of the different types of marking/feedback available to them and when best to use them. These could include verbal feedback, dialogue marking, scaffold comments, highlighters, extended improvements, reflection. Aim is for teachers to write less, but generate more/better quality responses.
Monitoring to take place through book
Children are given the opportunity to regularly respond to their marking using a polishing pen for an appropriate amount of time. Teachers have high expectations of the responses required. Children will use an editing toolkit for each year group (generated at staff meeting in September).
Monitoring to take place through book
All teaching assistants to provide the pupils they have been working with, with written comments and recording of verbal feedback. Teachers to oversee and monitor comments made by teaching assistants.
Monitoring to take place through book
Teachers are aware of the hierarchy of questioning and use open questions to move the children on in their learning. Children routinely justify and explain their thinking.
Monitoring to take place through lesson
Term 1
of feedback and establish what they look like. Teachers to plan for
All teachers
On going
Polishing pens
response to marking
Editing
time and ensure they
checklist
have high expectations, including clear modelling of good
Monitoring and Judgement
scrutiny in October. Pupil interviews to explore attitudes/ expectations towards feedback/responses to marking - November.
scrutiny in October.
editing practice. Teaching assistants
All teaching
to develop use of
assistants
written feedback.
SLT – SC and
Nov ‘16
TA training
PR Further develop use of questioning.
All teachers
Spring term
Staff meeting
scrutiny and lesson observations.
observations.
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‘Attitudes to learning’Action Plan, 2016-17 “Improve pupils’ attitudes to learning so that pupils develop a love of learning and want to do well themselves.” Responsibility
Timeline
Training and Resources
Success Criteria
Monitoring and Judgement
Autumn term Introduce ELLi learning to year 3 pupils.
All staff JM
Autumn term
Inset Staff meetings
Presentation Peacock introduced to the school and used in
ongoing
conjunction with the
Year 3 introduced to the different learning characteristics initially through whole school assembly then followed up regularly in class.
ELLI Super learning day 30th September.
Use of learning ambassadors – a buddy system using the ELLI certificate winners.
and responses recorded in learning journals.
Nurture group to reinforce ELLI learning characteristics.
learning sessions and deliver to a buddy or a
th
ELLI Super learning day arranged for 30 September. To be followed up with regular, planned active learning sessions each half term.
other ELLI animals. ELLI learning values embedded through a
Ellli referenced in planning and in learning objectives.
regular focus on active learning and through use of learning journals.
Ongoing
Staff meetings
small intervention group (PASS assessment identified). Talking to children about their attitudes to learning –investigating changing attitudes over time through regular half termly focus
Children to use language of ‘learning to learn’ in and out of the classroom.
Nurture group attitudes to learning
Weekly focus animal.
All staff
ELLI learning ambassadors to plan active
Regular staff meeting discussion time to share good practice.
Photo canvases to illustrate the core ELLI values.
Improve independence through the working environment . Use interactive
Active learning sessions regularly planned in
ELLi display to be a working wall approach – to be used interactively. Children to review their learning against it; for example, through the use of photographs or post it
children. monitored. Termly lesson ‘drop ins’ to observe pupil learning behaviour.
Monitoring of ELLI displays each half term – they should show more than just the animal and characteristic. Pupil voice should be evident.
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notes of short reflections.
display to develop a learning dialogue.
Resources in classrooms clearly labelled and all children clear of where they are. Toolkits available to show children what to do should they become stuck or when they have finished their work. Whole school Elli display regularly updated with pupil voice. All pupils able to act as a ‘lone leopard’ to locate resources appropriate for the task set. Ideas and good practice shared in staff meetings.
Embed learning journals.
All staff JM SLT
Ongoing
Review staff meetings
All children to have their own customised learning journal. Learning journals to be used regularly in class (at least once a week) to record children’s reflections on their learning journey. At regular intervals, children to record which animal learning dispositions they have used the most. To reflect upon which ones they specifically need to focus upon next and to consider how they can do this.
School display board updated regularly and referred to in assembly/ worship (use of pupil voice). Discussion with pupils about the attitudes and enjoyment of learning. Children refer to the animal skills and characteristics which help them in their learning. They use the class ELLI display to review their learning and to set individual learning targets.
Learning Journal examples reviewed each half term. Talking to children about their attitudes to learning –investigating changing attitudes over time through regular half termly focus children. Children set targets.
Children to be actively encouraged to respond in their learning journals when they feel they have succeeded in something or wish to record their feelings.
Learning Journals shared at staff
Children to use learning journals to record things they would like to find out about, for instance a particular aspect of a history topic.
successfully and where practice needs to
Homework links to learning journals.
meetings. Regular professional dialogue demonstrates how they are being used be adapted. Examples of good learning and reflection to be observed.
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Parental comments in learning journals.
Use AFL strategies
All staff
ongoing
to encourage
Staff Inset day Sept
independent learning
Staff
through self
meetings
evaluation and target setting.
Children explicitly taught the skills of learning to learn through regular dialogue and discussion with teachers and teaching assistants. Weekly focus on particular animal characteristics – link to class worship.
Talking to children about their attitudes to
Plenaries and min-plenaries used to review and extend learning through AFL strategies such as think, pair, share and use of children’s peer and self-assessment.
Planning - reflection time and response to
Where appropriate, reflective comments to be added at the bottom of work. Where appropriate, children to review where they think they have succeeded against the ELLI framework and to consider what they need to work on next. Independent target setting – evaluate.
learning –investigating changing attitudes over time through regular half termly focus children. marking time planned in. Workbook scrutiny each term. Termly lesson ‘drop ins’ to observe pupil learning behaviour. Pupil learning journals – independent target setting.
Use of prompts to encourage pupil self-evaluation: what I learnt today, what still puzzles me is, I might have learned better if... Themed events Themed days and weeks to be planned which enable children to be given experiences of working in pairs or groups across the school. Two year rolling program:
Involvement of parents and carers.
Teaching staff Website
Sept /Oct
year 1 - safety week
year 2 – enterprise week
ELLI principles to be featured and explained on the school website. Leaflet to go out to year 3 parents at parent’s evening..
Elli Super learning day – 30th September 2016
ELLI information on the school website. Website updated termly, class pages show examples of ELLI learning.
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updater (RP) Ongoing
ELLI principles reinforced at Inspire workshops Sept 2016 Website – class pages refer to ELLI learning; highlight examples of good practice. Regular examples of Elli learning highlighted and praised through the headteacher’s certificates in Celebration Praise on a Friday and also through ELLI learning certificates.
Newsletter details ELLI certificate winners. Homework challenges used with ELLI learning links. Parent comments – feedback from parent’s evenings.
Regular newsletter updates throughout the year on our Elli learning journey. Homework links to ELLI – parent challenge.
Taking pride and responsibility for certain areas of the school
All staff
Ongoing
Each class to be assigned a specific area of the school to take responsibility for: Leopard class and Spider Class – bike shed area Unicorn and Cat class – behind the year 3 block. Peacock Class – front of the school building
Use of leaf monitors to keep bike shed area tidy. Outdoor areas are kept tidy and are developed; benches painted, areas of planting etc. Cloakroom monitors keep areas tidy and well maintained.
Owl and Chameleon class – year 4 coutyard Tortoise Class - quiet area Development of the conservation area – Chalice Well Project. Gardening Club Cloakroom monitors are allocated for each class.
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Use ELLI to support development needs identified by the PASS (Pupil Attitudes to Self and school) assessments.
SG All staff
Autumn term initially
PASS assessments carried out by all pupils. Teaching strategies and intervention programmes are used to help raise standards of attainment and pupil well-being. ELLI framework used to set individual targets.
PASS assessment data improves for children receiving targeted support. Pupil voice – use of Buddy system to engage vulnerable learners. Nurture group support.
Use of ELLi learning champions as a buddy system. Nurture Group to reinforce ELLI learning characteristics.
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‘Good Progress’ Action Plan, 2016-17 “Raise pupils’ achievement further by ensuring pupils make consistently good progress across year groups and subjects.” Responsibility Autumn term Identify children and
All teaching
vulnerable groups
staff
who not on track to meet attainment
SLT
Timeline
Ongoing Termly PPMs
Training and Resources Training to be identified during the year.
Success Criteria
Class, year group and pupil ARE targets to be added. All pupil premium children to meet or exceed progress targets.
Monitoring and Judgement
Members of SLT to monitor interim data to identify children who are not on track.
Focus children make accelerated progress.
targets during academic year and
Formative assessment by members of SLT shows the impact of the support given.
key stage. Ensure that all pupil premium children are on track to meet or
SLT to work
exceed progress
with
targets.
individuals or groups for a
Members of SLT to
defined period
support children who
(no more than
are not on track and
6 weeks) to
to support the
plug gaps in
relevant teaching
key areas.
staff. Teaching staff
All teaching
undertake CPD to
staff
keep their skills up to date with a focus
Ongoing
Staff Insets
Staff insets have helped teachers to develop practice, i.e. evident in planning and books.
Ongoing subject leader monitoring.
Training SLT
courses
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on mathematics teaching and
Jo Cronin
assessment. Evaluate and oversee
All teaching
Termly
Target reader
the impact of
staff
PPMs
Acceleread/
interventions throughout the
Accelerwrite SLT
RWI
school.
123Maths Mangahigh
Refine and identify
Precision
the best intervention
teaching
programmes to use.
Nurture
Data shows that interventions are having an impact with children making expected or better progress or meeting specific short term targets. Teachers share good practice and have a consistent approach to interventions.
Termly data reports. Regular analysis of interventions. Termly data points to feed into PPMs.
Pupil premium children make expected or better than expected progress and close the attainment gap between themselves and non-pupil premium children.
provision Identify
G&T provision
opportunities or
Small group
interventions to
teacher
close the gap or
support, etc
extend learning for pupil premium. Further develop
All teaching
consistent
staff
approaches to assessment in core
Staff Insets
Regular moderation of formative and summative assessment to take place.
Moderation
Termly data points to feed into PPMs. Termly data reports.
SLT
subjects with regular
SIMs
opportunities to
Sarah Hill
moderate
(SIMs)
judgements.
Ongoing
Rising Star assessments
There will be a measurable improvement in identified areas.
Members of SLT challenge underperformance and support teaching
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staff where necessary. Teachers meet ARE targets (year on year our ARE will increase).
Set realistic targets for attainment and focus on individual children and groups to maximise ARE. Reading Target readers
All teaching
Establish
identified and
staff
ed in Sept
running in every class.
N/A
Half termly results of Star Tests show that target reader pupils have made progress in reading.
Teacher/Subject Leader to analyse Star Test data.
2015. PR
Ongoing
Subject Leader to monitor throughout year.
Accelerated Reader
Targets
Staff meeting
programme used to
establishe
for teachers
promote reading,
d by end
(PR) and
motivate and
of
training
challenge pupils. Use
Autumn
session for
pupil data to set
Term
TAs
individual targets.
based on
Prizes for
AR data.
achieving targets.
To use a range of
All teachers
PR staff
strategies in guided reading (including
meetings Ongoing
Half termly results of Star Tests show that pupils have made progress in reading.
Pupils’ reading progress discussed at PPMs
Pupils achieve personal AR targets within a term.
Lesson observations demonstrate that pupils are more confident in expressing their views, using inference and deduction skills. Star Tests show that pupils are making progress.
(termly).
Pupils are more confident in expressing their views, using inference and deduction skills. Pupils are making progress.
whole class texts and book talk).
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Maths
RS
Ongoing
123 Maths
Implementation of 123 Maths interventions to
Data shows that maths interventions are having an impact with children making expected or better progress or meeting specific short term targets. Teachers have a consistent approach to maths interventions.
identify and close gaps.
Termly data reports. Regular analysis of interventions. Termly data points to feed into PPMs.
Pupil premium children make expected or better than expected progress and close the attainment gap between themselves and non-pupil premium children.
Children not on track identified and targeted support given. Maths SL to support teachers and teaching assistants and oversee support to ensure good progress is being achieved. Maths SL to liaise with the maths support TA and oversee the groups supported by her. Pupil Progress
SLT
End of
Staff meeting
Meetings to take
half
time
place in
terms.
Teachers are able to identify target children and vulnerable groups. PPMs to facilitate professional discussions which identify next steps for target children.
PPM progress sheets SLT to support and monitor interventions.
December, mid-year, Easter and June to effectively identify children who are not on track to meet
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ARE. Parents and carers to be given regular and useful information about their child’s learning and progress
SLT
Ongoing
RS to host meeting to share calculation policy, reasoning strategies and general information on how to help your child. Teachers to hold Inspire workshops to share School approach to enquiry in Science Parents’ evenings Continue to share information about achievement with parents/carers on an ongoing basis. Ensure that Annual reports, Parents’ evenings and events such as the Y6 SATs meeting are well planned and effective. Set appropriate Homework and give feedback on it. Maintain an ongoing discussion with parents on how they can support their child. Use newsletters and the website to emphasize key information when appropriate.
Annual parent/Carer survey Consultation and evaluation after key events.
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