176.32.230.23176.32.230.23/gillingham.norfolk.sch.uk/wp-content/... · Web viewKingfisher Partnership of Church Schools. Gillingham St Michael’s . Church of England Primary Academy

Kingfisher Partnership of Church SchoolsGillingham St Michael’s Church of England Primary Academy

Ditchingham Church of England Primary Academy

School Improvement Planning DocumentsSeptember 2015 – July 2016

Review End AutumnRAG=Green – met in full, Amber – part met, Red – not met

Key Priorities 2015-2016Key Improvement Focus 1: Leadership and Management: Ensure strong, cohesive and effective leadership with a clear direction on improving standards, provision and achievement across the schoolSpecific Objectives:

All members of the partnership community are consistently and confidently following policy and procedures to meet the learning needs of all pupils. Clear roles and responsibilities, particularly of Head and Heads of School, are known and referred to by all There is strength and depth in the distribution of leadership through the development of subject leaders in monitoring, evaluating and leading

children’s learning

Key Improvement Focus 2: Teaching and Learning: To continue to raise standards and attainment in literacy, especially reading, across the partnershipSpecific Objectives:

Pupils are hooked on reading thus reading for pleasure in a well-developed and sustainable reading culture All pupils, including the more able, are well challenged in all lessons and the gap continues to narrow for groups of pupils There is a high focus for reading achievement across the curriculum

Key Improvement Focus 3: Teaching and Learning: To continue to raise standards and attainment in mathematics, across the partnershipSpecific Objectives:

Pupils’ books will clearly show coverage of new national curriculum objectives. Through problem solving pupils are confident to develop a mastery approach to maths that will help to deepen their conceptual understanding. All pupils, including the more able, are well challenged in all lessons and the gap continues to narrow for groups of pupils Children will develop an increased level of perseverance when dealing with problems in all areas of the curriculum.

Key Improvement Focus 4: Assessment: Ensure that assessment is used accurately to promote rapid progress for all pupils in line with National expectationsSpecific Objectives:

Teacher assessments are consistent with National Performance descriptors in Reading, Writing, maths and science Assessment is used to promote rapid progress for all pupils by ensuring they are clear in their next steps in learning Marking is effective in challenging all pupils and helps them to take responsibility for improving their work. Evaluation and review of curriculum and assessment procedures is effective in ensuring high quality provision for all pupils.

End of Year Targets 2015-2016

Attainment - The national expectation for 2016 onwards is that 85% of pupils in a cohort will achieve the expected standard against the End of Key Stage expectations. This will test their knowledge and understanding against any aspect of the Key Stage Programme of Study.

*Whole year group and individual pupil targets to be reviewed each term following pupil progress meetings. EYFS targets to be added once Baseline completed.% of children working at or above age related expectations % of children working above age related expectations

Reading Writing Maths Combined Reading Writing Maths CombinedSchoo

lGillingham

Ditchingham

Gillingham

Ditchingham

Gillingham

Ditchingham

Gillingham

Ditchingham

Gillingham

Ditchingham

Gillingham

Ditchingham

Gillingham

Ditchingham

Gillingham

Ditchingham

EYFS

Year 17

15 (+1)

90 90 90 90 90 90 85 85 40 35 40 35 40 35 40 35

Year 21112

90 90 90 90 90 90 85 85 35 35 35 35 35 35 35 35

Year 3127

85 90 85 85 90 85 85 85 40 30 40 30 40 30 40 30

Year 41111

85 85 85 85 85 85 85 85 40 40 35 35 30 30 30 30

Year 51113

85 85 85 85 85 85 85 85 40 35 40 35 40 35 40 35

Year 64 (+1)

11

100 90 100 85 100 85 100 85 50 55 50 55 50 40 50 40

Phonics

2015 data = Gillingham overall 81.8%wa - 60%of boys, 100% of girls. Ditchingham data = overall 91.7%wa - 85.7% of boys, 100%of girls.

Progress Target - 100% of pupils who have been at the school for at least a year will make at least expected progress from their starting points by July 2016. At least 60% of these pupils will make good progress from their starting points by July 2016.

Attendance Targets – Gillingham: 97% persistent absence 2% Ditchingham: 97% persistent absence 2%

Key Improvement Focus 1: Objectives/success criteria Leadership and Management: Ensure strong, cohesive and effective leadership with a clear direction on improving standards, provision and achievement across the schoolObjectives Specific actions Timescales Person

responsibleResources Comments

AAll members of the partnership community are consistently and confidently

Non-negotiable for all areas of school life shared with all staff – each have a copy, copy on display in staffrooms

Autumn PD day2nd Sept

Head

Regular communication with staff and governors – weekly ‘briefing’ emails, Weekly Head Google calendar Reviewed briefing

following policy and procedures to meet the learning needs of all pupils.

online diary for staff *display in staffroom also~Develop use of websites- investigate creating one website for Partnership Review and improve website by

end of Autumn TermApprentice

+staffroom notice board*Quote for costs for new shared website

to include fortnightly diary + upcoming dates for term

Policies reviewed in line with Trust guidance. Shared either on school based server or website as necessary. Appraisal/Performance Management, Pay

In line with Trust review cycle *September 2015

GovernorsHead

Trust website Some progress made – need to work with trust to establish review schedule

Develop secure cloud based central storage for shared documents across partnership – including Governor Hub

Spring Term Head and Heads of School +Clerk

Liaise with IT company

Termly school Review and Self Evaluation Cycle published and followed Termly -11th Sept Autumn Head and Heads of School

BClear roles and responsibilities, particularly of Head and Heads of School, are known and referred to by all

Roles and responsibilities documented and shared with all Autumn PD day2nd Sept

Head

Regular review and focus meetings with Head and Heads of School – minutes taken and actions shared as necessary

Twice half termly28th Sept, 19th Oct, 16th Nov

Head Teacher Diary, sufficient release time for staff

Need to establish regular dates

Termly school Review and Self Evaluation Cycle published and followed TermlyBy 11th Sept for Autumn

Head and Heads of School

CThere is strength and depth in the distribution of leadership through the development of subject leaders in monitoring, evaluating and leading children’s learning

Maths, Science, English, RE subject leads to complete initial self-evaluation and identify improvement priorities – including CPD needs

Autumn PD day2nd Sept – begin – complete to Head by 16th SeptShare with Gov’s 16Th Oct

Subject leaders Self evaluations complete and subject leads demonstrated clear vision --- not yet shared with govs

Regular staff meetings to review subject development – all staff as leaders identifying evidence of impact

Once a half term14Th Oct

Heads of School to ensure on agenda

Schedule clearly planned – evidence of impact?

All subject leads to maintain a subject specific portfolio detailing achievement and development – collect evidence and review impact – share with Head each term, Governors regularly

Share with Gov’s 16th Oct FoldersPPA time to collect evidence + review impact

Begun – need to review systems for cross school work and reviewing impact

DProvide appropriate CPD for teachers and support staff at all levels

All teachers appraisals carried out October by Head Teacher (Head appraisal Governors September)

By 21st October(Head=18th sept)

Head

All support staff appraisals carried out December by Heads of school By 11th December Heads of School Cover time – one day per Head of school

Key training priorities identified and discussed following appraisal process and subject lead review and put in to a training plan each term

Autumn Term initially then review termly

All staffHead to lead

Staff meeting time Need to formalise this process?

EEnsure that the school provides a safe environment for children and adults.

Ensure that the school’s robust Safeguarding procedures are understood and adhered to by all members of staff and visors to the school. Ensure that all staff are aware of their responsibilities under the PREVENT agenda. Including ensuring that all staff and regular volunteers have a robust induction process that addresses all aspects of Safeguarding and that records are kept of this.

First inset day briefing to all staff.MA, LM brief new staff/volunteersHB to PREVENT training November – then staff meeting.

HeadHeads of schools

++Review of behaviour policy and system for ongoing review

*Specific actions with dates for Spring and Summer to be annotated upon review

Key Improvement Focus 1: Milestones AND Review Leadership and Management: Ensure strong, cohesive and effective leadership with a clear direction on improving standards, provision and achievement across the schoolKey Lead(s) in school: Link governors’ committee: Objective Date Milestones Monitoring - WWW Evaluation and Review

ABy October 2015 Staff aware of policies and procedures Govs, Oct 15thBy December 2015 Staff able to articulate policy and procedures Head of sch, staff survey Yet to test this Evidence within school – staff

referring through lines of accountability even if Head in building

By March 2016 All staff following policy and procedures without prompting SLT review meeting

By July 2016 All staff part of review process and able to suggest improvements needed for next academic year.

BBy September 2015 Staff aware of roles and responsibility document By October 2015 Governor in depth day 15th – staff able to articulate role of Head of School Gov, speak to staff, Oct 15th Although have we fully tested this?

By December 2015 SLT meetings efficient and actions shared/reviewed. Parents beginning to refer to Head of School before Head.

SLT review meeting Effective when held – need to establish regular agenda and routine for meeting

By March 2016 SLT led by Heads of School – not just HeadAppropriate work/information/concerns brought to attention of Head of School by staff or parents (not to Head)

Heads of school self-review


CBy September 2015 Staff clear on subject responsibility and SEF process begun Head By October 2015 Staff able to explain SEF to Head or Governor and have begun to work on developments

for subjectSubject lead chat with Gov, Oct 15th

By December 2015 Evidence of improved classroom practice as a result of specific professional development arranged by subject leads – particularly in reading.

Subject leads – in class monitoring, book looks

Review systems for feeing back monitoring information – use of teacher on a page?

By March 2016 Subject leaders able to reflect on developments so far and have identified next steps without prompting

Heads of school to review subject leads self-evaluation


DBy September 2014 Heads appraisal complete – Head, Governors clear on targets for coming year Governors, external advisor

DNEAT to complete

By October 2015 Teachers appraisal complete – all teachers clear on targets and how they fit in to whole school priorities

Head, report to governors

By December 2015 Support staff appraisal complete staff clear on targets and how they fit in to whole school priorities

Heads of school, summary report to Head

By March 2016By July 2016 Evidence of impact on learning – increased rates of progress for all pupils – in particular

key pupils identified as part of appraisal process. Head/Heads Of School pupils progress meetings.Report prepared for governors of impact of appraisal.

Key Improvement Focus 2: Objectives/success criteria Teaching and Learning: To continue to raise standards and attainment in literacy, especially reading, across the partnershipObjectives Specific actions Timescales Person

responsibleResources Comments

APupils are hooked on reading thus reading for pleasure in a well-developed and sustainable reading culture

Volunteers who listen to children read to survey the pupils about their reading behaviour and reading attitudes and their preferences around text types – subject leaders summarise findings and consider actions

Complete by November – ready for new orders January

Literacy leads to coordinate

Informal discussions held – plan for questionnaire Feb 16

Link in with local library to improve library experience for pupils – e.g. local volunteer librarians to support with reading, selecting books

Begin Autumn term 1st half at Ditchingham– review initial impact 16th Oct then plan for Gillingham


Percentage of pupils completed summer reading challenge good – contacts established – particularly at Dit

Developing Speaking and opportunities for storytelling, including strategies for Staff Meeting 30th Sept Literacy leads Training complete –

internalising stories, storytelling chairs/cloaks and use of props T4W training for new staff 7th Sept children performed in assemblies

Increase opportunities for parental involvement and support for children’s reading through family learning sessions

Termly25th Sept

Class Teachers Sessions planned – feedback positive

Subject leads explore and share information/studies/findings on promoting reading for pleasure

Nov 15 – courseFeedback for staff Jan

Literacy Leads Course attended some feedback shared as appropriate

High quality texts available as class novels and books to loan – include surveying pupil interest

Review book collections by end of Nov – new books for Spring Term

Literacy leads £250 per school

Process begun

Good quality, inviting reading areas developed in classrooms and shared areas in schools.

Staff Meeting 30th Sept to discuss – monitor by end of Aut – review termly


Process begun

BAll pupils, including the more able, are well challenged in all lessons and the gap continues to narrow for groups of pupils

Planned cycle of comprehension assessments carried out in a consistent manner – using bought in materials following subject lead review – planned cycle of standardisation and moderation to ensure consistent application and approach to standards

Introduce to staff 23rd Sept.

review

£900 Planned in timetable, regular review to ensure most effective

Staff meetings to ensure review approach to teaching of reading –All staff will further understand the teaching of reading comprehension skill & feel confident in delivering effective guided reading sessions to ensure progression and ensure all pupils making progress in session whether with adult support or independent-Phonics sessions will be effectively & efficiently delivered – key points include using engaging real books, creative learning experiences, pace, pre and post-session learning and tracking progression. Achievement will be raised for all children – some making accelerated progress so that gap between boys and girls %WA (working at required standard) will be closing.

1 meeting per half term11th November


Leads have clear plan of sessions needed – ensure reactive to needs as identifid to staff as well as proactive to curriculum and assessment priorities

****includes specific input on Grammar teaching

Introduce whole school collaborative projects led by more able pupils – eg. Peer reading, storytelling sessions led by pupils – could involve ‘reading champions’ adult volunteers. To increase %pupils achieving higher than age related expectations in reading (mastery) Refer to target page above.

Spring term Literacy leads to coordinate

Planning/lesson observations show opportunities for children to ask and be asked higher level questions during lessons – ensuring all pupils make ‘expected’ rates of progress – particularly in light of new curriculum expectationsRefer to target page above.

Spring term

CThere is a high focus for reading achievement across the curriculum

Talk for writing to be planned for and taught on weekly basis to practice talk and develop vocabulary linked to key texts – including topic links/cross curricular

T4W training for new staff 7th Sept Literacy leads to coordinate

Classrooms to have topic based displays including range of good quality reading texts. Variety of texts – e.g. digital, magazines as well as books and leaflets

Review each half term Process in place although review suggests needs further resourcing and sharing of good practice


Key Improvement Focus2: Milestones AND Review Teaching and Learning: To continue to raise standards and attainment in literacy, especially reading, across the partnership

Objective Date Milestones Monitoring - WWW Evaluation and Review

ABy September 2015By December 2015 Most children can confidently talk to an adult about strategies for reading, some may be

able to discuss favourite books/authorsGov listen to selection pupils read, by mid Dec

By March 2016 Reading diaries, shared learning sessions show positive involvement from families in reading – positive impact seen in progress data for reading

Subject lead, collect sample to monitor.Subject lead data report to Head

By July 2016 Data from library system/pupil survey shows shift in access to varied/challenging reading material.

Subject lead/volunteers gather and analyse data

BBy September 2015By October 2015 staff planning/pupils books show learning targeted at specific strength and weaknesses

and next steps following first formal assessment Subject book look and summary shared with Head – see calendar for dates

By December 2015 Staff planning, lesson observations by subject leaders show specific elements of reading being taught well –pupil work demonstrates progress.Tracking data shows children making at least ‘expected’ rates of progress.

Subject lead monitoring*dates to be planned by SLTPupil progress meetings Dec

Some monitoring evidence show this – need to collate and review further evidence for impact

By March 2016By May 2016 Y6 pupils tackle formal assessments confidently Gov to monitor – visit test

times, also speak to pupils and staff following

By July 2016 Phonics check results show gap closing between boys and girls reaching required standard. Rates of progress in reading for all pupils at least ‘expected’.

Subject lead to analyse data nd share with Head

CBy September 2015By October 2015By December 2015 Staff planning, lesson observations by subject leaders show T4W being taught well Subject lead monitoring and

feed back to HeadSome monitoring evidence show this – need to collate and review further evidence for impact

By March 2016By July 2016 Data tracking and pupil work demonstrates progress Subject leads analyse pupil

progress data and feedback to Head

Key Improvement Focus 3: Objectives/success criteria Teaching and Learning: To continue to raise standards and attainment in maths across the partnership

Objectives Specific Actions Timescale Resources/Person Responsible

Comments

A To ensure planning and teaching reflects coverage and progress of New National Curriculum objectives.

Monitor planning in Autumn 1 and Autumn 2. Planning should clearly show coverage of New National Curriculum objectives.Monitor children’s books Autumn 2. Children’s work reflects new objectives.Subject leader to provide ‘maths folder’ to each year group at start of academic year. Folder to include long term and medium term plans, progression frameworks in order for staff to see ‘next steps’Introduce ‘Rising Stars’ bi-weekly arithmetic tests to prepare children

October 8th Staff meeting – monitoring plans.

All teaching staff PC to create maths folder and shareOctober 8th Staff meeting – monitoring plans.Autumn 2 maths staff meeting monitoring books and plans.

for new arithmetic KS2 testB To evaluate effectiveness of new

calculation strategies in line with New Curriculum

Year 6 children at Gillingham to take part in university study of KS2 calculation methods. Report will be provided on results

Initial evaluation by Beginning of Spring Term following analysis of data.

Ems Lord (University of Northmapton)Polly Church

Impact?

C To evaluate children’s perceptions of maths in order to ensure that it is a subject that promotes achievement, engagement and enthusiasm

Pupil perception survey to be carried out by staff in all schools to children from Year 1 and above.PC to devise survey

End of Autumn term ready to implement in Spring Term action plan.

All staffAll pupils from Year 1 and abovePolly Church to coordinate

D Embed the use ofinvestigative mathsand problem solving in regular classroom practice

Monitoring shows weeklyplanned investigation activities in plans and booksMedium term plans will enable teachers to deliver a mastery approach to the learning of mathematics.PC to give all staff assessment materials from NCETM which deliver a mastery approach to New Curriculum in maths folders.Ensure all staff use Rising Stars Problem solving books and Nrich activities weeklyPC to run problem solving / MaST project at Ditchingham to support staff in developing an conjecturing atmosphere in class2 teachers from each school will be trained in the use of the bar model to support problem solving

Training – H Stanners, C Campbell, R Sherwood, G Harvey.PC to lead project at Ditchingham – to liaise with HB on nature of this.October 8th Staff meeting – monitoring plans.Autumn 2 maths staff meeting monitoring books and plans.Training delivered in September to first 2 teachers with follow up activity to complete in school. Teachers to feedback in staff meeting

In process –System for reviewing impact?Further training identified for key staff to expand knowledge on mastery and skills at problem solving Singapore bar introduced spring term – follow up needed by subject lead in summer term

E To quickly identify children not making progress

Purchase Rising Stars arithmetic and progress tests. Progress tests to be completed half termly. This will inform teachers regularly of where children are at. Following this there will be discussion about and action on children not attaining expectations.PC to give list to each class at start of new academic year children who need to be closely monitored in order for quick action to be taken.

Analysis of first progress test in staff meeting 8th October

Autumn 1 – in place staff regular routine of review – further planning materials identified to support with addressing gaps – subject lead to review impact

Key Improvement Focus 3: Milestones AND Review Teaching and Learning: To continue to raise standards and attainment in maths across the partnership

Objective Date Miles stones Monitoring WWW Evaluation and ReviewA National curriculum objectives will be apparent in daily plans in all year

groups. Pupils’ books will clearly show coverage of new national curriculum

objectives. All staff will have ‘maths folder’ to use for planning and planning weeks will

be the same across the two schools. Rising Stars arithmetic books purchased and shared with staff.

All teaching staff PC to create maths folder

and share October 8th Staff meeting

– monitoring plans. Autumn 2 maths staff

meeting monitoring books and plans.

B Assessment to take place in Autumn Term through Ems Lord (Leader of Northampton University’s MaST course) Awaiting further information.

Calculation strategies will be informed by this study to ensure all children are conceptually aware of methods

Ems Lord (University of Northmapton)

Polly Church

Initial evaluation by Beginning of Spring Term following analysis of data.

C By Autumn half term all surveys will be completed and handed to PC. All staff End of Autumn term ready to implement in Spring Term

By mid - Autumn 2 PC will feedback to teachers, pupils and parents of results. Findings will impact Spring action plan.

Pupils will enjoy maths.

All pupils from Year 1 and above

Polly Church to coordinate

action plan.

D Problem solving will enable children to develop a mastery approach to maths that will help to deepen their conceptual understanding.

Children will develop an increased level of perseverance when dealing with problems in all areas of the curriculum.

Training – H Stanners, C Campbell, R Sherwood, G Harvey.

PC to lead project at Ditchingham – to liaise with HB on nature of this.

October 8th Staff meeting – monitoring plans.

Autumn 2 maths staff meeting monitoring books and plans.

Training delivered in September to first 2 teachers with follow up activity to complete in school. Teachers to feedback in staff meeting

In process –System for reviewing impact?Further training identified for key staff to expand knowledge on mastery and skills at problem solving Singapore bar introduced spring term – follow up needed by subject lead in summer term

E All children this year will make good progress. Analysis of first progress test in staff meeting 8th October

Autumn 1 – in place staff regular routine of review – further planning materials identified to support with addressing gaps – subject lead to review impact

Key Improvement Focus 4: Objectives/success criteria Assessment: Ensure that assessment is used accurately to promote rapid progress for all pupils in line with National expectationsObjectives Specific actions Timescales Person

responsible

Resources Comments

ATeacher assessments are consistent with National Performance descriptors in Reading, Writing, maths and science

Planned cycle of assessments carried out in a consistent manner – using bought in materials following subject lead review

Publish timetable Aut 1

Subject leads

£1000 Maths£1000 Reading

Shared marking/standardisation in school and cross cluster ensure staff have consistent understanding and application of key stages per year group Beg, Dev, EM, Mast

8th Oct, Aut 2, Spr 2, Sum 2

Heads of School

£200 – additional marking stamps

Review regularly to refine understanding – dates for cluster, dates for DNEAT working party

Local Authority standardisation and moderation sessions attended

Summer Term? Y6 STAFF Buy in to LA package

Portfolio created by subject leads using our and National standards files – clearly articulate understanding of standards

Complete by Summer Term

Heads of School coordinate

Discussed and in progress – National materials due to be pulished spring term

BAssessment is used to promote rapid progress for all pupils by ensuring they are clear in their next steps in learning and gaps in learning are addressed

Planned cycle of pupil progress review meetings to ensure all pupils on track to make at least expected progress.See data targets page for clear expectations of percentage pupils meeting age related expectations.

Publish plan Aut 19th Sept,

Head Planned – need to refine process for recording evaluations made

Staff meetings on assessment for learning strategies – follow up peer support to review assessment in action responding to pupil needs

Aut 2See

Head Link in with Edison key lead work following CQA

Range of assessment strategies observed in use throughout lesson or as part of gathering evidence towards judgment at

pupil progress meetings

Heads of School/Head

pupil progress meetings See calendar for dates

CMarking is effective in challenging and supporting all pupils and enables them to take responsibility for improving their work.

Teachers trained to ensure feedback by teachers/Teaching assistants is specific and understandable to pupils

Heads of school

Staff meeting timeRelease time for TAs

Systems clearly in place following monitoring – next step how do we know having impact?

Opportunities built in to daily work for pupils to respond to feedback

From Aut 1 Continue to share best practice

Pupils given opportunities to contribute to definition of success criteria in lessons and own work

Following Aut 2 AFL meeting

Head Some evidence of this in books – to be refined once AFL input

Pupils confident to apply skills in range of contexts – given opportunities to do so

Spring term monitoring – see calendar

Heads of School

Pupils given opportunities to assess own and peer work Spring term monitoring – see calendar

Heads of School

DEvaluation and review of curriculum+ assessment procedures across the partnership is effective in ensuring high quality provision for all pupils

Subject leads trained to be able to analyse strengths and weaknesses and monitor impact – link with Edison learning partnerships through DNEAT.

Spring term monitoring – see calendar

Heads of School to coordinate subject leads

Edison learning via DNEATPossible supply time needed


Key Improvement Focus 4: Milestones AND ReviewAssessment: Ensure that assessment is used accurately to promote rapid progress for all pupils in line with National expectationsObjective Date Milestones Monitoring - WWW Evaluation and Review

ABy September 2015By December 2015 First full round of assessments carried out – children beginning to be able to explain

curriculum expectations in reading and maths particularly Subject leads interview cross section of pupils by end of Dec, share findings with all staff in Jan training day

By March 2016 Pupils aware of standards and expectations of them for their year group or in terms of their expected progress – they can explain their next steps in key subjects such as maths.

Govs to meet selection of pupils – look through books with them and discuss Date=

By July 2016 Portfolio of work – particularly writing established so that children able to bench mark own work against expected standard.

Subject leads to collect/share during standardisation sessions – Currci gov to meet sub lead June to view

BBy September 2015By October 2015 All pupils have aspirational target set for end of year. Planning/work in book shows steps

in place to support children to meet targetsHead – pupil progress meetings

By November 2015By December 2015 Pupils able to articulate some of the ways their work is assessed. Books show evidence

of strategies discussed in training. Heads of school interview cross section of pupils with their work

By March 2016 Tracking data shows pupils on track to make expected progress – areas of support identified and planned for

Head – pupil progress meetings

By July 2016 Impact of interventions can be seen in increased rates of progress for key pupils. Senco complete analysis of data and share with gov.

CBy September 2015By October 2015 Pupils able to explain marking symbols in their books and can begin to talk about how it

helps them to improve their work.Head – learning walk/book look.

By December 2015 Lesson observations/pupil perception conversations demonstrate pupils able to transfer skills taught across subjects

Heads of school interview a cross section of pupils with their work

Needs further monitoring

By March 2016 Book scrutiny demonstrates evidence of self/peer support having an impact on progress Subject leads complete and share findings with head.

By July 2016

DBy September 2014By October 2015By December 2015 Subject leaders carried out at least one moderation activity that pupils can then use to

benchmark againstSubject leads

By March 2016 Governors able to speak to staff about strengths and weaknesses in subject areas and planned next steps

Gov arrange time to meet subject lead.

By July 2016 Tracking data shows impact of self-evaluation and planned improvements by subject lead – key areas identified for following year.

Heads report to governors.

Kingfisher Partnership monitoring cycle 2015-2016 September October November December January February March April May June July

Wb 1st Sept wb5th Oct WB2nd Nov WB7th Dec WB 4th Jan WB 1st Feb WB 7th March WB 4th April H WB 2nd May WB 6th June WB 4th July M Website ReviewINSET: Weds 2nd –

Safeguarding, h&s. SEF

RISING STARS MATHS M maths

standards/gaps/actionsGov – Dedication Service

SM: Weds SCPMThurs Maths

T Regional standards

M book look/evidence for scienceSM: science

ASSESSMENT WEEK

SM writing/reading STANDARDISATION

M Website ReviewINSET: Mon 4th


ASSESSMENT WEEK SM: Thurs Maths

M subject leader drop ins - MATHS

SM:

2nd: Bank Holiday

M Senior leadership

review*include

review/actions from parent

surveySM:

Y5/6 Residential Trip

SM:

Y3/4 Residential Trip

Final assessment reviews

SM: standardisation

Reports to Parents

Wb 7th Sept WB12th Oct WB9th Nov WB14th Dec WB 11th Jan WB 8th Feb WB 14th March WB 11th April WB 9th May WB 13th June WB 11th July M environment to support learningGov - strategic

SM: Assessment

RISING STARS READING + Assessed WRITING

M performance management teachers +

lesson observations Gov – 15th=Gov day –

committee meets, monitoring, full govs

SM: SEF – evidence collect- each subject lead

M vulnerable pupils – pupil premium impact

reviewSM: English

M 1 SENCo review intervention/SEN

impactM 2 Data

complete on pupil asset, AttendanceSM Thurs Maths

STANDARDISATION

SM: School Improvement Plan+

SEF – evidence + impact


SM writing/reading STANDARDISATIONM: Data complete

on pupil asset, Attendance

M: subject leader drop ins -

ENGLISHSM:

M Website Review

*Staff Surveys T Regional standards

SM:

SATS WEEK Y6SM:

M: subject leader drop ins

- SCIENCESM:

Parents consultations

offeredT Regional standards

SM - Transition Meetings

M: Data complete, Attendance

14th Sept WB19th Oct WB16th Nov WB21st Dec WB 18th Jan WB 15th Feb WB 21st March WB 18th April WB 16th May WB 20th June WB 18th July M marking/book

lookGov – head

teacher perf manSM: behaviour for

learning

PARENT CONSULTATION MEETINGS*Parent Surveys

M – Reception baseline assessment review by

Head of School, Attendance

Gov – Ethos committeeSM: well being

INSET: Thurs22nd PATHS

M Senior leadership review

*include review/actions from

parent surveySM: School

Improvement Plan+ SEF – evidence +

impact

M: subject leader drop ins - RE

SM: computing

ASSESSMENT WEEK

M SENCo review intervention/SEN

impactAttendance

SM: well being 25th Bank Holiday

M vulnerable pupils – pupil premium impact review

SM:

ASSESSMENT WEEKSM:

SM: Pupil progress

Performance Management

Reviews teachersSM well being

INSET Thurs 21st

curriculum review and evaluation

21st Sept WB26th Oct HT WB23rd Nov 28th Dec H WB 25th Jan WB 22nd Feb WB 28th Mar H WB 25th April WB 23rd May WB 27th June WB 25th JulyM behaviour for learning/book

lookGov – meet and

greet parentsSM: spelling and

grammar – moderation of

books

M subject leader drop ins - MATHS

SM: safeguarding including WRAP and

esafety,

SM: English*Pupil Surveys

PARENT CONSULTATION

MEETINGS

M Lesson observations

SM:

M: Data complete on pupil asset, Attendance

SM:

SM: School Improvement

Plan+ SEF – evidence +

impact

28th Sept WB30th Nov WB 29th Feb WB 30th May HT

M aspirational targets

Gov – Ethos committeeSM: English

M: subject leader drop ins - ENGLISH

SM:

M performance management review

SM:

Staff Meeting* Monitoring Governors Trust Refer to google calendar for specific dates. Cycle reviewed half termly by SLT.*All staff meetings to include time for reflection on an element of practice, most will include book looks/work scrutiny.