Fagley School Improvement Plan 2015-2016

Fagley School Improvement Plan 2015-2016
No.
Objective
Responsibility
Actions
Timescales
Key Area: Effectiveness of leadership and management

Mathematics
A: Observing Lessons: teaching fosters
mathematical understanding of new concepts and
methods and develops depth of understanding and
Long term plan in each year group is used to ensure
Class teachers
readiness for the next stage of learning,
coverage and makes links to other areas of the
& NR
B: Discussions with pupils: ensures pupils acquire
curriculum.
mathematical knowledge appropriate to their age
KIRFs reintroduced to staff and used consistently across
NR
and starting points and enables rapid recall which
school to promote learning of instant recall facts.
is applied fluently and accurately,
NR learning
Maths areas rich in reasoning activities and using
C: Classroom Environment: resources and
walks and
equipment.
approaches enable pupils in the class to
discussions
Book scrutinies regularly completed (termly) with focus
understand and master the mathematics they are
with Class
on appropriate activities for ability and age and progress.
learning,
teachers.
Individual feedback given.
D: Book and planning scrutiny: enables pupils to
School council
Appropriate CPD offered to staff, responding to
solve a variety of mathematical problems and
learning walks
individual needs. (DP Year 6 courses)
enables pupils to apply their knowledge and skills
Bar Modelling Twilight and method adapted across year
in other subjects, where appropriate.
NR
groups 1 to 6
E: Further develop staffs mathematical
knowledge
F: Report to Governors
Term 1 Updates: Monitoring and Evaluating
F: Current maths policy reviewed and submitted to governors. Waiting for governors to approve.
E: Bar modelling training provided for all staff and follow up staff meeting for teachers to review bar modelling 18.11.15
F: Reported to governors in Autumn 1: re: new curriculum and maths at Fagley
Term 2 Updates:
E: S. Rutherford (Y3), S. Greif (Y4), C. Kells (Y4) and E. Parfitt begun Y3/Y4 subject knowledge training hosted by White Rose Maths Hub.
Ongoing
Sept 15
Ongoing
Termly
Ongoing
Autumn Term
Spelling
a.
b.
c.
d.
Leaders communicate spelling action with staff
and governors.
English leaders
e.
f.
g.
SG to check SPaG assessment with VR.

Leader to draft spelling resources and guidance for staff.
Leader to share resources and guidance with SLT
Leader to share above with staff at staff meeting and
generate end of term (spring, summer) or half term
(autumn 1 and 2) assessments with staff through guidance
during this time.
SLT to determine how this is passed on to support /
absent staff
Leader to inform governors of spelling action through
Spelling Policy.
Spelling Policy revisited at staff meetings to remind staff
of expectations and good practice
a.
b.
c.
d.
e.
f.
g.
Autumn 2
Jan 16
Jan 16
Wed 13th January 16
Wed 13th January 16
Feb 16
Spring 2 onwards
Term 1 Updates:
a.
15.12.15 SPaG assessment ordered by VR but not arrived to date. VR advises this therefore cannot be assessed until SPRING 1.
b.
Meeting with CMurray 16.12.15 to inform and discuss continuity from phonics system.
c.
SG discussed with CP January prior to staff mtg date.
d.
Date changed to 27.1, completed.
e.
No teaching staff absent from mtg. Further mtg scheduled Spring 2. Discuss then.
f.
SG to pass on Spelling Strategy after Spring 2 mtg and generate a Spelling Policy (Summer term)
Assessment
1
Leaders to gathering evidence about the quality of

teaching, learning and assessment in the school.
Leaders to scrutinise pupils work, talk to pupils
about their work, gauging both their
understanding and their engagement in learning,
and obtain pupils perceptions of the typical quality
of teaching in a range of subjects.
HT
1) To perform termly lesson observations.
DHT
2) To collect data
AHT
3) To scrutinise pupils work.
Maths / English
leaders
4) To perform pupil interviews.
Leaders to evaluate evidence relating to the
HT
1) To collect data from termly assessments
termly
termly
achievement of specific groups of pupils and

individuals, including disadvantaged pupils, the
most able pupils, disabled pupils and those with
special educational needs.
DHT
AHT
2) To track the progress of the specific groups.

>Disadvantaged pupils
> The most able
> Disabled pupils
> SEN pupils
3) To identify pupils to receive intervention support.
Leader to scrutinise the schools records and

documentation relating, for example, to pupils
academic and vocational achievement and the
welfare and safety of pupils in alternative
provision
SLT
Leaders to perform joint observations of teaching

and learning carried out with the headteacher
and/or senior staff.
SLT
1) To scrutinise the school records for achievement, welfare

and safety.
2) To update the provision records
Subject
leaders
1) To perform joint observations and give feedback to staff

on their strengths and weaknesses of teaching, learning and
assessment.
2) To use professional development and performance
management to improve the quality of teaching.
Leaders to gather performance information on

progress, attainment, attendance and exclusion to
evaluate:
overall consistency in performance, trends of
improvement or decline, and differences
between groups
the accuracy of the schools assessment of
pupils progress and attainment
the robustness and accuracy of the schools
self-evaluation or equivalent, particularly
about pupils outcomes, teaching, learning and
assessment and pupils personal development,
1) To collect performance information on Progress /

Attainment Attendance/ exclusion for all year groups
2) To carry out monitoring of assessment data.
3) To identify and challenge under achievement.
termly
behaviour and welfare.

6
To evaluate the curriculum, ensuring breadth and

balance and its impact on pupils outcomes and
their personal, development, behaviour and
welfare
How effectively leaders use additional funding,
including the pupil premium, and measure its
impact on outcomes for pupils.
Improve staff practice and teaching, learning and
assessment through rigorous performance
management and appropriate professional
development
SLT
1) To monitor the Long term planning from year groups.
Maths / English
leaders
2) Staff to use a creative curriculum approach to learning to

help develop pupils outcomes.
SLT
1) To use the data to track pupil premium children.
Teaching staff
1) Staff to improve their teaching, learning and assessment

through the lesson study approach to focus on AFL
SLT
2) Staff to have performance management meetings when

targets are set.
3) Staff having opportunities to have appropriate
professional development.
Term 1 Updates:
1) Autumn term updates
Data collected using the new assessment criteria. Teachers are looking at children who are working below, at or above ARE
Scrutinised pupils work during the SEN book review and during a staff meeting with a focus on ARE expectations and the assessment of different subjects
2) Autumn term updates data has been collected. We have tracked the progress of the groups (the most able, disadvantaged and SEN pupils)
Data has been tracked on the trackers for each year group and targets have been set for each year group.
Intervention have been carried out following pupil progress meetings and the data outcomes.
Autumn 1 data results have been analysed looking at the different groups for each year and across the school. This data has been shared with the governors.
3) Autumn term : the school records have been scrutinised and provision records have been updated within the SEN files. (intervention records are clear)
5) Observations have been carried out during the LA school review.
Feedback was given by the HT and the DHT.
Assessment data has been updated for all year groups.
Performance management carried out with all teachers by the HT and achievement targets have been set.
7) Autumn term all pupil premium children have been tracked within the year groups. This data is available within the trackers and the data analysis reports.
The data has been shared with the governors during the school improvement committee.
Other information was also shared with the governors from the Raise online data.
8) Autumn term : AFL staff meeting with a focus on marking, feedback and making improvements.
Maths hub training and support to improve the teaching and learning of maths across year 3 / 4 (lesson study approach)
Key area: Quality of teaching, learning and assessment
Mathematics
A: Observing Lessons: Mathematics necessary to
function as an economically active member of
British society are promoted through teaching and
learning.
B: Discussions with pupils: Teachers embed
mathematics exceptionally well across the
curriculum, where appropriate.
NR and AL
NR and WA
Promote school bank and train some of the children in

Year 6 to complete paperwork each week.
Appropriate cross-curricular links in planning and books
(seen during book scrutinies)
Staff use NCETM reasoning activities and other
resources to promote fluency of knowledge and skills and
reasoning and problem solving.
Outdoor maths resources developed
Autumn Term
ongoing
ongoing
Term 1 Updates Monitoring and Evaluating

Ongoing
Spelling
All children beyond Phase 5 phonics tracking have
three weekly spelling lessons of 20 minutes or one
1 hour lesson.
a.
Class
teacher; KB
b. Class
teacher
c. Class
teacher
d. Class
teacher
e. Class
teacher and
SG
f. SG
g. Class
teacher and
SG
a.
Whole class teaching when non-phonics children are a

majority (LKS2); small group teaching where non-phonics
children are a minority (KS1).
b. Class teachers initially teach and then regularly revisit
Phase 6 spelling content within these sessions.
c. Class teachers cease to teach from Support for Spelling
document following Phase 6 content: this document does
not cover the content of the new national curriculum.
d. Teachers ensure that children beyond Phase 5 phonics
are not expected to learn some spellings, but can
identify and apply spelling patterns. This may initially be
applied wrongly, e.g. runned.
e. Class teachers use the year-on-year spelling content
linked to grammar (in the Fagley Primary spelling policy)
to teach content to classs needs. Teachers regularly
Jan 2016 onwards
h. Class
teacher; KB
Children are regularly exposed to printed text to

consolidate their visual memory of spellings (the
ability to apply phonics skills and know if it looks
right)
a.
Class staff;
SG, DP.
b. Class staff
c. Class
teachers
Class staff ensure children copy spellings

correctly
a. Class staff
b. Class staff;
SG
Class staff adopt colour scheme (grammar) for

display of words to allow children to practise
a.
SG; CP/KB
to allocate
revise and revisit content from previous year groups,

including from Year 1 to assess and maintain childrens
competence and exposure.
f. Children graded at 15/20 (75%) or above at end of term
assessment are working at ARE; children 0-14/20 are
below ARE and children 19-20/20 are expert spellers.
Children are not above ARE as children are taught in
depth at year group objectives only.
g. Class teacher (from daily teaching and termly test) and
SG (from termly test review) flag any children
overlooking Phase 5 spelling patterns intervention put in
place.
h. Children participating in other interventions during
weekly spelling lesson (e.g. C Blythe) are not children well
below ARE for spelling. Where this is unavoidable, class
teachers reiterate spelling patterns throughout week.
a. Check that children have access to and choice of a broad
range of colour-banded books.
b. Children have Reading Records that travel to and from
home with them. These are completed with suitable and
engaging challenges and regularly checked (signed) by
class staff to encourage this behaviour. Guided Reading
sessions are text-based the majority of the time.
Audio/visual narratives to be based in English sessions.
a. Develop expectation to copy the title (if displayed clearly
and consistently so the children know where to find it)
correctly.
b. Display key words (that children will regularly use within a
topic) prominently so they can be read from childrens
seats apply above expectation
c. HFWs, common/familiar words to be regarded as positive
learning behaviour skills.
a. SG to discuss impact on Speech and Language system with
Aoife
Spring 1
Ongoing share in Wed

13th January staff
meeting
a. Autumn 2
b. Wed 13th January
writing these (correctly) when applying them to

their own writing.
slot; class
teachers to
inform
TAs?
b. SG. HE to
order; can a
TA label?
c. SG to send.
Class
teachers to
adopt /
adapt to
preferred
appearance.
b. SG does reminder of this system (meeting). TAs attend

or class teachers inform TAs,
c. SG provides range of marker pens (two sets) for each
class in pencil case, labelled e.g. blue pen has NOUN
sticker on it. Class staff to introduce new vocabulary
using appropriate colour.
d. SG provides templates (electronic) and photocopies of
her resources for static display to support above.
2016
c. Order from Helen
Autumn 2 provide
Wed 13th January
d. Wed 13th January
Term 1 updates:
QoT 1 and 2 Staff informed of this in mtg 27.1. Ongoing.
QoT 3 Continue to reemphasise. Ongoing.
QoT 4 Spring 2 Grammar meeting will outline this. Changes to current displays communicated in 27.1 so new expectations are not a burden on peoples time.
Assessment
To improve the good practice for assessment for
learning through a consistent approach to marking,
feedback and improvement of work. Teachers
provide adequate time to pupils to help embed
knowledge, understanding and skills securely.
Teachers
1) Staff meetings
2) Book scrutiny to ensure children are responding to
feedback (using green pens) AFL
3) Pupil interviews with their work.
4) To use Chris Quigley milestones to help set targets and
show progress.
To develop a new system for assessing pupil
AHT
1) To ensure the use of the Chris Quigley milestone for the
On-going throughout
progress in Maths and English to replace current

levels
Teachers
To monitor pupil progress to identify

underachieving individuals / groups to target
teach to raise standards.
SLT
1) Data to be collected and analysed
Teachers
2) Underperforming children to be identified during pupil

progress meetings and interventions to be performed to help
them achieve ARE.
Teachers to use assessment for learning to

establishing pupils starting points, teacher
assessment and testing to modify teaching so
that pupils achieve their potential by the end
of a year or key stage.
Teachers
1) Teacher to use assessment for learning strategies through

skilful questioning and assessment.
assessment of English
the year
2) To train staff on the new assessment tracking program.
termly
termly
2) To use Blooms taxonomy to ask questions to ensure higher

order thinking skills are applied.
3) To ensure that work is differentiated accurately
4) Interventions within teaching are applied so that pupils
make good progress.
Term 1 updates:
1) Autumn term : staff meeting to improve assessment, marking, feedback and improving work. Children to develop their own self- assessment using
green pens to make improvements. Teacher ensure that pupils are given time to make improvements to their work.
All classes are using the Chris Quigley milestones to assess work looking for basic, advancing and deep learning skills (assessment stickers are in place)
2) September chris Quigley stickers and mile stones are introduced to staff
Staff have been given information on the ARE for each year group.
3) termly data has been collected for all year group.
Assessment data has been analysed and pupils have been identified as working below, at or above ARE.
Pupil progress meetings have been carried out by the HT and DHT.
4) Autumn term: staff meeting to check that teachers are using blooms questioning to help assessment within the classroom. Teachers are using formal
assessments for maths, writing and SPAG termly.
Key area: Personal development, behaviour and welfare
Mathematics
B: Discussions with pupils: Pupils are confident
with their age appropriate times tables and maths
facts.
Celebration assembly maths focus and times tables

challenge every two weeks.
Term 1 Updates Monitoring and Evaluating
Spelling
Children embed knowledge of the more common
spelling patterns in English, helping them to
become clear and confident writers
Term 1 updates:
Ongoing
Assessment
QoT 1-3
All staff
QoT 1-3
To develop pupils attitudes to learning to have a

positive impact on their learning. To help pupils to
develop their self- confidence and self-belief in
their learning so they are proud of their
achievements.
Pupils
1) To use The leader in me / seven habits within school
SLT
2) Celebration assembly
Teachers
3) Focus on learning behaviour with the behaviour policy.
On going
Term 1 updates:
Celebration assemblies are carried out weekly. These are a perfect opportunity to celebrate pupils attitudes towards their learning.
Learning behaviour was updated and the behaviour policy was updated.
Key area: Outcomes for pupils achievement
Mathematics
A: Observing Lessons: Throughout each year

group, pupils make substantial and sustained
progress
B: Discussions with pupils: pupils develop excellent
knowledge, understanding and skills
C: Classroom Environment: The progress of the
most able pupils matches or is improving towards
that of other pupils nationally.
Discuss with
teachers at
next staff
meeting
Trialling use of stickers in the book for AFL (basic,

advancing, deep)
Report on maths attainment every half term (instead of

termly) and include data for all groups including
disadvantaged children
Purchase assessment scheme to assist teachers assessing
with no levels. Introduce at staff meeting.
Support and materials used for children introduced to

new concepts and methods and chdn struggling to grasp
concepts and methods.
Term 1 Updates: Monitoring and Evaluating

Stickers printed and being used in Years 1 to 6
B: Assessment scheme (Rising Stars) purchased and used for Autumn 1 data collection to inform teacher
judgement.
Spelling
Autumn Term
Half termly
Children write with greater fluency and

confidence as the most common spelling patterns
are known to them.
Spring 2016+
All staff
Children witness progress in their results from
their Autumn 1 spelling assessment to their final
Summer assessment.
Childrens consistent exposure to and
understanding of the grammar colour scheme
enables them to understand and apply new
spellings in the correct context in their own
writing.
a. Staff teach from spelling guidance

b. Staff assess children per term (half term in autumn)
c. Staff feedback to children and arrange suitable
intervention (additional to lessons or within lessons) to
address gaps in knowledge.
As QoT 4
All staff
As QoT 4.
Term 1 updates:
OP1 SG to meet with class teachers re interim spelling assessment from 27.1 and help to interpret results and focus teaching.
OP2 Pending Spring 2 grammar meeting.
Assessment
Leaders will take account of current standards
and progress and make a relevant judgement on
academic and other learning outcomes for children
and learners by evaluating the extent to which
they:
progress well from their different starting

points and achieve or exceed standards
expected for their age
attain relevant qualifications so that they can
and do progress to the next stage of their
education
SLT
Teachers
To track the progress of pupils to reach the national

standards of 85% at ARE
Year 1 phonics to achieve 74%
termly
End of year data
Term 1 updates:
Data is tracked and targets have been sets so that teachers are aware of the national standards.
Raise online data looks at the different starting points.
Autumn 1 data has been evaluated.

Fagley School Improvement Plan 2015-2016

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Fagley School Improvement Plan 2015-2016

Uploaded by

Copyright:

Available Formats

Fagley School Improvement Plan 2015-2016

Key Area: Effectiveness of leadership and management