Fagley School Improvement Plan 2016-2017

Writing
No.

Objective

Responsibility

Actions

Timescales

HT
DHT

1) To track the progress of disadvantaged
pupils in writing and identify any pupils who

½ termly

AHT /
English

will receive intervention support.
2) To ensure that interventions meet the

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needs for all the disadvantaged pupils who
are not making expected progress.

How to monitor

Key Area: Effectiveness of leadership and management
1

To improve the progress for
disadvantaged pupils in
writing across the
curriculum.

 Writing assessment data
 Pupil progress meetings
with teachers.
 Pupil interviews.

3) To perform pupil interviews.
4) To discuss progress of disadvantaged
children at pupil progress meetings.
2

Leaders to ensure that the key
skills in writing are being
taught to enable pupils to
access different areas of
the curriculum.

HT
DHT

1) To use the national curriculum skills
document to ensure the writing skills are

AHT /
English

being taught.
2) To monitor the termly writing planning

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per year group.
3) To scrutinise pupils writing books.

½ termly

 Writing assessment grids
collected.
 Monitor planning.
 Writing scrutiny.

½ termly

 Data collection
 Writing assessments
results

4) To monitor the teaching of grammar and
spelling.
3

Leaders to consider the impact of
the teaching of writing.

HT

1) To monitor writing assessment data

DHT
AHT /

2) To use writing assessments
- ½ termly writing assessments in writing

English
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books
- ½ termly SPAG tests (rising stars)
3) To audit the writing skills and working
walls in each year group.

Fagley School Improvement Plan 2016-2017
Writing

4

6

Leaders to consider the extent to
which the school intervenes to
provide support for improving
pupils’ literacy, especially for
pupils at risk of underachieving.
The school council to promote
writing.

HT

1) To monitor writing interventions across

½ termly

 Intervention records

DHT
AHT /

the school
2) To use data to identify children at risk

report

 Collecting data for

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HT
DHT

of falling behind.

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improvements (pupil voice)

1) School council to conduct writing
learning walks and make suggestions for

writing interventions

Termly

> Complete learning walk with
the school council

School council
Term 1 Updates
1.1)
1.2)
1.3)
1.4)
2.1) Meetings with all class teachers Y1-6 carried out by SG or VR in Autumn 2. Writing coverage content for Autumn term recorded on document. To
be reviewed Spring 2 and Summer 2 by VR.
2.2) Reviewed during meeting (see 2.1) with reference to including further skills in Autumn term. Ongoing – this to be done by VR on submission of
termly plan in Spring 1 and Summer 1.
2.3) Writing books reviewed as part of 2.1 action. Comments fed back to staff with writing coverage document and during meeting. Comments copied
to SLT.
2.4) Grammar and spelling content from writing coverage reviewed in 2.1 meetings.
3.1)
3.2)
3.3) Learning walk carried out by VR / SG – information collated by VR and fed back to staff.
2

Fagley School Improvement Plan 2016-2017
Writing
4.1)
4.2)
6.1) Carried out in Autumn 1 with SG. Fed back to SLT.
Key area: Quality of teaching, learning and assessment
1

To ensure that teachers embed
writing well across the
curriculum equipping all
pupils with the necessary
skills to make progress.

AHT /
English

1) Complete a whole school writing plan. –
curriculum writing overview.

Update
termly

> Whole school writing plan
> Writing learning walk.

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2) Class talk for writing texts to be used to
support writing skills.

> Curriculum overviews.
> Words of the week

Class
teachers

3) To broaden vocabulary across the school
using age appropriate weekly vocabulary

> Monitor marking and
feedback.

lists.
4) To monitor feedback from teachers in

> Monitor vocabulary displays
(grammar colours)

writing book to ensure that pupils always
have a clear guidance on how to improve
their work.
5) To use Chris Quigley writing stickers /
milestone to assess writing.
6) To ensure that new vocabulary is
displayed in appropriate ‘grammar colour’ to
allow ease of understanding and children to
use in their own work accurately and more
readily.
2

Teachers to plan and deliver high
quality writing lessons.

HT

1) Monitor English planning.

DHT
AHT /

2) Observe writing sessions.
3) Scrutinise writing books.

by each teacher termly.
> Lesson observations

English

4) Modelled writing training session to

> writing book scrutiny.

3

Termly

> Monitor one week’s planning

Fagley School Improvement Plan 2016-2017
Writing
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improve the quality of modelled writing.

Class
teachers
Term 1 Updates:
1.1)
Completed Autumn 2
1.2)
Ongoing – evidenced in learning walks and in writing books.
1.3)
Display in corridor (Autumn 1+) and displays of vocabulary in classrooms evident during learning walks.
1.4)
Feedback from teachers evident in writing books during 2.1 meetings.
1.5)
Evident in writing books during 2.1 meetings.
1.6)
Not consistent during learning walks yet – opportunities missed to use this. Formed part of feedback to teachers.
2.1)
2.2)
2.3) During 2.1 meetings.
2.4) Staff attended this in Autumn 2.
Key area: Personal development, behaviour and welfare
1

To develop a love for writing
across the school.

HT

1) To develop talk for writing techniques

DHT
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across the school
2) Classes to present T4W during class

 Drama workshops

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assemblies.
3) Arrange for authors / illustrators to

Class

visit school.
4) Roald Dahl day

teachers

Pupil interviews

5) World book day
6) To use drama and role play to help
develop language before writing.

2

To engage with parents to

Parents /

1) Children to complete a weekly blog.
4

 Parent writing

Fagley School Improvement Plan 2016-2017
Writing
promote the importance of
writing at home.

class teachers

2) To have parent writing workshops.

workshops.

3) Monitor homework blog books and writing
in reading journals.

 Talk for writing
assemblies including
parents.

Term 1 Updates
1.1)
1.2)
1.3)
1.4)
1.5)
1.6)
2.1)
2.2)

T4W staff meeting Autumn 1 (SL/SG)
Completed during Autumn term – ongoing.

Celebrated November 2016
To organise in Spring 2017.

2.3) Reading journals reviewed by VR – Autumn 2.
Key area: Outcomes for pupils’ achievement
1)

To ensure that in each year group

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1) To have ½ termly writing assessments.

and across the curriculum, pupils
make substantial and sustained

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2) To collect writing data from each year
group.

progress in writing.

English
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3) To analysis writing data and create
development points for staff.

Class
teachers

4) Pupil progress meetings
5) To implement and monitor writing
interventions.
6) High attainers / accelerated progress
writers are rewarded.
7) Teachers to use the assessments from
5

½ termly

Data collection

 Writing progress
trackers.

Fagley School Improvement Plan 2016-2017
Writing
the Fagley spelling strategy – once per term
and use this to analyse gaps in children’s
spelling knowledge and retention.
8) Teachers to use the models and examples
from the Fagley Spelling Strategy to teach
age-related spelling objectives with clarity.
9) Teachers to address any gap in children’s
spelling knowledge and retention and
address these through differentiated
2)

3)

Pupils to write widely and often

Class

across subjects to a high
standard, with fluency and

teachers

comprehension appropriate to
their age.
Teachers to use every class
opportunity to write to a broader
audience

Class
teachers

spelling session or interventions.
1) To monitor writing books to ensure that

Termly

children are writing across the curriculum.
2) Audit the writing curriculum.
4) Check the depth and breadth within the
curriculum.
1) To write a daily reflection at age
appropriateness expectations for their
parents to read.
2) To write to visitors and staff at places
children have visited.

Term 1 updates.
1.1)
1.2) Submitted to VR Autumn 2 Week 1 for Autumn 1; Spring 1 Week 1 for Autumn 2.
1.3)
1.4)
1.5)
6

 Learning walk
 Pupil interviews
 Audit curriculum
overviews.

Termly

 To monitor planners
termly.
 To collect a sample of
write which is
produced after a visit.

Fagley School Improvement Plan 2016-2017
Writing
1.6)
1.7, 1.8 and 1.9) To be actioned from Spring 1 (see Spelling Action Plan)
2.1) Writing books show writing across the curriculum, though frequency of exposure to this is not consistent throughout school.
2.2)
2.4)
3.1) Teachers and support staff to be regularly reminded of this to ensure it is reiterated. Class 5 has implemented this as a focus successfully.
3.2) Writing Action Plan and this expectation to be shared with staff in Spring 1.

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