Professional Documents
Culture Documents
Improving Outcomes
Priority: Key Theme 1: Improving Outcomes
Main objective: To raise standards and accelerate progress in all year groups in reading and writing, to ensure that all standards are at least
broadly in line with or exceeding the national expectations, with all year groups meeting D level FFT estimates. For all classes to be adding 6 APS at
Key Stage 1 and 4 APS at Key Stage 2 during the year. Additionally to increase the proportion of more able children and potentially able children
reaching the higher levels (target the top third of every class).
Main strategies:
Analyse and evaluate whole school data for standards and progress
half termly, identifying any trends linked to groups of children e.g. PP,
vulnerable, SEN.
Identify key children within each cohort where progress is slower or
standards are not being met. Meet with class teachers and
discuss/identify strategies to be put in place to improve this.
Quality targeted provision for SEN and able pupils, with interventions
showing impact on childrens learning.
Planning to show evidence of assessment being used to impact further
on childrens learning.
Reading and writing assessments to be accurate and consistent and
identify appropriately challenging next steps and targets for children.
Evaluation questions
-
Is the school achieving at least in line with national and local standards in all year groups for reading, writing, mathematics and science?
What proportion of each cohort is working at the higher levels in reading, writing, mathematics and science?
In which year groups are rates of progress and levels of achievement improving in mathematics?
Which groups, cohorts and individuals are achieving outcomes in line with or exceeding the schools milestones and which are falling short of
these?
Autumn
Spring
Summer
Key Theme
Analyse whole school data looking for trends in standards and/or progress;
particularly in groups (SEN, able, PP, vulnerable, ethnic etc.) Inform staff of
these trends and identify any actions which are necessary to address any issues
within the trends.
Analyse cohort data; identify key children where progress is slower or
standards are not being met. Meet with class teacher to discuss/identify
actions to be put in place to accelerate learning.
Evaluate above actions for impact the following half term. Identify next steps.
Time
Half termly
Person/s
responsible
ESL and
Innovation team
Monitoring
Costings
Time
H of S
Half termly
ESL
H of S
Half termly
ESL
H of S
ESL
H of S
1 day
ESL
H of S
PPA? Or 1
hour?
ESL
H of S
ESL
H of S
day
1 day
Improving provision
Priority: Key Theme 2: Improving provision
Main objective: To improve learning & teaching in reading and writing so that it will be consistently good with much that is outstanding because
children will be fully engaged in the learning process and learning will be differentiated, well-paced and challenging, enabling all children to make
good progress within lessons and over time. The learning environment will promote high quality learning and learning will be undertaken across a
language rich, context driven, broad curriculum with clear skills progression.
Main strategies:
Evaluation questions
-
What percentage of learning and teaching is good & outstanding for reading and writing; is there any variation between subjects?
What evidence is there that children are fully engaged in the learning process and taking responsibility for their learning in all year groups?
Are observations of learning and teaching firmly focussed on progress for individuals, groups and classes?
Autumn
Spring
Summer
Key Theme
Twilights to review talk for writing type strategies; including monitoring
planning, learning walk of school environment and work sampling. Areas of
success and next steps identified and planned for strategies to address.
Work sampling of English books against pupil progress levels how are next
steps identified in pupil progress being met within planning? Are objectives
Lead discussion with staff about how we provide opportunities for reading and
writing to be applied across the curriculum. How do we need to be more
explicit to ensure that these opportunities happen? Monitor later in term.
Monitor feedback in English books and guided reading how does our
feedback help learning moved forward. Plan and deliver twilight based on the
outcomes of monitoring.
English advisor to work sample/pupil conference able children with class
teachers for reading/writing. Discussion linked to next steps and challenging
targets to move forwards.
Class teachers to work sample/pupil conference able children for the area of
English not completed with English advisor.
INSET day to focus on further developing talk for writing strategies and
Blooms taxonomy for guided reading.
Yr1 and 4 to take part in Hampshire school library service book awards.
English advisor (with ESL) to monitor English interventions with TAs. Discuss
baseline and actions to be taken to use these opportunities to accelerate
progress further.
Twilights with TAs and teachers to develop ability to plan and deliver
interventions to ensure accelerated progress.
Able children to work alongside member of staff to develop school newspaper.
Time
Autumn 2
Person/s
responsible
Monitoring
Costings
Time
2/3
twilights.
ESL
Spring 1
day
Half termly
ESL
H of S
1 day
Half termly
ESL
H of S
PPA? Or 1
hour?
Evaluation questions
-
How is the work of ESL effectively raising standards and improving the school?
How has the leadership and management of English supported improvements in the quality of learning and teaching; what has been the
impact on the quality of teaching?
Autumn
Spring
Summer
Key Theme
Analyse whole school data looking for trends in standards and/or progress;
particularly in groups (SEN, able, PP, vulnerable, ethnic etc.) Inform staff of
these trends and identify any actions which are necessary to address any issues
within the trends.
Analyse cohort data; identify key children where progress is slower or
standards are not being met. Meet with class teacher to discuss/identify
actions to be put in place to accelerate learning.
Evaluate above actions for impact the following half term. Identify next steps.
Time
Half termly
Person/s
responsible
ESL and
Innovation team
Monitoring
Costings
Time
H of S
Half termly
ESL
H of S
Half termly
ESL
H of S
Termly
English SL
day
Carry out work sampling with particular focus on key groups identified in data
analysis above.
Pupil conference to identify feeling about reading within the school.
Offer open door policy within English for other members of staff who wish to
visit.
Lead twilights and INSETs which focus on key development areas and evaluate
the impact of these at a later date.
Review standards and achievement for Yr 2 and 6 identify groups who are at
risk of not achieving and discuss with teacher strategies to boost progress.