SCHOOL DEVELOPMENT AND NAP ACTION PLAN -ENGLISH -2022-2023

Leader: Head of English Secondary

Line Manager: Head of Secondary
STUDENTS’ ACHIEVEMENT (PS1) (1.1 and 1.2 Attainment & Progress)
Achievement Governor: Vice Principal
External Evaluator: Vice President-GEMS
Prioritised Objectives Actions Time Resources Success Criteria Monitoring Comments
Frame &
Evaluation
To maintain Very Good attainment • Continue providing focussed support and Ongoing Personalised Large majority of the HOD/SID Upward trend
and continue the upward trends in interventions to identified groups of resources students continue to review seen in internal,
attainment and progress across all students across all year levels and monitor achieve above provision PTE and high
phases. their attainment and progress at regular Reading lists curriculum standards (lesson scores in recent
intervals. and make better observatio NGRT.
Continue the upward trends in • Create intervention group called “Rising Reading than expected n, Book
attainment in the PTE, PISA (NAP) Readers” to provide focussed support to records progress by the end look, SOW,
assessments and ensure the targets target students based on NGRT data and of academic year. lesson Regular
set for English are exceeded. reading levels. plans, data) evaluation with
Increased Students termly with leaders to
Raise the reading levels of students Actions Planned for Year 4, 5 and 6 outcomes in prompt identify the
over the academic year with large • To further encourage students to discuss Ongoing international action intervention
majority as deep readers across all the sequence of events in narrative and assessments. group of students
phases non-narrative texts and make more complex Large majority of and evaluate
inferences about the characters, themes, students will be able teachers who
Gaps identified plot or information. to derive and infer may need team
Year 4 • Increased opportunities to read with special information’s teaching to
Curriculum Content category focus on fiction, non-fiction and poetry independently and secure the
Reading comprehension -Narrative followed by in class discussions to extend accurately from the students
English skills- Grammar and their understanding of what they read. text. outcomes.
punctuation • In lessons explore the meaning of words in
Process category context and idiomatic and figurative
Retrieval language.
Complex inference

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Year 5
Curriculum Content category
Reading comprehension -Narrative
and non-narrative texts
Reading comprehension category
Authorial technique
Complex inferences
Year 6 PTE
Curriculum Content category
English Skills: Grammar and
Punctuation
Reading Comprehension: Narrative
Process category
Authorial technique
Simple inference
Complex inference
Year 7 PTE
Curriculum content category
English skills: Grammar and
punctuation
Reading Comprehension: Narrative
Reading Comprehension: Non-
Narrative
Year 8 PTE
Reading comprehension category
Complex reference
Year 9 PTE
Curriculum content category
Reading Comprehension: Non-
Narrative
SCHOOL DEVELOPMENT AND NAP ACTION PLAN -ENGLISH -2022-2023
• Strategies included in lessons to develop Students will be able
better inferencing from the given passage or to retrieve and
books read such as word, connotations, Texts, collate ideas and
theme of the text. Personalised information from a
• Continue to encourage reading and sharing resources range of texts and
reviews through library lessons. discuss the
Enrichment difference between
Actions for year 7, 8, and 9 opportunities literal and figurative
language.
• Increased passages in lessons for both
narrative and non-narrative reading texts. Large majority of
• Continue to Include language analysis students will be able
through excerpts taken from varied genres to discuss and check
and authors. their understanding
• Strategic reading lessons catering o reading of events, ideas and
comprehension with complex inferences, theme and are
simple inference skills through the use of confident in
non-fictional texts. discussing what they
• Continue integrating Reading texts and PISA read.
style questions in lessons and assessments.
Students will be able
Continue to provide opportunities in lessons for to identify how
language (including
• more challenging texts across different figurative language),
genres and historical periods, drawing on vocabulary choice,
their inferential and contextual grammar, text
understanding. structure and
• Identify how language (including figurative organisational
language), vocabulary choice, grammar, text features present
structure and organisational features meaning.
present meaning.
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 SCHOOL DEVELOPMENT AND NAP ACTION PLAN -ENGLISH -2022-2023

Increased opportunities for students to Students will be able

Process category • make inference about logical connections to to retrieve Reading scores in
Authorial Technique provide explanations and reasons. Texts, information from the PISA 2018 has
• Integrate information across a text to Personalised given text. improved from
explain relationship and sequence activities. resources Large majority of 500 to 526 and
students interpret Reading
Actions Planned after gap analysis of PISA Timely and and integrate story proficiency
effective events and character levels in PISA
has shown a
PIRLS Continue to focus in lessons to further develop feedback actions and traits
significant
Target -599 proficiency in locating information, including from different parts improvement.
both accessing and retrieving information within Enrichment of the text.
a piece of text, and searching for and selecting opportunities Most Students will
relevant text. be able to read and
PISA 2018 comprehend a wide
Processes Continue focus on single texts to enhance range of fictional and
Locate information and understand process skills such as non-fictional texts to
Texts be deep and wide
• Scan and locate
Single text readers.
• Literal comprehension Most students will
• Inference comprehension be able to infer
• Assess quality and credibility complex scientific
• Reflect on content and form and mathematical
concepts in word
Continue differentiating texts for male and problems.
female based on their choice and interest to
further accelerate engagement in reading.

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 SCHOOL DEVELOPMENT AND NAP ACTION PLAN -ENGLISH -2022-2023

Leader: Head of English Secondary

STUDENTS’ ACHIEVEMENT (PS1) (1.3 Learning Skills) SLT In-charge: Head of Secondary
Achievement Governor: Vice Principal
External Evaluator: Vice President-GEMS
Prioritised Objectives Actions Time Frame Resources Success Criteria Monitoring & Comments
Evaluation

Further develop student’s Encourage effective use of success Ongoing Rubrics Most students HOD/SID Students are
ability to communicate criteria/rubrics, self-marking, peer communicate their and review provided
their learning accurately marking. Learning learning effectively. provision (lesson opportunities
and effectively. walks They understand and use observation, Book across lessons to
Further enhance opportunities to students rubrics to assess their look, SOW, lesson lead lessons and
Promote Attitudes and in lessons to Termly Book Look learning and set targets. plans, data) termly engage actively to
motivation toward • Lead the lesson forms with prompt action communicate their
reading for learning and • Debate learning, lead part
improve Students’ skill, Ongoing Reading Most students of lessons and in
understanding and Ensure common reading strategies are action plan participate in reading peer teaching.
confidence in the use of used across subjects to reinforce reading and write book reviews.
reading strategies. literacy. Displays
and
Share Reading list with fiction and non- learning
fiction texts s with students termly to environme
incorporate reading skills. nt

Report Reading with award system (gold, Work

silver and bronze) based on number of samples
books read per term.

Conduct Reading challenges - The Literacy

Race to promote attitude to reading.

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 SCHOOL DEVELOPMENT AND NAP ACTION PLAN -ENGLISH -2022-2023

2. Improve the Quality of Teaching and Learning. (3.1 and 3.2) Leader: Head of English Secondary
SLT In-charge: Head of Secondary
Achievement Governor: Vice Principal
External Evaluator: Vice President-GEMS
Prioritised Actions Time Frame Resources Success Criteria Monitoring & Comments
Objectives Evaluation
Improve the Identify the teachers where Identification Pool of resources Large majority teachers • SLT in Learning menus, to
consistency of effective use of AFL to adjust and in phoenix in Phase 4 and majority charge of provide
how well teachers teaching strategies is the focus cascading by folders including in phase1, 2 and 3 meet department differentiation/personali
point and work with them the end of exemplar lesson prioritized objectives • ML and sation and challenge.
• use time in explicitly through October, plans, and maximize progress Teachers on
lessons to implementat recorded lessons for most students with a monthly Use of incremental
maximise learning • Team teaching ion, PD on effective personalised challenge basis challenge questions to
• Modelling monitoring questioning/ and support. deepen learning
• adjust teaching • Lesson conferences and support reflection Student leaders, Big Question/ Big Idea,
strategies to • Paired and peer ongoing sessions Most students in Phase LAB members Hook questions to
ensure students observations Sharing 1 and 4 and Large on a termly develop critical thinking
of all abilities • Buddy support from VG/O outstanding majority in phase 2 and basis.
make the best teacher practices through 3 make better than Use of Pad-let wall,
possible progress Appreciative expected progress Nearpod, Google forms,
Training focussing on effective use Enquiry and through impactful AFL Google Slides, for
• embed students’ of data to personalise and WINLEAPS and effective Collaboration
mastery skills to effectively use AfL strategies Annotated lesson questioning. Use of Kahoot, Quizzes,
enable them to measure progress and adjust plans/SOW/Work Most students across all Nearpod, Mentimeter,
securely attain strategies to ensure almost all Samples phases engage for Assessments
above curriculum students make better than Rubrics effectively and From KS1 to KS3 – focus
standards expected progress. TLP’s, ILP’s, IEPs collaborate meaningfully on learning to raise
Assessment with outstanding social transferrable skills across
• accurately Ensure reflective practice where Ongoing trackers and personal curriculum areas and real
assess the depth identified teachers record their development. life.
of students’ individual lessons and evaluate use
understanding of time effectively in lessons.

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 SCHOOL DEVELOPMENT AND NAP ACTION PLAN -ENGLISH -2022-2023

Ensure all Raise challenge through effective

teachers across questioning- higher order, open Lesson
phases have ended. observation app
secure IPP’s
understanding of Ensure teachers accurately assess
assessment data students understanding and Pre and Post
and use it most consolidate their learning through observation form
effectively for effective questioning- Peer observation
planning and probing/funnel/ hinge style
delivering to meet
the needs of all Provide regular training to All new teachers
students. teachers to plan effectively using develop a good
assessment information. understanding of
outstanding practice and
Rigorously monitor provision in expectations and try
lessons to ensure consistent implementing these in
implementation instructional Ongoing their lessons
accommodations, support and
technologies as needed for SEND Existing teachers
students. develop a reflective
culture that helps them
Ensure high levels of personalized to further enhance their
challenge, enrichment, extension teaching pedagogies to
and acceleration opportunities for continue to secure their
G and T students in all lessons. practices
Enabling a culture of self-
reflection and development
throughout the school at all levels
through reflection by students in
their lessons, teachers, middle
leaders’ sessions led by SLT,
respective ML and identified
outstanding practitioners

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 SCHOOL DEVELOPMENT AND NAP ACTION PLAN -ENGLISH -2022-2023

New teachers to observe

VG/Outstanding teachers along
with SLT/ML

Pre and post observation meet

and Meaningful discussions with
teachers to support in identified
are

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