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Abbey Meads Community Primary School
School Development Plan
2018-2019 Senior leaders monitor and strategically overview the SDP. They are responsible for developing the main items, whilst all staff own a shared accountability for delivering on the plan. Senior Leaders are: Mr Buckley – Headteacher Mrs Cunningham - Deputy Headteacher Mrs Wright – Assistant Headteacher Phase 1 (Foundation stage) Mrs Rowley – Assistant Headteacher Phase 2 (Yrs 1 to 3) Miss Hewitt – Assistant Headteacher Phase 3 (Yrs 4 to 6)
The contents of this plan have been anonymised for publication on the School Website
Children’s initials are replaced by xxxxxxxxxxxxxxx there is no correlation between the number of x’s and the number of children in each case.
School Development Planning sheet - 2018 - 2019
Activity
Why the activity?
What will be done?
Responsibility/
Timescales
Who? /
When?
Resources /
Training Needs
Incl Financial
Monitor &
Evaluation
Who/When ?
Outcomes
Targeted Success Criteria Evaluation/ Actual Outcomes
Nursery Provision
Open up to 3 year olds (Conker class,
children join term after their 3rd birthday)
Establish our Conker class – ensure good
quality provision is provided in Conker class
– monitor planning, moderate judgements,
assessment on tapestry and teaching and
learning. Introduce key worker system in
this class due to the age of the children –
look at job descriptions with regard to this
to ensure record keeping time.
Provide 30 hours –
Ensure children receive good provision in
both settings, ensuring children are settled,
happy and safe. Both classes working on the
same targets and track attainment and
progress of these children.
DW, GP, AM
Consider funding
implications –
Things to
consider during
the year - do we
need to offer 30
hours for conker
children?
DW monitor
during year.
SLT end of
year review-
July
DW/GP plan MTP for both rooms – Conker will
have- weekly, fine motor, speech and
language, PSHE, stories as a focus throughout
the year alongside continuous provision.
AM to discuss weekly planning with DW –
Whilst we have additional staff term 1 – make
use of this to spend time together to
establish setting and expectations.
DW to be in agreement with assessment for
children in Conker room through observations
and tapestry evidence.
DW and GP to spend 1 day a week in Conker
class.
To have a good/effective handover system
for 30 hour children. – both rooms working
on same next steps. Target children who may
be working below ARE and those not making
expected progress.
Audit our provision in FS2 – Recognising the
need for balanced provision as stated in the
‘Bold beginnings’ document.
DW DW monitor
Planning and
provision
Class
observations
Evidence in FS2 planning of a good balance of
provision, child initiated, teacher directed,
supported and good level of challenge.
Observation focus – teachers teaching
groups, child initiated provision set up to
challenge children and ensure mastery of
expected and move children on to exceeding.
Speech and language
To identify and target children with speech
and language difficulties early in the year
and target these children through class
interventions.
In nursery we will deliver ‘Talkboost’
FS2
teachers and
DW.
LCP
Speech and
Buying in
services from
speech and
language
therapists
Attending
DW monitor
groups
throughout
the year.
SLT – data
analysis - July
Teachers identified those children with
speech and language difficulties on entry.
Speech and language target group - planned
interventions
- Children to achieve GLD at the end of FS2
ACTION PLAN For Effectiveness of the Early Years Date: July 2018 Prepared by Donna Wright
Children who didn’t meet the expected end
of year attainment was largely due to
speech and language difficulties.
We will arrange some in house speech and
language training for staff to improve
knowledge and skills in this area. (Poss with
LCP or Academy)
Audit needs – Use this to tailor the training
by speech and language therapists to meet
our staff, children and school needs
Primarily we need support with developing
pronunciation of sounds.
language
therapists
BW
speech and
language
courses.
and to achieve secure 30-50 months at the
end of Acorn and achieve secure 22-36
months at the end of Conker.
‘Talkboost’ delivered for 9 weeks and the
assessment demonstrates progress in
children’s ability to use and understand
language.
Speech and language therapists delivered
training for us in term 1 and 2 – tailored to
the needs of teachers attending.
BW to have speech and language as her
curriculum area. Plan and provide lots of
opportunities for talking. ECAT?
Classrooms reflect the speech and language
focus by providing lots of small world, role
play, puppets, sharing books opportunities for
the development of speech.
PPG -
Parental engagement –
Stay and play sessions
Stay for a story when you bring your child
to nursery.
Timetable stay and play sessions for 6
parents each time to attend nursery for 1
hour to join in and observe.
Reporting to parents- (Responding to end of
year nursery questionnaire)
We will set up an Acorn child on Tapestry
for September 2018 - This will enable us to
share activities each week and any focus
work so parents can be informed what
learning has taken place so they can support
and home and engage in conversation with
the children about their learning.
FS2
teachers
DW
Evidence of PPG parents accessing Tapestry
during every open week.
Invite PPG children’s parents in to look at
work and share successes. Invite them in to
stay and play sessions throughout the year.
To have all daily and weekly updates on
tapestry for all parents to view – open at all
times. Parents can see what we have been
doing and our learning focus for the
day/week.
School Development Planning sheet - 2018-2019
Activity
Why the activity?
What will be done?
Responsibility/
Timescales
Who? /
When?
Resources /
Training Needs
Incl Financial
Monitor &
Evaluation
Who/When ?
Outcomes
Targeted Success Criteria Evaluation/ Actual Outcomes
Reorganisation of Leadership including roles of
AHTs, Curriculum Leaders, Group Leaders and
UPS Leaders.
AHTs to develop into 3 Phases within the
school.
Phase 1 - FS1&FS2
Phase 2 - Years 1–3
Phase 3 - Years 4-6
Restructure back to named curriculum leaders –
while retaining the Group structure for Key
Events in the school Year. Greater clarity on
additional roles for those working at UPS.
BB in
consultation
with SLT
Organisational –
so no cost other
than that
already in place
to release staff
when internal
school time
activities are
essential.
All other
activities are to
be done outside
school day in
Teachers
Professional
Duties.
Monitored
Governors
Meeting
January 2019
Evaluated SEF
Governors Group
July 2019.
Monitoring and Challenge of Standards across the
school is done in 3 Phases – while recognising that
KS1 falls into Phase 2 and KS2 falls into both
Phases 2&3.
Review of the year will show increased confidence
in Pupil Performance in the transition of pupils
from KS1 to Yr3.
There will be greater monitoring and evaluation of
curriculum coverage and assessments done by
leaders across the school.
Key School events will continue to be a success
across the year, with shared ownership and
support from all colleagues.
Key leadership roles will be allocated more widely
to those on UPS – such as carrying out of
appraisals of support staff.
Administration Office reorganisation.
Restructure the Administration Office to
accommodate new tasks within the same office
structure and salary scales.
Review options to increase office support at key
times in day/year.
BB / GE / JT Training time for
new tasks/roles
– these will be
consumed within
salaries or be
free from BK.
BB will monitor
effectiveness of
new
arrangements –
JT / SE will
monitor across
schools in BK.
There will be a clear programme of development
and support in place to make the transition a
success.
October 1st 2018 is the starting point – but
training will take place throughout September.
Review of Professional Performance Management
Reviews (BB/Office Manager) will demonstrate
confidence in outcomes moving into 2019-2020.
Reorganisation of Governance to Local
Governing Body within Blue Kite MAT.
Establish clear roles and responsibilities within
delegated local governing body role as part of
BKMAT.
Develop meaningful programme of meeting
agendas that dovetail with Directors and key
moments in the financial and academic years.
BB in
consultation
with GE (CEO
of Blue Kite)
and LH
(AMCPS Chair
of Governors.)
Clerk to stay in
post but
restructure may
be needed once
frequency and
parity
established
across the MAT
No additional
cost beyond the
SEF review
group Meetings –
£450 per year in
Governor
Expenses.
Review Sept –
Dec 2018
Implement Jan
2019-July 2019.
CEO/DCEO
Evaluate across
schools within
the MAT
July 2019
There will be clear understanding from AMCPS
Gov Body regarding its place within decision
making at Blue Kite and its Key Roles specific to
AMCPS.
Key Governors will be identified to represent
AMCPS on specific groups such as Finance
committees and others as they become clear.
July 2019 will see clarity with regards to AMCPS
Gov Body within the new structure of Governance
with Blue Kite MAT.
ACTION PLAN For: Leadership and Management Date: September 2018 Prepared by Bob Buckley
School Development Planning sheet - 2018-2019
Activity Why the activity? What will be done?
Responsibility/ Timescales Who? / When?
Resources / Training Needs Incl Financial
Monitor & Evaluation Who/When ?
Outcomes Targeted Success Criteria Evaluation/ Actual Outcomes
Safeguarding – Profile - Safeguarding is ALL
our responsibility.
DDSL to organise training schedule for ALL
TAs to attend termly training on safeguarding
– to mirror those shared in staff meetings (run
by DSL/DDSL)
MC – plan (July
2018) and
deliver (Sept
18-July 19)
training linked
to train the
trainer
Updates
Release time for
TAs (30mins max
each time –
taken from class
time)
Sarah Turner
external
moderator/
consultant
All TAs will offer more positive responses to
questionnaires/audit regarding frequency of CP
Updates received and give correct answers to
actions needed when concerned about adults in the
school.
Safeguarding - Developing a
Sharing/Telling School.
Improve the awareness of children beyond
lessons held within Jigsaw.
Respond to KS1 Pupil Survey which suggests
children are less sure who to TELL in school.
Develop child friendly elements of HT
Assemblies to focus on this aspect of
Safeguarding.
BB/Pupil Voice
Group/FDT
Assemblies
Audit sessions
currently linked
to Keeping
Safe (Aut18)
Develop
additional
elements in
assemblies
(Spring 2019)
Photocopying /
Printing of new
programme as
appropriate
Staff Meeting
time to deliver
outcomes.
Pupil Voice
Group to
monitor
improvements
in Pupil Audit
outcomes.
Children in younger age groups will demonstrate
improved ability to identify who to tell and what to
do if scared / feel unsafe.
Assembly programme will identify schedule for HT
as well as Teachers – to include Safeguarding
elements (T Smith to retain Online Safety)
Behaviour policy/Golden Time review.
Review what happens when with regard to
Golden Time
Review reward structures both as a whole
school and within each class – rewarding
many or few – excellence or progress.
Review sanctions within behaviour policy to
support more consistent in class decision
making.
SLT to lead
September 3rd
TDD
Implemented
from
September 4th
2018.
Review
Christmas
2018.
No cost to
develop policy as
teachers on
salary – TDD
TAs overtime
for TDD
afternoon to be
involved in
process and gain
full
understanding of
expectations –
20x2 hrs =
40Hrs overtime
costs.
AMCPS
Governors
monitor
through HTRs
at Governor
Meetings and
Evaluate
through
Pupil/Parent
audit – June
2019.
There will be an updated policy regarding the use
of Golden Time – clearly linked to variations per
Year Group – and flexible alternatives.
Guidance will be given on use of positive rewards
and parent statement produced outlining our policy
– Progress/Excellence/Both?
Sanctions will be updated to deal with the tiny
minority who do not fit our current policy - to avoid
exclusions and/or removal from school teams unless
the very last resort.
ACTION PLAN For: Personal Development, Behaviour and Well-Being Date: September 2018 Prepared by SLT
School Development Planning sheet - 2018-2019
Activity
Why the activity?
What will be done?
Responsibility
/
Timescales
Who? /
When?
Resources /
Training Needs
Incl Financial
Monitor &
Evaluation
Who/When ?
Outcomes
Targeted Success Criteria Evaluation/ Actual Outcomes
Investigate the application and impact of
working walls on pupil engagement and
achievement.
A/ Be able to develop a clear definition of
what an Abbey Meads working wall is, from
both teacher and pupil POV.
B/ Understand the impact of working walls in
the classroom and how they can be used to
support pupil learning.
A/ SLT and
staff/ pupils
B/ SLT
A/ staff meeting
time/ team
meeting time.
Interview time
for pupils.
B/ time to
monitor the
effectiveness of
working walls.
Time to
investigate how
working walls are
used effectively
in other schools
(LCP/ Academy)
A/ SLT by the
end of Term 3
B/ SLT by the
end of term 6 –
through pupil
interviews and
book looks.
A/ a clear Abbey Meads working wall definition,
written and distributed to all teaching staff.
B/ examples of working walls within classrooms and
impact on the children’s engagement –
demonstrated through the use of ideas within
writing and maths and through pupil interviews and
book looks.
Engage parents with phonics
through phonics meeting early in September.
Hold a follow up meeting for parents of
children who need extra intervention to reach
the pass mark.
Complete mock assessments for phonics
throughout the year.
Y1/KR
September
then January
Term 2 and
end of term 3
SLT
SLT
Phonics score to increase from 80% and meet or
exceed national.
Investigate how Reading Comprehension is
taught across the school.
Ensure that all Y5 and Y6 staff understand
the principles of whole class reading and
provide training where necessary.
Monitor the planning and teaching of whole
class reading and comprehension sessions in
UKS2.
KR and JH
Term 1
JH Term 1
KR and JH
terms 2,4 and
6.
SLT Level of attainment for KS2 reading will remain at
or above 83%/above national expectations.
ACTION PLAN For: Teaching and Learning Date: September 2018 Prepared by SLT
Monitor how teachers are using learning
objectives in English and maths through
planning scrutiny, book looks and learning
walks.
Monitor the impact of using success criteria
within teaching and the impact on children’s
writing. This will be done through planning
scrutiny, book looks and learning walks.
Monitor writing skills coverage within each
year group in planning and in books.
Carry out pupil interviews to find out if they
have an understanding of how to make their
writing successful and how to improve it
further.
KR and JH
terms 1, 3 and
5
KR and JH
terms 1, 3 and
5
KR and JH
terms 2, 4
and 6.
SLT Marking in books is consistent across classes and
shows children have used it to move their learning
on.
Children are provided with many different and
frequent opportunities to write. Skills are taught
as a build up to a piece of sustained writing, which
will be guided by a success criteria.
The level of children reaching the expected
standard in writing will improve.
Within planning, teaching and feedback key writing
skills will be focused on.
Increase the profile of Science and
Technology through the use of STEM
Ambassadors.
Build on Space (ESA) link in year 5 and ICT
(Intel) link in year 4 to develop a programme
within each phase to focus on Science/
Technology / Engineering / Maths at an
appropriate level.
TD to
investigate
options/availa
bility of
ambassadors.
SLT to
promote
positive
approach to
scheduled
visits
throughout
the year to
drive day or
week long
focus on
STEM.
Mostly offers of
support are free.
Where donations
to research or
charitable bodies
are requested
there may be
some cost.
£500 expenses
allocated from HT
Ed cost centre.
TD report to
BB December
2018
Programme
extended Dec-
July 2019
EVALUATED
BY SLT/Govs
July 2019
Established
Sept 2019
There will be a clear programme of events
established, which brings in ‘experts in the field’ to
match science and technological expectations
within specific year groups.
EG the link with ESA matches the Yr5 Curriculum
and Space.
Audit of pupil voice will generate positive attitudes
towards STEM subjects linked to those extended
by the programme.
Focus for 2019-2020 to link outcomes of the
programme with overall confidence and attainment
throughout the school – leading to improved EOKS
TAs in Science KS1 & KS2
Audit resources and people available to
support the teaching of Maths reasoning
across the school. This will enable us to quality
assure those being used and to see if there
are any gaps in support.
We also need to audit teachers’ understanding
of what reasoning is, how often it is being
taught across each week.
It would be useful to look at how we are
SLT to audit
what is being
used and
identify gaps
in resources –
Term 1
Staff
Meetings
All staff
£?? If new
resources are
needed
SLT
SLT- Learning
Walk, book
scrutiny
Appropriate resources are in place and being
utilized by staff
Common understanding of reasoning across the
school can be seen through observations during
Learning Walks, pupil interviews and book scrutiny
ensuring there is the appropriate level of
provision to aid a greater percentage of pupils
achieve greater depth.
In light of the upcoming times tables
assessment in Year 4 we need to review our
current times tables system to ensure we are
ready for the implementation in 2020. Look to
see what computer based programs are
available that will mirror the assessment.
Staff Meetings to make staff fully aware of
upcoming changes and how we can prepare for
them.
SLT review x
table system-
Term 2
Staff
Meetings
Term 3/5
£???
(if we need to buy
in computer based
program)
Staff Meetings
SLT- data
analysis
2018 national data greater depth in Maths was 23%
Looking for pupils in KS2 to match this figure and
for there not to be a significant gender difference
– linked to previous levels of attainment.
X table system updated to reflect changes in Year
4 x tables assessment
Year 3 (2018/19) to achieve 80% (?) success in
practice assessments
Continue with the expectation that PPG books
are marked first in class. This ensures that all
staff are aware of which children within their
class are PPG and ensures that their progress,
attainment and well-being can be monitored.
PPG funding allows us to have full time TAs in
all classes as part of their role is to offer
support for PPG children in the class or to
allow the class teacher to work with them.
PPG children who are not making progress or
achieving attainment (both expected and
greater depth) should be the focus of Target
group intervention or additional support.
Focus on engaging parents of PPG children so
they feel they are able to support their child
within school.
Invite selected parents in to meet in a small
group and/or individual basis so that they can
look through (with their child) some of the
work they have been undertaking. Talk about
what issues there might be and how these can
be supported
Attendance of PPG children will continue to be
monitored at the ends of Terms 2, 4 and 6.
Attendance that falls below 90% will receive a
letter home initially and then invited to meet
the SMT to discuss before further action is
undertaken
Specific Absence e mail to be set up as a
further means of encouraging parents to
report absences rather than the Office having
to chase
All staff
All staff
MC (DH)
JH (TA)
MC (DH)
TB (Admin)
Refreshments
EWO (Traded
Service)
AHTs monitor
through their
Phases
AHT monitor
Progress
groups and the
inclusion of PPG
children
Data Analysis
Through
Pupil/Parent
Voice
questionnaires
SMT
PPG children’s progress and attainment are being
monitored. Any issue are bought speedily to
attention of SLT to consider.
The PPG children will receive additional support
from class based staff in order to boost their
progress and attainment.
The percentages of PPG achieving expected and
greater depth will be closer to non PPG across all
year groups (closing the gap) Link to Phase Sheets
Parents attend and begin to engage with their
child’s achievement.
Increase in the number of additional school events
attended by parents.
Children are more engaged and responsive in class
and participate in school activities.
Additional events put on in response to requests
from parents about areas with which they would
like support.
PPG absences are in line with non PPG
Absence overall is below national average.
Families are using absence line and e mail to report
resulting in Office having to do less chasing
School Development Planning sheet - 2018 - 2019
Activity
Why the activity?
What will be done?
Responsibility/
Timescales
Who? /
When?
Resources /
Training Needs
Incl Financial
Monitor &
Evaluation
Who/When ?
Outcomes
Targeted Success Criteria Evaluation/ Actual Outcomes
Nursery – Conker class– Ensure nursery
setting runs smoothly throughout the
year. Ensure AM is delivering planning
provided. Set up observations and time for
DW to support in Conkers to moderate
judgements, track progress and set
appropriate targets.
AM, GP and
DW
DW monitor
groups and
make changes
during year.
SLT – data
analysis - July
For children to be ready to join Acorn class in
Sept 2019.
All children from this setting achieve 22-36
secure by end of Conker class, in the prime
areas. To moderate and agree these
judgements
Maintain a GLD of at least 71% that is in
line with school, national and local
Identify any children who are not on track
for achieving GLD and target these
children throughout the year.
DW monitor
Groups and
make changes
during the
year.
SLT data
analysis
To achieve at least 71% GLD
Increase the % of children achieving at least
expected in each specific area - reading,
writing and maths
Reception
Target girls who could achieve exceeding
in maths/ reading and writing.
Provide in class support and track them
closely during the year.
Continue to ensure all children who could
achieve exceeding are identified as early
as possible.
All of these groups will be tracked
throughout the year as part of progress
meetings and as part of tapestry (learning
journal)
FS2
teachers and
DW.
DW monitor
groups
throughout
the year.
SLT – data
analysis - July
Maths:To be identified
Reading: To be identified
Writing:To be identified
Percentage of girls achieving exceeding at the
end of FS2 in maths will increase from 3.3%,
reading will increase from 1.7% and writing will
increase from 3.3% (July 2018).
Monitor the children’s progress from their
end of Nursery results for those who
attended Acorn nursery.
FS2
teachers
DW
DW monitor
groups
throughout
the year.
SLT – data
analysis - July
Track the nursery children throughout the
year. At the end of the year compare data for
the children who have been with us since
nursery and those who joined us in Reception
class.
ACTION PLAN For PUPIL OUTCOMES - Phase 1 Date: July 2018 Prepared by Donna Wright
PPG – FS1 and FS2
Maintain a focus on PPG children’s
attainment and progress
Monitor this group’s attendance and
report any dips or patterns to SMT –
beware that these children do not have to
be in full time until the term after their
5th birthday.
Target underperforming PPG children in
target groups.
FS1 & 2
teachers
SMT
Throughout
the year
DW review
every term
SLT
evaluation at
the end of
the year
FS1
All PPG children will be on track to achieve 30-
50 months expected/secure
FS2
All PPG children will be on track to achieve GLD
All PPG children to make 6 points progress by
the end of the year.
School Development Planning sheet - 2018-2019
Activity
Why the activity?
What will be done?
Responsibility/
Timescales
Who? /
When?
Resources /
Training Needs
Incl Financial
Monitor &
Evaluation
Who/When ?
Outcomes
Targeted Success Criteria Evaluation/ Actual Outcomes
Year 1 - monitor the attainment and progress
of PPG children coming from EYFS to ensure
that the level of R+W+M combined is
maintained.
Year 1 staff will continue to focus on marking
PPG first. TAs and teachers will be aware of
who these children are and how they can be
supported within class. PPG children who are
not meeting their expected progress or
attainment will be identified as a focus for
target groups.
Y1
continuously
through the
year and at
key data
points in term
2, 4 and 6.
KR at data
points in
terms 2, 4 and
6.
SLT The 9 children currently expected or exceeding in
all aspects at the end of EYFS will continue to
meet the expected or above in combined. R+W+M
combined for PPG will be above 69%.
Females – xxxxxxxxxxxxxxxxxxxxxxx
Males – xxxxxxxxxxxxxxxxxxxxxxxxxx
Gender Gap
Y2– in recognition of the widening gender gap
in attainment in writing at Y1, monitor the
progress and attainment of a core group of
boys. Increase the percentage of boys
reaching expected or above.
Y2 through
school and LCP
writing
moderation.
KR at data
points in
terms 2, 4 and
6.
SLT The 7 boys (xxxxxxxxxxxxxxxxxxxxxxx)
who were emerging for writing at the end of EYFS
will maintain or exceed their expected progress.
These boys will meet or exceed 2w by the end of
Y2.
The 2 boys (xxxxxxxxxxx) who were emerging for
writing at the end of EYFS and who attained ARE
at the end of Y1 will maintain this in Y2. These
boys will meet or exceed 2s by the end of Y2.
Attainment for boys in writing will be above 72%
(current Y1 outcome for boys and above 2017
national average)
ACTION PLAN For: PUPIL OUTCOMES - Phase 2 Date: September 2018 Prepared by Kim Rowley
Y2 – Provide opportunities for children to
demonstrate greater depth objectives in
maths from the start of the year.
Maintain percentage achieving greater depth
in maths.
Monitor ‘cusp’ children who have just tipped
into ARE at the end of Y1 to ensure that
attainment is maintained.
Y2 teachers
KR at data
points in
terms 2, 4 and
6.
SLT The number of children achieving greater depth in
maths will exceed the 2018 outcome for Y2 (19.3%)
and be above the 2017 national average (20.5%)
The percentage of children working at ARE will be
above the 2018 outcome for Y2 (71.9%) and above
the 2017 outcome for Y2 (78.7%). This would put
the data above the 2017 national average.
Y3 – Provide a boost for key children who did
not attain expected in maths at the end of
KS1 to bring them in line with their EYFS
outcomes.
Children to be included in basic skills groups to
consolidate learning from KS1.
To be a focus in target groups and in class.
Y3 teachers
throughout
the year.
KR at data
points in
terms 2, 4 and
6.
SLT 5 Children: xxxxxxxxxxxxxxxxxxx.
3/5 of the children will reach ARE by the end of
Y3. The percentage of children attaining ARE at
the end of year 3 will increase from 71.9% to be
more in line with the end of their EYFS outcomes
(80.7%) and above the 2018 Y3 percentage of
70.1%.
School Development Planning sheet - 2018 - 2019
Activity
Why the activity?
What will be done?
Responsibility/
Timescales
Who? / When?
Resources /
Training Needs
Incl Financial
Monitor &
Evaluation
Who/When ?
Outcomes
Targeted Success Criteria Evaluation/ Actual Outcomes
Y6 – Ensure Y6 setting runs smoothly
throughout the year. Ensure teachers are
planning together to provide all children with
the full curriculum. Set up moderation across
the sets throughout the year to track
progress and set targets.
Y6 teachers
JH
JH monitor
groups and
make changes
during year.
SLT – data
analysis - July
The current RWM combined 70% in year 5 will
remain at this level and be above national
outcomes (64% in 2018).
Percentages at expected and greater depth will
increase from the Y5 percentages below and
remain above national for the end of KS2.
Reading: Expected+ - 79%, Greater depth - 29%.
Writing: Expected+ - 78%, Greater depth - 27%
Maths: Expected+ - 75%, Greater depth - 18%
Y4
Plan targeted support for EAL children in
reading and writing.
Target specific girls in maths, across both
classes.
Target a specific group of boys who could
move to greater depth in writing.
Teachers will be supported with identifying
the groups and put these children into target
groups. These groups will be monitored during
progress meetings throughout the year.
Y4 teachers
JH
JH monitor
groups
throughout the
year.
SLT – data
analysis - July
The gap between boys and girls at expected+ in
maths will have reduced from 11% (July 2018),
with the number of girls achieving expected+
rising from 65%. 6 Children to be targeted: xxxx
xxxxxxxxxxxxxxxxxxxxxxxxxxx
The percentage of EAL children reaching
expected + and greater depth in reading will have
risen from 71% and 7% (July 2018). Children to be
targeted decided with teachers from:
Expected – xxxxxx.
Greater depth – xxxxxxxxxxxxxxxx
ACTION PLAN For PUPIL OUTCOMES - Phase 3 Date: July 2018 Prepared by Julie Hewitt
The percentage of EAL children reaching greater
depth in writing will have risen from 7% (July
2018). Children to be targeted decided with
teachers from: xxxxxxxxxxxxxxxxxxxxxxxxx
The percentage of boys achieving greater depth
in writing will have increased from 12%.
Children to be targeted decided from teachers
from: xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
Y5
Plan targeted support for identified boys
groups in maths, reading and writing across
both classes.
Target children who have not reached the
expected level in all three core areas.
Monitor these children through progress
meetings and through observations and book
looks throughout the year.
Y5 teachers
JH
JH monitor
groups
throughout the
year.
SLT – data
analysis - July
Within each target group the following boys are
included from working towards, with the aim of
moving them to expected by the end of the year:
Maths: xxxxxxxxxxxxxxxxxxxx
Reading: xxxxxxxxxxxxxxxxxxxxxxx
Writing: xxxxxxxxxxxxxxxxxxxxxxxx
Percentages of boys reaching expected will
increase from July 2018.
The percentage for the combined score for RWM
will increase from 48% (July 2018).
Reading: xxxxxxxxxxxxxxxxx.
Writing: xxxxxxxxxxxxxxxxxxxxxxxxxxxx.
Maths: xxxxxxxxxxxxxxxxxxxx
Y6
Target girls who could achieve greater depth
in maths and boys who could achieve greater
depth in reading and maths. Identify who
they are and which set they are in. Provide in
class support and track them closely during
the year, providing booster sessions where
necessary.
Target EAL children who are not yet working
at expected+ in reading. Provide additional
reading and vocabulary sessions for these
children.
All of these groups will be tracked
throughout the year as part of progress
meetings and as part of learning walks and
book looks.
Y6 teachers
and JH.
JH monitor
groups
throughout the
year.
SLT – data
analysis - July
Maths: xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
Reading: xxxxxxxxxxxxxxxxxxxxxxxxxxx
Writing: xxxxxxxxxxxxxxxxxxxxxxxxx
Percentage of girls reaching greater depth in
maths will increase from 14% (July 2018).
Percentage of boys reaching greater depth in
reading will increase from 23% (July 2018).
Percentage of boys reaching greater depth in
writing will increase from 19% (July 2018).
Percentage of EAL children working at expected+
in reading will increase from 64% (July 2018).
Y4, Y5 and Y6
Monitor children’s progress from their KS1
results. In progress meetings, find out why
children are not on track and target children
who need to make accelerated progress to
meet their expected progress level.
These children will be monitored in progress
meetings and support will be provided to the
Y4, Y5 and Y6
teachers.
JH
JH monitor
groups
throughout the
year.
SLT – data
analysis - July
Y4
Increased percentages of children will be on
track from their KS1 targets from July 2018
data.
Reading – 89% on track
Writing – 84.3% on track
Maths – 82.8% on track
teachers through book looks and pupil
interviews.
Y5
Increased percentages of children will be on
track from their KS1 targets from July 2018
data.
Reading – 88.3% on track
Writing – 85% on track
Maths – 89.9% on track
Y6
Increased percentages of children will be on
track from their KS1 targets from July 2018
data.
Reading – 88,9% on track
Writing – 93.7% on track
Maths – 80.9% on track
PPG – Y4, Y5 and Y6
Maintain a focus on PPG children’s attainment
and progress in Y4, Y5 and Y6.
Teachers will mark PPG children’s work first.
Monitor this group’s attendance and report
any dips or patterns to SMT.
Target underperforming PPG children in
target groups and PPG children assessed at
‘working’ level.
Y4, Y5 and Y6
teachers
SMT
Throughout the
year
JH review
every term
SLT evaluation
at the end of
the year
Y6
Reading: All PPG children will be on track from
their KS1 targets (xxx and xxx currently not) and
the percentage of PP children reaching the
expected level will increase from 60% (July
2018).
Writing: All PPG children will be on track from
their KS1 targets (xxxxx currently not) and the
percentage of PP children reaching the expected
level will increase from 60% (July 2018).
Maths: All PPG children will be on track from
their KS1 targets (xxxxxxxxxxxx currently not)
and the percentage of PP children reaching the
expected level will increase from 53.3% (July
2018).
Y5
All PPG children will be on track from their KS1
targets and the expected level will increase from
53%, 41% and 41% in maths, reading and writing.
Y4
All PPG children will be on track from their KS1
targets and the expected level will increase from
56%, 56% and 56% in maths, reading and writing.
There are also Action Plans from the following areas, managed and delivered by middle leaders.
Name Curriculum Leadership Group Leadership
Mrs Painter Outside Learning (FS) & Talk Boost External Environment
Miss Clarke Parental Engagement (Foundation Stage) Family Learning
Mrs Iliffe Speech & Language (FS) & TA Appraisals (1/2) Extended Curriculum
Mrs Duffin PPG (Phase 1) & Dance/Drama/Arts Award Internal Environment
Mr Edwards History/Geography Pupil Voice / Committees
Mrs Hayward PPG (Phase 2) & 1-2-1 TA Appraisals Pupil Voice / Committees
Miss Walsh Class Book Boxes / Reading Schemes External Environment
Mrs Jordan Parental Engagement (Nat. Curriculum) & Story Sacks Family Learning
Miss Hayes Music & Phonics (SLE) Extended Curriculum
Mrs White PSHE&C & Guided Maths Pupil Voice / Committees
Mrs Healy Modern Foreign Languages Family Learning
Mrs Dangerfield Science & STEM Ambassadors External Environment
Mr Smith Computing/IT Support & TA Appraisals (5/6) Internal Environment
Mr Shore School Sports & ITT/Students/NQTs External Environment
Mrs Dendy-Taylor DT & RE / Assemblies etc. Extended Curriculum
Mrs Wickens Grammar & TA Appraisals (3/4) Pupil Voice / Committees
Mrs Rowe PPG (Phase 3) & Intervention Strategies Family Learning
Mrs Rose Art/Arts Award & TA Appraisals (FS) Internal Environment