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AN OVERVIEW OF SCHOOL DEVELOPMENT PLANS FOR 2017-18

Improving Outcomes for Pupils

KEY PRIORITY 1. The effectiveness of Leadership, Management and Governance 1.1 Effective induction of new

governors to Federated full governing body (FGB) and their role as link governors

1.2 Consolidate our model for school self-evaluation processes and monitoring procedures within the role of the Lead Teacher and new subject leaders, working with link governors as appropriate.

1.3 Continue to embed school ethos re: attendance and reduction in unauthorised leave of absence and other unauthorised absences in term time.

KEY PRIORITY 2. The Quality of Teaching, Learning and Assessment 2.1 Continue to develop

effective pedagogy where formative assessment procedures are integral to meeting individual pupil needs; specifically including the development of peer assessment.

2.2 Ensuring opportunities exist within all maths teaching for developing mastery (linked to 4.2)

2.3 Review of policy and procedures re: the teaching and assessment of writing (linked to 4.1)

2.4 To ensure all teaching is meeting the needs of all children through robust curriculum coverage, lessons which are skills driven and which realise high levels of pupil

KEY PRIORITY 3. Personal Development, Behaviour and Welfare 3.1 Review anti-bullying

strategy across the Federation

3.2 Further develop pupil learning behaviours through realigning SUMO principles with the new (2016/7) PSHE curriculum and explicitly teaching SUMO principles across the curriculum.

KEY PRIORITY 4. Outcomes for Pupils 4.1 Increasing attainment and

progress in Writing across all year groups in KS1 and KS2 for all pupils, with specific reference to the end of key stage expectations (linked to 2.3 and 2.4)

4.2 Increasing attainment in Maths for all pupils with specific reference to problem solving and reasoning.

4.3 Continuing to close the gap on gender differences; Improving outcomes for boys in writing (linked to 2.3, 2.4, 4.1) Improving outcomes for girls in maths (linked to 2.2, 2.4, 4.2)

4.4 Continuing to improve outcomes for pupils whose prior attainment identifies

KEY PRIORITY 5. Early Years Foundation Stage – Effectiveness of the Early Years provision: quality and standards 5.1 To realise a vision for EYFS

provision across the Federation which has considered the government’s policy of offering 30 hour provision.

5.2 To embed effective transition processes from EYFS to Year 1

5.3 To further develop moderation of in-year assessments across all areas of the EYFS curriculum

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engagement and where there are the same high expectations for pupil outcomes in non-core subjects as those which exist in core subjects (linked to 1.2 & 4.1).

them as prior middle achievers (linked to action plans for KP2, 3.2, KP4)

Persons responsible: 1.1: CG 1.2: CG/LH 1.3: CG and administrators (CS, MN, JO) Staff team: 1.1: EH/CS and Link Governors 1.2: All staff 1.3: All staff Link Governors: 1.1: EH/CS 1.2: EH/CS 1.3:

Persons responsible: 2.1: LH 2.2: LH 2.3: CA 2.4: CG/LH Staff team: 2.1: All staff 2.2: All staff 2.3: Lead Teachers 2.4: All subject leaders Link Governors: 2.1: 2.2: KB 2.3: 2.4:

Persons responsible: 3.1: ST/ ED/ CA/ JC 3.2: CG/ED Staff team: 3.1: All staff and lunchtime supervisors 3.2: All staff Link Governors: 3.1: 3.2:

Persons responsible: 4.1: CA 4.2: LH 4.3: CA/LH 4.4: LH/CG/CA Staff team: 4.1: All staff 4.2: All staff 4.3: All staff 4.4: All staff Link Governors: 4.1: 4.2: KB 4.3: 4.4: KB/TBC

Persons responsible: 5.1: CG and FGB 5.2: ED 5.3: ED/LD 5.4: CG/ED/LD Staff team: 5.1: LD, ED, SK, JW, STa 5.2: LD, ED, SK, JW, STa, BW, LD, MD/GG 5.3: LD, ED, SK, JW, STa Link Governor: 5.1 – 5.3: EH

Desired outcomes for July 2018 1.1 Vacancies within the FGB are filled with suitably skilled personnel. New governors are

Desired outcomes for July 2018 2.1 The school places a high value on day-to-day formative assessment and it is used to

Desired outcomes for July 2018 3.1 The whole school community have a common understanding

Desired outcomes for July 2018 4.1 Children are confident and competent writers and enjoy

Desired outcomes for July 2018 5.1 The school’s offer for access to high quality EYFS provision considers the needs of the

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well prepared to carry out their corporate role. They understand their role and that of the executive leadership team and lead teachers. They work within the governor code of conduct and the principles of public life. Link governors are confident in their monitoring role. They are secure in their knowledge of the school having gathered evidence first hand and know what questions to ask of subject leaders. The governing body is a cohesive corporate body which carries out its responsibilities effectively. 1.2 The school monitoring calendar is a working document for lead teachers which supports effective time management when carrying out their leadership role. Monitoring proformas provide a structure for carrying out and reporting outcomes of monitoring activities. Leaders make effective use of the monitoring calendar/proformas and work within the set timeframes to gather evidence. 1.3 All children attend school

support continuous improvement in teaching practice. Feedback to pupils, including that from other pupils, contributes to improved learning and is focused on specific and tangible objectives; Pupils know how to improve. Children have increased ownership of their learning and have a wealth of opportunities to make independent choices. There is appropriate challenge for all pupils. All teachers and teaching assistants have well-developed questioning skills which elicit pupil understanding and help to move pupil learning forwards. All teachers set clear learning objectives and success criteria so that all pupils know what they are learning. Peer marking and feedback moves pupil learning on. 2.2 The use of Mastery Assessment materials, improves the accuracy of teacher assessment in maths and improves the level of challenge or support for pupils.

of what bullying is and what is not bullying. Pupils know what to do if they think they are being bullied. A wide variety of anti-bullying strategies are embedded within the daily life of the school e.g. assemblies, PSHE curriculum, lunchtime activity, Safer Schools work. Lunch-break provision ensures all children can engage in purposeful activity, feel safe and enjoy their social time. Pupils engage positively in restorative practice when friendship problems arise. Pupils know and understand behaviour expectations, rewards and consequences. Staff are appropriately trained in tackling any instances of bullying and can do so with confidence. Pupils demonstrate positive behaviour consistently outside of lessons as well as in lessons and can expect skilled and consistent behaviour management approaches from all staff groups. 3.2 The curriculum promotes the key drivers – Aspirations, Resilience, Independence and Communication. Pupils’ attitudes towards their learning have a

writing for a variety of audiences. Teaching throughout the year exposes children to a wealth of opportunities to develop age appropriate knowledge of writing structures and apply what they have learnt in a range of genres. Increased and regular opportunities for independent, extended writing exist across the wider curriculum. Teachers know the end of key stage assessment criteria well. Teachers know the National Curriculum expectations for their year group(s) well and use a range of teaching strategies. 4.2 Maths lessons from EYFS to Year 6 contain ‘real’ data, authentic maths contexts and purposeful, genuine ‘real world’ situations/scenarios that present children with opportunities to communicate using mathematics in meaningful ways. Teachers explicitly and repeatedly provide children with opportunities to develop key problem-solving skills. Children will demonstrate increased confidence in their ability to reason

community and is within the scope of the school budget. Families in the local community continue to use the school’s EYFS provision thus helping to ensure high numbers applying to the Reception class. 5.2 All staff working within EYFS and Year 1 are aware of the transition policy and have embedded practices to ensure a smooth and successful transition for all children from EYFS to Key Stage 1. 5.3 Staff working within the EYFS unit are all aware of, and contribute to, the assessment procedures and moderate judgements both within individual schools and across the Federation to ensure all judgements are in line with the EYFS assessment criteria.

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regularly and are only absent from school due to genuine illness / authorised LATT or other genuine circumstances which are approved by the EHT. All children and parents recognise the importance of regular school attendance. Parents are fully informed as to the consequences of non- school attendance on both their child’s attainment and progress as well as the legal consequences for parents. All school staff are proactive in addressing school attendance concerns.

Four teachers from the federation are selected by Salop Maths Hub to undertake training as Teaching for Mastery (TfM) Lead Teachers cohort 2017 -2019. Mastery practice is regularly shared at PDM updates across the federation under the Maths Hub CPD model of class based research, development and collaboration. Mastery Lead teachers have clearly defined roles. Their work complements the work already undertaken in teaching using concrete, pictorial and abstract approach. Teaching models the best examples from observing the visiting Shanghai teachers. Teaching maths improves in the Mastery leads classes and disseminates to colleagues across the federation through PDMs which subsequently impacts positively on pupils’ progress and attainment. 2.3 The English subject leader identifies a clear way forward (for the academic year 2018/19) regarding the future teaching of and assessment of writing which is informed by research and proven effective practice to raise standards.

strong and positive impact on their learning. The school has a growth mind-set culture and SUMO principles support this. Parents support the language of ‘growth mindset’ when supporting their children at home. SUMO is planned and delivered across the whole school as part of the curriculum; specifically in PSHE. There is a common SUMO vocabulary used by all staff and pupils within the school. Through embedding SUMO principles we maximise the effectiveness of the school lunchtime team to ensure children enjoy the social part of their day and have productive, undisturbed afternoons of learning.

mathematically and problem solve by applying their understanding. 4.3 Teachers plan for ‘boy friendly’ writing opportunities Teachers plan for ‘girl friendly’ maths opportunities 4.4 Class teachers carefully track the attainment and progress of all pupils but specifically at KS2 those pupils who had prior middle attainment in either maths, reading or writing. Conversations in pupil progress meetings provide appropriate strategies to improve outcomes. Class teachers plan effectively to meet the needs of their pupils. Appropriate interventions support individual pupil needs.

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Assessment criteria for teacher assessment of writing is aligned with that of DFE expectations of pupil writing at the end of each key stage to reduce bureaucracy. There is a clear process for tracking pupil progress in writing which provides meaningful information to inform next steps. 2.4 Teachers plan relevant, creative and engaging learning opportunities for children which draw upon and develop skills learnt across the curriculum. Monitoring evidence shows that teaching is matched to the appropriate year group expectations in the relevant aspects of the National Curriculum. All teachers have a strong knowledge of their year groups’ National Curriculum expectations. Subject leader monitoring shows that all pupils receive their entitlement to high quality teaching and learning in non-core subjects as for core aspects of the curriculum. Subject leaders have evidence of standards attained in non-core subjects.

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Staff have the same high expectations of pupils in non-core subjects as in core subjects and this is reflected in the quality of pupil work and levels of engagement. Topic books for all classes are

of a high standard and reflect

children’s learning in core

subjects.

Success criteria (measuring the desired outcomes) 1.1 New governors have a clear understanding of their role. Evaluation of the SDP impact shows that the work of the FGB complements and supports the work of the Executive Leadership Team in raising standards across schools within the federation. New governors are confident in their role (evidenced in skills audit) The FGB can appropriately and effectively hold the EHT and senior staff to account and make informed decisions about future actions and priorities (evidenced in minutes). 1.2 Leaders at all levels make accurate judgements based on their monitoring and identify next steps to drive improvements.

Success criteria (measuring the desired outcomes) 2.1 End of year statutory assessment data shows that pupils have made at least expected progress with many making above expected progress (linked to 4.4) Attainment is at least in line with national in all subjects. Progress measures for end of KS2 show an improvement on the previous year’s outcomes in Reading, Writing and Maths. Book trawls show that any written feedback matches whole school agreed policy and there is evidence of peer assessment. Book trawls show that any written feedback moves the learning on. Lesson observations demonstrate good progress within lessons, with both peer

Success criteria (measuring the desired outcomes) 3.1 An up-to-date anti-bullying policy is in place which is informed by national research into effective practice. Monitoring shows that practice reflects policy. Pupils report that they feel safe at all times. Parent responses on Parent View to the question, ‘This school deals effectively with bullying’ are positive and at least in-line with national collated responses. Reduction in bullying behaviours. Pupils report that they know what to do if they think they are being bullied. Parents report that they know what to do if they are concerned that their child is being bullied. 3.2 Monitoring shows that all pupils are fully engaged in

Success criteria (measuring the desired outcomes) 4.1 The percentage of pupils achieving the ‘expected standard’ in Writing at the end of KS2 to be above national equivalent. The percentage of pupils achieving ‘greater depth’ in writing at the end of KS2 will be at least in-line with the national equivalent. The percentage of pupils achieving the ‘expected standard’ in Writing at the end of KS1 to be above national equivalent. The percentage of pupils achieving ‘greater depth’ in writing at the end of KS1 will be at least in-line with the national equivalent. School’s own termly progress data shows that children in all year groups (Y1-6) are making at least expected progress in writing.

Success criteria (measuring the desired outcomes) 5.1 The school’s EYFS offer for high quality Nursery provision is based on an analysis of parental need and is financially sustainable. The school’s Nursery is operating at full capacity and there are high numbers of pupils registered to attend in the future. 5.2 Monitoring of transition processes will show that pupils, parents and staff endorse transition procedures and report that pupils are settled and happy in Key Stage 1. 5.3 Monitoring of the use of children’s Learning Journals shows that relevant and sufficient evidence is gathered to support assessment judgements.

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Effective monitoring and evaluation leads to targeted and appropriate action by leaders at all levels which in turn raises standards. 1.3 Attendance for the academic year 2017/18 is at least in-line with targets set by LA EWO and as such shows better attendance overall than previous year with an upward trend working towards a 97% long term target. Attendance data shows a reduction in unauthorised leave of absence in term time (LATT). The attendance of previously persistent absentees improves following involvement of LA (including legal action taken by LA as appropriate).

and teacher feedback making a significant positive contribution to the rate of progress. 2.2 Effective collaboration across the federation results in at least two of the 5 key elements of mastery being in practice in all classes in this first year of implementation. An audit completed at the beginning and end of 2018 shows significant progress in implementing mastery teaching across The Trinity Federation. Pupils within the identified target groups of girls and prior middle attainers are making at least expected progress in maths with a greater number than in 2016 achieving greater depth of understanding. At least 90% of the pupils in the TfM teacher’s classes will be at ARE/ARE+ by the end of the academic year. Teachers plan for teaching and learning using (NCETM) Mastery Assessments challenges for greater depth. As a result these pupils have a deeper knowledge in maths and are able to explain their thinking and reasoning (link to 4.2, 4.3, 4.4).

lessons and are demonstrating a growth mind-set approach towards their learning. Pupil interviews demonstrate that the vast majority indicate that the level of engagement and enjoyment in their learning has improved. Pupils make a connection between hard work and success as evidenced in monitoring activities, lesson observations and pupil interviews and questionnaires. Monitoring records evidence that SUMO principles are referred to within teaching and learning and that they support pupils in making progress both academically and socially and emotionally.

Pupil progress meeting minutes evidence that where any pupil’s progress in writing falls below expected, appropriate action has been taken. Evaluations of impact of any writing intervention show the intervention to have had a positive impact on pupil attainment and progress. 4.2 Monitoring shows that teachers understand and effectively teach the skills for successful problem solving and reasoning, resulting in high quality teaching and learning. Maths progress data at the end of KS2 shows an increase on previous years’ outcomes and is above the measure outlined for maths within 2017 floor standards. At the end of 2018 a greater percentage of pupils within each year group will have made the expected progress in maths when compared to end of 2017 school data. 4.3 The attainment gap in writing between girls and boys reduces across all year groups. The attainment gap in maths between boys and girls reduces across all year groups.

Regular moderation with all EYFS staff across the federation validates assessments made and ensures a depth of understanding across the phase. Planning shows that pupils’ interests and individual needs are catered for based on assessment outcomes. Minutes of staff meetings and moderation sessions reflect the confidence of staff in making judgements in line with the EYFS assessment criteria.

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2.3 By the end of the academic year the English subject leader will have a clear vision for the future teaching and assessment of writing across the federation and this will have been shared with staff. Staff will understand what is required of them with regards to the assessment of writing in the academic year 2018/19. The formative and summative assessment policies will be reviewed to reflect any planned change in practice. 2.4 Standards attained in non-core subjects are in-line with those attained in non-core subjects. Monitoring records show that standards of writing in topic work is of the same standard as that in English work. There is evidence of the application of number in other subjects.

4.4 A greater percentage of pupils with prior middle attainment at the end of KS1 achieve a high score in reading. A greater percentage of pupils with prior middle attainment at the end of KS1 achieve greater depth in writing. A greater percentage of pupils with prior middle attainment at the end of KS1 achieve a high score in maths.

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ACTION PLAN DETAIL FOR KEY PRIORITIES (SDP) 2017-2018 .

KEY PRIORITY 1. The effectiveness of Leadership, Management and Governance

KEY PRIORITY 1. The effectiveness of Leadership, Management and Governance 1.1 Effective induction of new governors to Federated full governing body (FGB)

and their role as link governors Desired outcomes:

1.1 Vacancies within the FGB are filled with suitably skilled personnel. New governors are well prepared to carry out their corporate role. They understand their role and that of the executive leadership team and lead teachers. They work within the governor code of conduct and the principles of public life. Link governors are confident in their monitoring role. They are secure in their knowledge of the school having gathered evidence first hand and know what questions to ask of subject leaders. The governing body is a cohesive corporate body which carries out its responsibilities effectively.

Success criteria (measuring the desired outcomes) 1.1 New governors have a clear

understanding of their role. Evaluation of the SDP impact shows that the work of the FGB complements and supports the work of the Executive Leadership Team in raising standards across schools within the federation. New governors are confident in their role (evidenced in skills audit) The FGB can appropriately and effectively hold the EHT and senior staff to account and make informed decisions about future actions and priorities (evidenced in minutes).

Persons responsible: 1.1: CG Staff team: 1.1: EH/CS and Link Governors Link Governors: EH/CS

Situation as of September 2017/Contextual information: Governance is a strength of the schools within The Trinity Federation. In the summer term of 2017, a number

of experienced, valued and pro-active governors stepped down from their roles. In the Autumn term 2017, the FGB aim to fill these vacancies which include a parent

governor, an LA governor and foundation governors (one ex-officio). Once appointed to the FGB there is an expectation that governors undertake induction training;

much of which is provided in-house. The federation have established processes in place for the induction and training of new governors.

Focus:

Priority action tasks

Personnel

Involved and costs

Monitoring By whom, to whom

Key milestones and

date achieved.

The governing body is a

cohesive corporate body

which carries out its

Existing FGB members to conduct skills audit.

Collation of skills audit to identify specific skills required of any new

governors (Competencies)

FGB

CG/EH

FGB – Autumn term

Audit completed

Summer 2017

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responsibilities

effectively.

Governors understand

their role and that of the

executive leadership team

and lead teachers. They

work within the governor

code of conduct and the

principles of public life.

Link governors are

confident in their

monitoring role.

Link governor establishes

a positive working

relationship with

appropriate subject

leader.

Penultimate week of September begin parent governor election

and follow processes.

Diocese to confirm Ex-officio appointment

Councillors to make nomination for LA governor – FGB to either

accept or reject.

Review Governance Development Plan to include future governor

developments such as governor individual objectives.

New governors as appointed meet with EH and CG for induction.

Autumn term FGB meeting to establish clarity of roles and

responsibilities, elections, and new link governor appointments and

new governors paired with experienced governor.

Governors to agree code of conduct/protocols – sign and return to

CG

Update Governor Handbook, Websites and EDUBase.

New governor training in monitoring across the federation to

include subject leaders.

Paired governor monitoring visits planned and detailed on governor

monitoring calendar for the year.

Timetable agreed for pre-inspection group meetings/activities in

each school as appropriate.

RD/CG

EH

All FGB members

CG

CG/JH

Annual skills audit and

effectiveness of

governance review.

28/9/17 nominations

to be received.

Full complement of

governors in place

for Autumn term

FGB meeting.

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ACTION PLAN DETAIL FOR KEY PRIORITIES (SDP) 2017-2018 KEY PRIORITY 1. The effectiveness of Leadership, Management and Governance

KEY PRIORITY 1. The effectiveness of Leadership, Management and Governance 1.2 Consolidate our model for school self-evaluation processes and monitoring

procedures within the role of the Lead Teacher and new subject leaders,

working with link governors as appropriate.

Desired outcomes:

1.2 The school monitoring calendar is a working document for lead teachers

which supports effective time management when carrying out their leadership

role. Monitoring proformas provide a structure for carrying out and reporting

outcomes of monitoring activities. Leaders make effective use of the monitoring

calendar/proformas and work within the set timeframes to gather evidence.

Success criteria (measuring the desired outcomes) 1.2 Leaders at all levels make accurate judgements based on their monitoring and identify next steps to drive improvements. Effective monitoring and evaluation leads to targeted and appropriate action by leaders at all levels which in turn raises standards.

Persons responsible: 1.2: CG/LH Staff team: All staff Link Governors: EH/CS

Situation as of September 2017/Contextual information: The school has an established programme for monitoring and self-evaluation activities. Similarly we have an

established Link Governor monitoring programme whereby link governors work alongside subject leaders. During 2017 there were some changes in subject leadership

and new subject leaders have been coached by the Director of Teaching and Learning during the academic year 2016/17 to become effective in their roles. In 2017/18

subject leaders and lead teachers are expected to work more independently and carry out monitoring activities in-line with the agreed and established monitoring

calendar so that school based leaders at all levels are able to contribute more effectively to school self-evaluation.

Focus:

Priority action tasks

Personnel

Involved and costs

Monitoring By whom, to whom

Key milestones and

date achieved.

Leaders at all levels

understand the purpose

of monitoring and their

role within the processes

Revise monitoring policy and process. Layered monitoring calendar

created (EHT, ELT, Lead Teachers (SLT), Subject leaders).

CG/LH/JH

5/10/17

Autumn term

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and how it moves the

school forward.

Managing workload of

staff through effective

and streamlined system

leadership.

Ensure all monitoring proformas are appropriate and are collecting

what we need.

Review Link Governor Monitoring Calendar – training for new link

governors in carrying out their responsibilities (linked to 1.1)

Professional Development Meeting to outline monitoring processes

and calendar to Lead Teachers and subject leaders.

Lead Teachers and Subject Leaders carry out monitoring activities

as per policy and within timescales set out in the monitoring

calendar. Reports provided to DTL and EHT.

Subject leaders and Lead Teachers (as appropriate) meet at least

termly with the appropriate link governor to report on progress

against SDP Key Priorities.

LH

JH/CG/EH

CG/LH

DTL receives appropriate

monitoring reports within

agreed timescale.

EHT report (termly)

Link governor rolling

record (termly)

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ACTION PLAN DETAIL FOR KEY PRIORITIES (SDP)

KEY PRIORITY 1. The effectiveness of Leadership, Management and Governance

KEY PRIORITY 1. The effectiveness of Leadership, Management and Governance 1.3 Continue to embed school ethos re: attendance and reduction in

unauthorised leave of absence and other unauthorised absences in term time.

Desired outcomes by September 2018 (when data is reviewed by EWO)

1.3 All children attend school regularly and are only absent from school due to genuine illness / authorised LATT or other genuine circumstances which are approved by the EHT. All children and parents recognise the importance of regular school attendance. Parents are fully informed as to the consequences of non- school attendance on both their child’s attainment and progress as well as the legal consequences for parents. All school staff are proactive in addressing school attendance concerns.

Success criteria (measuring the desired outcomes) 1.3 Attendance for the academic year 2017/18 is at least in-line with targets set by LA EWO and as such shows better attendance overall than previous year with an upward trend working towards a 97% long term target. Attendance data shows a reduction in unauthorised leave of absence in term time (LATT). The attendance of previously persistent absentees improves following involvement of LA (including legal action taken by LA as appropriate).

Person responsible: CG

Staff team: all staff inc. admin team Link Governors: 1.3:

Situation as of September 2017/Contextual information:

The schools within The Trinity Federation are committed to maintaining good attendance and are proactive in the safeguarding of pupils. Improving attendance

further still remains a priority.

Worfield School: The school recognises a need to continue to reduce the percentage of persistent absentees. Inward mobility over the last two years has impacted

negatively on attendance with some key families whose children joined at a time other than Reception taking frequent unauthorised holidays despite intervention from

the LA EWO. There continue to be requests made for leave of absence in term time (LATT). The EHT follows LA guidelines when considering any request. Parents are

frequently disappointed when LATT for the purpose of a holiday is unauthorised however they will often still take their child/ren out of school. Last academic year 126

sessions were missed by pupils due to unauthorised holiday. In the academic year 2016/17 the school introduced new incentives to reward pupils for good school

attendance and in the summer term there was evidence that these were beginning to impact positively on whole school attendance data. These strategies now need to

become embedded in the school ethos to support the school in achieving 97%+ overall attendance.

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Focus:

Priority action tasks

Personnel

Involved and costs

Monitoring By whom, to whom

Key milestones and

date achieved.

LA attendance target for

17/18 is achieved or

exceeded – greater

attendance gives pupils

the very best opportunity

to achieve well at school

and as such their progress

is at least good. Clearly

defined roles and

responsibilities impact on

attendance and

punctuality

Pupils are motivated to

improve attendance and

punctuality. Raised profile

of attendance.

Parents are overtly aware

of their legal obligations

to ensure their child

attends school regularly.

Reduction in number of

days taken as

Agree attendance target 17/18 with Karen Flynn (EWO)

Further develop role of support staff in supporting attendance

across the school.

Attendance support personnel to be present for EWO termly

monitoring of attendance and follow up all concerns; making use of

school based attendance clinics where attendance is starting to

cause a concern (inform stage) keeping EHT informed of all cases.

Annual review attendance policy.

Review whole school approach to attendance incentives and

rewards – approach local businesses to see if they can support with

incentives.

Ensure prompt school based follow up re: attendance and first day

call. Weekly attendance slot on newsletter Termly attendance focus

week – rewards for 100% attendance that term/half term.

EHT receives all request for LATT – all requests are considered on

an individual basis but parents must prove exceptional

circumstances before EHT will even consider approval. Attendance

must not already be of a concern. LATT is rarely approved.

CG/EWO/Govs

CG/KF and

TP/ED/CS

CG

Lead Teacher / CG

Wrist

bands/certificates

max. £100 term

Daily calls by

Office co-

ordinator/adminis

trative support

CG

CG/LH/ST with

class teacher

Attendance monitoring

termly - EWO

Attendance v progress

–CG

H/T report to Govs

Lead teacher/Office

Co-ord. Concerns

forwarded to EWO and

EHT

Regular monitoring

reports from

SIMS/CMIS to EHT (no

less than half termly)

EWO

CG

Governor questions

through FGB and

EHT termly

contextual data

report.

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unauthorised family

holiday

Analyse data – attendance v progress. Analysis raises awareness to

impact of poor attendance on learning and steps are taken to

address this with parents.

School and EWO to work together to ensure other external

agencies (such as COMPASS) pick up responsibility for addressing

external barriers which exist to children attending school i.e

parent’s health.

through pupil

progress meetings

ST

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ACTION PLAN DETAIL FOR KEY PRIORITIES (SDP) 2017-2018

KEY PRIORITY 2. THE QUALITY OF TEACHING, LEARNING AND ASSESSMENT.

KEY PRIORITY 2. The Quality of Teaching, Learning and Assessment 2.1 Continue to develop effective pedagogy where formative assessment procedures are integral to meeting individual pupil needs; specifically including the development of peer assessment. Desired outcomes:

2.1 The school places a high value on day-to-day formative assessment and it is used to support continuous improvement in teaching practice. Feedback to pupils, including that from other pupils, contributes to improved learning and is focused on specific and tangible objectives; Pupils know how to improve. Children have increased ownership of their learning and have a wealth of opportunities to make independent choices. There is appropriate challenge for all pupils. All teachers and teaching assistants have well-developed questioning skills which elicit pupil understanding and help to move pupil learning forwards. All teachers set clear learning objectives and success criteria so that all pupils know what they are learning. Peer marking and feedback moves pupil learning on.

Success criteria (measuring the desired outcomes) 2.1 End of year statutory assessment data shows that pupils have made at least expected progress with many making above expected progress (linked to 4.4) Attainment is at least in line with national in all subjects. Progress measures for end of KS2 show an improvement on the previous year’s outcomes in Reading, Writing and Maths. Book trawls show that any written feedback matches whole school agreed policy and there is evidence of peer assessment. Book trawls show that any written feedback moves the learning on. Lesson observations demonstrate good progress within lessons, with both peer and teacher feedback making a significant positive contribution to the rate of progress.

Persons responsible: 2.1: LH Staff team: 2.1: All staff Link Governors: 2.1: TBC

Situation as of September 2017/Contextual information: The outcome of a Lesson study carried out at Worfield, showed that peer assessment empowered pupils and

was especially effective in enabling children to have a better understanding of where they are in their learning and what small steps they needed to do next to reach

their target. The study showed children were motivated to self and peer assess and readily discuss their work; improving their desire to make progress. The next step is

therefore to develop pupil peer and self-assessment by teaching the children strategies to look at their own work and evaluate it against the success criteria and to be

able to do this for a peer. The introduction of exemplification work samples in maths and writing will further support this process.

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Focus: Priority action tasks Personnel involved Resources and costs

Monitoring By whom, to whom

Key milestones and date achieved.

2.1 Effective Pedagogy for AfL is evident in all classrooms. Pupils are eager to know how to improve their learning. They capitalise on opportunities to use feedback, written or oral, peer to peer or adult led to improve. Teachers use questioning highly effectively and demonstrate understanding of the ways pupils think about subject content. They identify pupils’ common misconceptions and act to ensure they are corrected. Teachers check pupils’ understanding systematically and effectively in lessons, offering clearly directed and timely support. Pupils are typically able to articulate their knowledge and understanding in an age-appropriate way. They can hold thoughtful

DTL and Lead Teachers continue to support teachers and HLTAs to develop formative assessment skills with a specific focus on increasing the range of strategies used for peer to peer assessment. Staff plan learning well and pupils know the next steps in their learning and as such can provide their peers with incisive feedback. Teachers provide feedback in line with the school’s marking & feedback policy. Support via coaching and CPD at staff meetings. PDM timetable for year provides a wealth of opportunities to share and explore the pedagogy of effective teaching (see programme). TAs and Teachers to work with year group partners/TAs across federation to carry out a small lesson study to plan, monitor and record the impact of effective peer to peer feedback in a lesson. Share findings with whole staff group. DTL and Lead teachers monitoring through drop-ins, pupil interviews and lesson observations. Teachers to use effective questions to identity misconceptions in learning and to keep pupil’s thinking challenged and moving their learning forwards. Teachers liaise regularly and informally with parents who are given guidance about how to support their child to improve. Teachers attend pupil progress meetings (PPM’s) with SENCO, DTL and Exec Head.

DTL , SENCO and Lead Teachers support teachers, HLTAs and TA’s. CPD on peer assessment delivered by DTL at a PDM Staff work in pairs with class TAs on mini lesson study.

DTL Drop-ins and lesson observations DTL pupil interviews show 3 AfL principles: (1) know where they are in their learning, (2) where they are going, (3) how to get there.

Termly gathering of

the views of pupils

18 | P a g e

conversations about them with their peers and adults.

Progress is made in every lesson by all children. Pupils love the challenge of learning and are resilient to failure. They are curious, interested learners who seek out and use new information to develop, consolidate and deepen their knowledge, understanding and skills. Teachers are determined that pupils achieve well. They encourage pupils to try hard, recognise their efforts and ensure that pupils take pride in all aspects of their work. Teachers have consistently high expectations of all pupils’ attitudes to learning. Teachers identify and support any pupil who is falling behind, and enable almost all to catch up.

Teacher’s lesson planning is based on the needs of their pupils and feedback as well as NC coverage. Teachers introduce subject content progressively and constantly demand more of pupils. Teachers plan lessons very effectively, making maximum use of lesson time and drawing on the expertise of subject leaders as required. Coaching from DTL and co-coaching between teachers’ supports improvement in pedagogy and practice. Teachers provide feedback which highlights to pupils the gaps in their learning or identifies where they still need further challenge. As a result, pupils receive “stretch or fix” small group, paired or one to one intervention (linked to 2.2) Teachers and TAs use “pre-teaching” and assess impact on closing the gap. Teachers deploy TAs/HLTAs effectively for delivering structured interventions and pre-teaching to close gaps quickly

LH and subject leaders from the Federation support for teachers in their planning of lessons.

Subject leaders support and monitor planning and teaching of their subjects. DTL direction and support to subject leaders ( see separate action plans for subject leads)

SENCO and HLTAs, DTL monitor and support lesson planning to ensure structured interventions take place to “stretch or fix”.

ST termly monitoring of TA evaluative statements for interventions.

Termly

The progress across the curriculum of disadvantaged pupils, disabled pupils and those with special educational needs currently on roll matches or is improving towards that of other pupils with the same starting point.

School displays reinforce the “Yes you can” messages (see GLOW Maths Hub). Teachers are quick to challenge stereotypes and negative learning language in lessons and around the school. Resources and teaching strategies reflect and value the diversity of pupils’ experiences and are fully inclusive. Pupils love the challenge of learning. See also 2.4 and KP4

Talking to pupils shows positive mindset attitudes to learning.

ELT/SLT Lesson observations – termly Informal drop-ins

Ongoing

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ACTION PLAN DETAIL FOR KEY PRIORITIES (SDP) 2017-2018

KEY PRIORITY 2. THE QUALITY OF TEACHING, LEARNING AND ASSESSMENT.

KEY PRIORITY 2. The Quality of Teaching, Learning and Assessment 2.2 Ensuring opportunities exist within all maths teaching for developing

mastery (linked to 4.2, 4.3, 4.4) Desired outcomes:

2.2 The use of Mastery Assessment materials, improves the accuracy of teacher assessment in maths and improves the level of challenge or support for pupils. Four teachers from the federation are selected by Salop Maths Hub to undertake training as Teaching for Mastery (TfM) Lead Teachers cohort 2017 -2019. Mastery practice is regularly shared at PDM updates across the federation under the Maths Hub CPD model of class based research, development and collaboration. Mastery Lead teachers have clearly defined roles. Their work complements the work already undertaken in teaching using concrete, pictorial and abstract approach. Teaching models the best examples from observing the visiting Shanghai teachers. Teaching maths improves in the Mastery leads classes and disseminates to colleagues across the federation through PDMs which subsequently impacts positively on pupils’ progress and attainment.

Success criteria (measuring the desired outcomes) 2.2 Teaching maths improves in the Mastery leads classes and disseminates to colleagues across the federation through PDMs which subsequently impacts positively on pupils’ progress and attainment. Effective collaboration across the federation results in at least two of the 5 key elements of mastery being in practice in all classes in this first year of implementation. An audit completed at the beginning and end of 2018 shows significant progress in implementing mastery teaching across The Trinity Federation. Pupils within the identified target groups of girls and prior middle attainers are making at least expected progress in maths with a greater number than in 2016 achieving greater depth of understanding. At least 90% of the pupils in the TfM teacher’s classes will be at ARE/ARE+ by the end of the academic year. Teachers plan for teaching and learning using (NCETM) Mastery Assessments challenges for

Persons responsible: 2.2: LH Staff team: 2.2: LD, GG, MT, BW (TfM leads) and all staff. Link Governors: 2.2: KB

20 | P a g e

greater depth. As a result these pupils have a deeper knowledge in maths and are able to explain their thinking and reasoning (link to 4.2, 4.3, 4.4).

Situation as of September 2017/Contextual information: The school SDP and CPD has prioritised a mastery approach as the way forward, for example developing teacher’s subject knowledge in the use of concrete, pictorial resources to help children develop deep conceptual understanding and to make connections across the ‘big ideas’ in maths. We have also focused on developing problem solving and reasoning as well as an inclusive “Yes you can” growth mind-set culture with formative assessment strategies to move children’s thinking and learning on. Teaching assistants have also undertaken in-house CPD and we led a very successful workshop for parents. Progress and attainment data shows that where this approach is embedded in teaching, standards have improved significantly, pupils have a secure understanding .

Inextricably linked to: KEY PRIORITY 4. Outcomes for Pupils 4.3 Continuing to close the gap on gender differences;

Improving outcomes for boys in writing (linked to 2.3, 2.4, 4.1) Improving outcomes for girls in maths (linked to 2.2, 2.4, 4.2)

4.4 Continuing to improve outcomes for pupils whose prior attainment identifies them as prior middle achievers (linked to action plans for KP2, 3.2, KP4)

Desired outcomes:

4.3 Teachers plan for ‘girl friendly’ maths opportunities

4.4 Class teachers carefully track the attainment and progress of all pupils but specifically at KS2 those pupils who had prior middle attainment in either maths, reading or writing. Conversations in pupil progress meetings provide appropriate strategies to improve outcomes. Class teachers plan effectively to meet the needs of their pupils. Appropriate interventions support individual pupil needs.

Success criteria (measuring the desired outcomes) 4.3 The attainment gap in writing between girls and boys reduces across all year groups. The attainment gap in maths between boys and girls reduces across all year groups. 4.4 A greater percentage of pupils with prior middle attainment at the end of KS1 achieve a high score in reading. A greater percentage of pupils with prior middle attainment at the end of KS1 achieve greater depth in writing. A greater percentage of pupils with prior middle attainment at the end of KS1 achieve a high score in maths.

Persons responsible: 4.3: LH/CA Staff team: 4.3: All starff Link Governors: 4.3: KB/TBC Persons responsible: 4.4: LH/CG/CA Staff team: 4.4: All staff Link Governors: 4.4: KB /TBC

21 | P a g e

Focus: Priority action tasks Personnel

Involved and costs

Monitoring By whom, to whom

Key milestones and

date achieved.

Effective new training of

four mastery lead

teachers at Beckbury and

St Mary’s.

Four teachers from within

the federation work with

Mastery Lead teachers to

develop their practice.

Teachers CPD in mastery

follows a class based

teacher research model.

The new Teaching for Mastery (TfM) lead teachers will participate in the Maths Hub mastery programme of half-termly, cross-school Work Group meetings with the Mastery Specialist (half-days) and contribute to the online community.

An initial Audit of mastery teaching in each school is completed.

Mastery leads attend all training 2017 -18 and understand their new role and responsibilities.

Mastery Leads collaborate with the LA Maths Hub advisory teacher, Maths Hub Specialist Mastery Teacher, the Director of Teaching and Learning (DTL) and one colleague each to develop mastery practice in their own classrooms.

Mastery maths school audits used throughout the year to measure progress in implementing mastery teaching.

The mastery lead teachers will provide regular training and support for staff colleagues to deepen and strengthen their subject knowledge

The DTL will meet with the Mastery Specialist and the Maths Hub leadership as well as working with the other Work Group school leaders.

Introduce and establish within the federation a Teacher Research Group professional development model to support teacher development in line with the requirements of the Salop Maths Hub.

DFE grant

awarded will fully

fund Maths

Mastery

programme.

£1000 supply cost

included to fund

mastery lead

teachers release.

The mastery lead teachers will receive a minimum of 10 (combined) days release time for development work.

LH (DTL) with St

Mary’s staff: BW,

MT

Beckbury/St

Mary’s staff lead:

GG, LD

Salop Maths Hub

Specialist Mastery

Teacher attached to

Beckbury and St Mary’s

School.

Initial audit and final

audit identifies

weakness and

strengths in current

practice and action

plan is created.

See Maths Hub

Programme Plan.

End of Year mastery

audit shows significant

progress in mastery

teaching.

22 | P a g e

Every child will have a

positive view of maths

and their ability in maths.

( link to 4.3 and 4.4)

At least 90% of the pupils

in the TfM teacher’s

classes will be at

ARE/ARE+ by the end of

the academic year. ( link

to 4.3 and 4.4 - girls and

prior middle attainers)

In mixed and single year

group the class is taught

as one.

Maths lessons are organised to mastery principles so that the whole class is taught together and all pupils have the opportunity to work on tasks that are suitably challenging. (Link to 4.2, 4.3 and 4.4).

PDM maths all staff watch NCETM videos demonstrating effective whole-class maths teaching.

Shanghai teacher modelled session observed by TfM Lead teachers.

Embed “same day” intervention as part of effective teaching

practice (linked to 2.1)

Revised intervention programme

TfM develops this practice on TfM programme. It is then modelled to all staff. 100% of children are supported to access the next lesson alongside their peers (except children with specific learning needs).

LH (DTL) and

Mastery Specialist

Lead.

KB

DTL maths

monitoring

planning and drop

in to see lessons.

PDM maths

update

Salop Maths Hub

Pupil questionnaires.

Link governor will

monitor impact on

pupil’s self -esteem

and their confidence

towards maths using

pupil interviews,

learning walks. Pupil

questionnaire shows

improved attitudes and

engagement in maths

from identified groups

i.e. Girls and prior

middle achievers (link

to 4.3 and 4.4).

Autumn 2017 and

summer 2018 terms

monitoring.

5th November 2017

Different representations

are used to teach key

concepts leading to

greater depth in maths

understanding.

The use of CPA approach to deepen children’s understanding is integral to teaching maths.

LH coaching programme supports teachers individually.

LH

LH BW, MT, LD,

GG.

See Monitoring

Calendar.

23 | P a g e

Teacher Assessment in

maths is accurate and

pupils work exemplifies

the appropriate maths

statements.

Governors are well

informed re: the impact of

mastery teaching.

The NCETM Mastery year group activities and the DFE maths exemplification materials are used by teachers.

Termly cross federation moderation sessions for maths assessment.

DTL with Mastery Leads carry out a workshop for governors within a Curriculum and Standards Committee meeting.

Progress in maths

is shared

Lead teachers and

DTL

LH/CG

LH and CG

Governor monitoring

against SDP priorities.

September 2018

Workshop in Spring

term Standards and

Curriculum meeting

24 | P a g e

ACTION PLAN DETAIL FOR KEY PRIORITIES (SDP) 2017-2018

KEY PRIORITY 2. THE QUALITY OF TEACHING, LEARNING AND ASSESSMENT.

KEY PRIORITY 2. The Quality of Teaching, Learning and Assessment 2.3 Review of policy and procedures re: the teaching and assessment of writing

(linked to 4.1) Desired outcomes:

2.3 The English subject leader identifies a clear way forward (for the academic

year 2018/19) regarding the future teaching of and assessment of writing which

is informed by research and proven effective practice to raise standards.

Assessment criteria for teacher assessment of writing is aligned with that of DFE

expectations of pupil writing at the end of each key stage to reduce bureaucracy.

There is a clear process for tracking pupil progress in writing which provides

meaningful information to inform next steps.

Success criteria (measuring the desired outcomes) 2.3 By the end of the academic year the English subject leader will have a clear vision for the future teaching and assessment of writing across the federation and this will have been shared with staff. Staff will understand what is required of them with regards to the assessment of writing in the academic year 2018/19. The formative and summative assessment policies will be reviewed to reflect any planned change in practice.

Persons responsible: 2.3: CA Staff team: 2.3: Link Governors: 2.3: TBC

Situation as of September 2017/Contextual information:

Prior to the introduction of the interim end of Key Stage writing standards, the schools within the federation had successfully used the Ros Wilson writing criterion to

assess independent writing across Years 1-6. However, the introduction of the interim assessment frameworks created a two tier system for the assessment of writing.

As the 2017/18 Frameworks at the end of KS2 states that the ‘pupil can’ statements within the frameworks for English are unchanged on the previous year it is now our

intention to align these statements with the Ros Wilson criterion for writing in order to reduce teacher workload and create a single assessment document that staff,

pupils and parents can understand. We also intend to use this year to review our approach to the teaching of writing. Whilst we do not anticipate major changes will be

made, we wish to explore practice in other schools as well as look at recent research to inform teaching and learning across the federation from September 2018.

25 | P a g e

Focus: Priority action tasks Personnel

Involved and costs

Monitoring By whom, to whom

Key milestones and

date achieved.

English lead has a full

understanding of the

current teaching and

learning environment for

writing across the

federation.

Pupils and staff have

opportunity to express

their views about the

teaching and learning of

writing.

English lead is informed

regarding current

research and DFE

requirements and is able

to apply findings to new

policy for writing.

Staff aware of additions

and alterations to current

policy and are informed of

their responsibilities for

teaching writing.

Effective teaching of

writing.

Review current policy for the teaching of writing and meet with Lisa

Dodsworth (previous English Lead) to secure up to date knowledge

of writing across Federation.

English lesson drop ins (to focus on writing). One class in each key

stage in the first instance. Focus on progression of skills teaching.

Analyse teaching of spelling and grammar and identify impact on

quality of pupils’ writing.

Staff survey to ascertain professional confidence when teaching

writing, including spelling and grammar.

Read NATE and UKLA literature to ensure knowledge of current

research regarding the teaching of writing. Disseminate to class

teachers

Gather examples of good practice to demonstrate stimulating and

exciting opportunities for writing.

Attend local authority English subject leader meetings.

Align research findings and good practice to update federation

policy and procedures re the teaching and assessment of writing.

CPD delivered to inform all staff of updated policy and clear

expectations for teaching and assessment of writing across the

curriculum.

Update summative assessment policy to reflect any change in

writing assessment. Share with staff and implement.

CA/LD

CA/class teachers

CA/ class teachers

CA/ class teachers/HLTAs

CA / class teachers

CA

CA

CA

CA

CA/CG

Lesson observations

(drop-ins)

Book scrutiny of

writing in English and

other subjects, where

applicable (linked to

2.4)

Pupil voice: Pupil

survey to ascertain

views on writing in

school.

September/October

2017

November 2017

December 2017

December 2017

January 2018

January 2018

On going

On going

On going

Summer term 2018

Summer term 2018

Summer 2018

26 | P a g e

ACTION PLAN DETAIL FOR KEY PRIORITIES (SDP) 2017-2018

KEY PRIORITY 2. THE QUALITY OF TEACHING, LEARNING AND ASSESSMENT.

KEY PRIORITY 2. The Quality of Teaching, Learning and Assessment 2.4 To ensure all teaching is meeting the needs of all children through robust

curriculum coverage, lessons which are skills driven and which realise high levels of pupil engagement and where there are the same high expectations for pupil outcomes in non-core subjects as those which exist in core subjects (linked to 1.2 & 4.1).

Desired outcomes:

2.4 Teachers plan relevant, creative and engaging learning opportunities for children which draw upon and develop skills learnt across the curriculum. Monitoring evidence shows that teaching is matched to the appropriate year group expectations in the relevant aspects of the National Curriculum. All teachers have a strong knowledge of their year groups’ National Curriculum expectations. Subject leader monitoring shows that all pupils receive their entitlement to high quality teaching and learning in non-core subjects as for core aspects of the curriculum. Subject leaders have evidence of standards attained in non-core subjects. Staff have the same high expectations of pupils in non-core subjects as in core subjects and this is reflected in the quality of pupil work and levels of engagement. Topic books for all classes are of a high standard and reflect children’s learning in

core subjects.

Success criteria (measuring the desired outcomes) 2.4 Standards attained in non-core subjects are in-line with those attained in non-core subjects. Monitoring records show that standards of writing in topic work is of the same standard as that in English work. There is evidence of the application of mathematics in other subjects for all children and it is in line with standards and expectations for the year group. ( Link to 4.2)

Persons responsible: 2.4: LH/CG Staff team: 2.4: All subject leaders Link Governors: 2.4: TBC

Situation as of September 2017/Contextual information: We have evidence to support the view that within core subjects staff have good subject knowledge and

understanding of effective pedagogy. We recognise the need to now develop further, pupils’ application of skills learnt in core subjects into other aspects of learning.

27 | P a g e

Worfield school has an established practice of teaching key skills from maths and English in a creative, cross curricular way. This practice includes the use of a topic book

for each child to collate their topic work from a range of subjects. Leaders will support and monitor the quality and standard of the topic books to ensure it meets or

exceeds subject expectations.

Focus:

Priority action tasks

Personnel

Involved and costs

Monitoring By whom, to whom

Key milestones and

date achieved.

Staff have high

expectations of pupils in

all aspects of the

curriculum.

The needs of individual

pupils are met.

There is equality of

entitlement to the

curriculum.

Curriculum delivery shows

that teachers are…

Engaging the children

Linking subjects

Expecting high quality outcomes

Aware of the appropriate National Curriculum requirements

(Linked to, and following on from the actions outlined in 1.2)

English and Maths subject leaders to work with non-core subject

leaders to conduct an audit of their subject for opportunities for

transference of key number skills and writing skills. (Audit of writing

opportunities/audit of opportunities to apply number skills)

These audits to be shared through a PDM with all staff groups

leading to collaborative planning.

ELT to provide practical examples of planning for a skills based

approach to support teachers who are new to this way of thinking

about their curriculum planning e.g. topic webs.

LH to lead at first PDM. Outline expectations and share standards

by looking at exemplar books produced by pupils from Worfield.

Further monitoring by subject leaders will ensure practice is in line

with federation standards.

Teachers to revisit expectations for learning objectives and success

criteria in non-core lessons. (PDM)

Topics include themed maths problem e.g. WW2 ratio in recipes, .

Topics include writing e.g. writing diary as a WW2 soldier. Topic

CG/LH Subject

leaders

LH

CG/LH

CG/LH – all

teaching staff

All staff

CG/LH

LH and LW to

lead.

Subject leader and

Maths/English leader

LH PDM on 21 Sept

By end of Spring

term 1 - 2018

28 | P a g e

Building on prior learning

Delivering key skills

Setting the context with practical and experiential activities.

Pupils have creative opportunities to apply maths in a topic context, science, writing in each termly topic theme. Consistent practice in termly topics books for every child. Topic books are high quality.

include science application e.g. measuring, recording and graphing

plant growth. (Links to 4.2)

Teachers to develop a learning culture whereby high expectations

exist with regards to the application of key skills taught in writing

and maths being evidenced across other subjects.

Lead teachers &

subject leaders to

exemplify this way

of working.

joint monitoring – as

per calendar.

Link governor

monitoring focus.

LH and subject leaders

to monitor their own

subjects. See

monitoring calendar.

Spring term 2 – 2018

Science Bugs scheme is

used to plan for maths in

science.

Improving maths and

science outcomes.

Staff to use the resources in the Science Bugs scheme section on

maths in science.

Participation in Birkbeck University of London; Wellcome Trust and

EEF funded research and development national evaluation of the

“Unlocke” project; a novel computer based maths and science

learning activity designed to improved science and maths academic

outcomes.

Target pupils Year 3 and Year 5 across the Trinity Federation. From

October 2017 to February 2018

LW LW and subject leaders

to monitor.

Outcomes measured

and evaluated by the

NFER and Unlocke

researchers. The

achievement data will

be shared with School

(L. Holt)

29 | P a g e

ACTION PLAN DETAIL FOR KEY PRIORITIES (SDP) 2017-2018

KEY PRIORITY 3. PERSONAL DEVELOPMENT, BEHAVIOUR AND WELFARE.

KEY PRIORITY 3. Personal Development, Behaviour and Welfare. 3.1 Review anti-bullying strategy across the Federation

Desired outcomes:

3.1 The whole school community have a common understanding of what bullying is and what is not bullying. Pupils know what to do if they think they are being bullied. A wide variety of anti-bullying strategies are embedded within the daily life of the school e.g. assemblies, PSHE curriculum, lunchtime activity, Safer Schools work. Lunch-break provision ensures all children can engage in purposeful activity, feel safe and enjoy their social time. Pupils engage positively in restorative practice when friendship problems arise. Pupils know and understand behaviour expectations, rewards and consequences. Staff are appropriately trained in tackling any instances of bullying and can do so with confidence. Pupils demonstrate positive behaviour consistently outside of lessons as well as in lessons and can expect skilled and consistent behaviour management approaches from all staff groups.

Success criteria (measuring the desired outcomes) 3.1 An up-to-date anti-bullying policy is in place which is informed by national research into effective practice. Monitoring shows that practice reflects policy. Pupils report that they feel safe at all times. Parent responses on Parent View to the question, ‘This school deals effectively with bullying’ are positive and at least in-line with national collated responses. Reduction in bullying behaviours. Pupils report that they know what to do if they think they are being bullied. Parents report that they know what to do if they are concerned that their child is being bullied.

Persons responsible: 3.1: ST Staff team: 3.1: All staff Link Governors: 3.1: TBC

Situation as of September 2017/Contextual information:

We are aware from recent research into anti-bullying strategies nationally that in order to offer our children the very best strategies and approaches, our Federation

anti-bullying strategy should undergo a more intensive review to include these. From our monitoring we note that some pupils and parents do not always have a clear

understanding of what bullying is and isn’t.

30 | P a g e

Focus: Impact on pupils.

Priority action tasks

Personnel

Involved and costs

Monitoring By whom, to whom

Key milestones and

date achieved.

Pupils are aware that anti-

bullying is a key area of

development this year

and that they will have a

central part to play.

An active and robust

policy will be in place

Children will know what

bullying is and what to do

if they feel they are being

bullied. Pupils will have

positive lunchtimes and

playtimes.

Pupils who are identified

as bullies will receive a

prevention

programme/support to

target their actions. Pupils

will feel actively involved

within the class and their

Baseline position is established for all stake holders Establish a

Federation working party group to discuss research –‘All together

now! A whole school approach to anti-bullying practice.’ Devise a

questionnaire and letter to send out to parents for views. Required

support from teaching staff and dinner supervisors established.

Bullying surveys-K.S.1 /K.S.2 distributed to each class and analysed

as baseline position to inform action plan. Parent questionnaires

analysed.

Revision of current policy.

Training Lunchtime dinner staff receive training on anti-bullying

strategies/behaviour management to deploy at playtimes and to be

able to identify signs of bullying. Buddy system/peer mediation to

be established.

Anti -bullying week-13th and 17th November. Launch school

council concept -17th November. All classes to use anti bullying

resources- “Something to say resources”, cyber bullying resources

weekly. Sharing of good practice/strategies at lead teacher

meetings.

Designing of anti- bullying charter by pupils to be used across

Federation and implemented visually throughout school

S.T

E.D/C.S./T.P

S.T

E.D/C.S./T.P

T.P to attend

lunchtime training

training- £125

22/11/17

E.D/C.S./T.P -

All teachers/ TAs

.S.T to deliver key

messages within

PDM. Order

stickers/arm

bands/resources

to launch

initiative.

S.T monitoring of

behaviour in class-half

termly

E.D/C.S./T.P

monitoring of

playtimes-half termly

E.D/C.S/T.P. Monitor

use of policy-half

termly

Autumn term 1

Autumn term 1

Autumn term 2

Autumn term 2

Spring term

Spring term

Spring term

31 | P a g e

school in anti- bullying

and will have a voice

Pupils and parents will be

clear on procedures on

anti- bullying

There will be a reduction

in pupils reporting

bullying experiences and a

reduction in aggressive

behaviour

Drama company-Loudmouth Productions to reinforce ongoing anti-

bullying principles

Information booklet/charter for parents.

Measuring impact-Questionnaires to be revisited. New action plan

devised.

Cost- £1500 – invite

voluntary contributions

from parents

E.D/C.S/T.P

Summer term

32 | P a g e

ACTION PLAN DETAIL FOR KEY PRIORITIES (SDP) 2017-2018

KEY PRIORITY 3. PERSONAL DEVELOPMENT, BEHAVIOUR AND WELFARE.

KEY PRIORITY 3. Personal Development, Behaviour and Welfare. 3.2 Further develop pupil learning behaviours through realigning SUMO

principles with the new (2016/7) PSHE curriculum and explicitly teaching SUMO principles across the curriculum.

Desired outcomes:

3.2 The curriculum promotes the key drivers – Aspirations, Resilience, Independence and Communication. Pupils’ attitudes towards their learning have a strong and positive impact on their learning. The school has a growth mind-set culture and SUMO principles support this. Parents support the language of ‘growth mindset’ when supporting their children at home. SUMO is planned and delivered across the whole school as part of the curriculum; specifically in PSHE. There is a common SUMO vocabulary used by all staff and pupils within the school. Through embedding SUMO principles we maximise the effectiveness of the school lunchtime team to ensure children enjoy the social part of their day and have productive, undisturbed afternoons of learning.

Success criteria (measuring the desired outcomes) 3.2 Monitoring shows that all pupils are fully engaged in lessons and are demonstrating a growth mind-set approach towards their learning. Pupil interviews demonstrate that the vast majority indicate that the level of engagement and enjoyment in their learning has improved. Pupils make a connection between hard work and success as evidenced in monitoring activities, lesson observations and pupil interviews and questionnaires. Monitoring records evidence that SUMO principles are referred to within teaching and learning and that they support pupils in making progress both academically and socially and emotionally.

Persons responsible: 3.2: ST/ED Staff team: 3.2: All staff Link Governors: 3.2: TBC

Situation as of September 2017/Contextual information: The PSHE curriculum was revised for 2016/17 academic year and provision is now based on the Shropshire’s Respect Yourself programme. The previous PSHE lead had been involved in developing SUMO principles across the school and had, in revising the PSHE curriculum, made links to each of these 6 principles. However, due to a number of newer staff appointments across the Federation it has been identified that the whole staff would benefit from a re-launch of SUMO if they are to embed the principles in both PSHE teaching, the curriculum as a whole and ultimately the ethos of the school.

Focus: Personnel Monitoring By whom, to whom

Key milestones and

date achieved.

33 | P a g e

Priority action tasks Involved and costs

Children demonstrate an

increased ability to deal

with change, build better

relationships, develop a

resilient attitude to life,

maintain morale and

improve motivation.

Through embedding SUMO principles we maximise the effectiveness of the school lunchtime team to ensure children enjoy the social part of their day and have productive, undisturbed afternoons of learning. Parents support the language of ‘growth mindset’ when supporting their children at home. There is a common SUMO vocabulary used by all staff and pupils within the school.

Staff to attend SUMO refresher training – review 6 principles.

Change your T’Shirt, Develop Fruity Thinking, Hippo Time is OK,

Remember the Beachball, Learn Latin, Ditch Doris Day.

These address the following Key Concepts; Personal Identities,

Healthy Lifestyles, Risk, Relationships and Diversity.

Class teachers to plan for linking SUMO principles to topics.

Lunchtime supervisor workshops on SUMO principles to coincide

with general lunchtime supervisor training.

Each class take a theme and present in an assembly. Parents invited

to attend.

Embedding SUMO principles through wider curriculum – staff to

embrace opportunities to embed 6 SUMO principles across the

taught curriculum.

Plan whole school project on Remember the Beachball –

recognising people have different perspectives, embrace diversity.

Children to evaluate impact of key principles on their own thinking.

Class teachers to incorporate SUMO in class open event(s).

CG/LH/ST

CG/ST/CH/TP

Class teachers

Class teachers

All staff / SUMO

trainer £600 app

Project evaluation inc.

parent, staff and pupil

voice.

Individual

questionnaires.

Pupil video footage

Autumn term

Spring term

Summer term

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ACTION PLAN DETAIL FOR KEY PRIORITIES (SDP) 2017-2018

KEY PRIORITY 4. OUTCOMES FOR PUPILS

KEY PRIORITY 4. Outcomes for Pupils. 4.1 Increasing attainment and progress in Writing across all year groups in KS1

and KS2 for all pupils, with specific reference to the end of key stage expectations (linked to 2.3 and 2.4)

Desired outcomes:

4.1 Children are confident and competent writers and enjoy writing for a variety of audiences. Teaching throughout the year exposes children to a wealth of opportunities to develop age appropriate knowledge of writing structures and apply what they have learnt in a range of genres. Increased and regular opportunities for independent, extended writing exist across the wider curriculum. Teachers know the end of key stage assessment criteria well. Teachers know the National Curriculum expectations for their year group(s) well and use a range of teaching strategies.

Success criteria (measuring the desired outcomes) 4.1 The percentage of pupils achieving the ‘expected standard’ in Writing at the end of KS2 to be above national equivalent. The percentage of pupils achieving ‘greater depth’ in writing at the end of KS2 will be at least in-line with the national equivalent. The percentage of pupils achieving the ‘expected standard’ in Writing at the end of KS1 to be above national equivalent. The percentage of pupils achieving ‘greater depth’ in writing at the end of KS1 will be at least in-line with the national equivalent. School’s own termly progress data shows that children in all year groups (Y1-6) are making at least expected progress in writing. Pupil progress meeting minutes evidence that where any pupil’s progress in writing falls below expected, appropriate action has been taken. Evaluations of impact of any writing intervention show the intervention to have had a positive impact on pupil attainment and progress.

Persons responsible: 4.1: CA Staff team: 4.1: All staff Link Governors: 4.1: TBC

Situation as of September 2017/Contextual information:

In addition to the work outlined in Key Priority 2.3, we are aware that we need to continue to expose our pupils to a wealth of writing opportunities, in a range of genres

and for many different purposes. We recognise that these opportunities need to be carefully planned for through our creative curriculum so that all pupils can fully

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engage and can write across all curriculum areas to the same standard expected of them in their taught English sessions. Staff are at different stages of implementation

with regards to the delivery of a creative and thematic approach to the curriculum but there is much good practice on which to build.

Inextricably linked to: KEY PRIORITY 4. Outcomes for Pupils 4.3_Continuing to close the gap on gender differences;

Improving outcomes for boys in writing (linked to 2.3, 2.4, 4.1) Improving outcomes for girls in maths (linked to 2.2, 2.4, 4.2)

4.4_Continuing to improve outcomes for pupils whose prior attainment identifies them as prior middle achievers (linked to action plans for KP2, 3.2, KP4) Desired outcomes:

4.3_Teachers plan for ‘girl friendly’ maths opportunities Teachers plan for ‘boy friendly’ writing opportunities 4.4_Class teachers carefully track the attainment and progress of all pupils but specifically at KS2 those pupils who had prior middle attainment in either maths, reading or writing. Conversations in pupil progress meetings provide appropriate strategies to improve outcomes. Class teachers plan effectively to meet the needs of their pupils. Appropriate interventions support individual pupil needs.

Success criteria (measuring the desired outcomes) 4.3 The attainment gap in writing between girls and boys reduces across all year groups. The attainment gap in maths between boys and girls reduces across all year groups. 4.4 A greater percentage of pupils with prior middle attainment at the end of KS1 achieve a high score in reading. A greater percentage of pupils with prior middle attainment at the end of KS1 achieve greater depth in writing. A greater percentage of pupils with prior middle attainment at the end of KS1 achieve a high score in maths.

Persons responsible: 4.3: LH/CA Staff team: 4.3: All staff Link Governors: 4.3: KB/TBC Persons responsible: 4.4: LH/CG/CA Staff team: 4.4: All staff Link Governors: 4.4: KB /TBC

36 | P a g e

Focus:

Priority action tasks

Personnel

Involved and costs

Monitoring By whom, to whom

Key milestones and

date achieved.

Teachers can target set

with pupils to raise

attainment.

Pupils more motivated to

write.

Pupils expected to

produce high quality

writing in all subjects.

Writing skills improve

across the curriculum.

Pupils have opportunity to

see writers in action and

are more aware of the

relevance of writing in the

real world.

(Actions coincide with those outlined in 2.3 above)

Read NATE and UKLA literature to ensure knowledge of current

research regarding the teaching of writing.

Align Ros Wilson writing assessment criteria with new DfE end of

key stage expectations.

Gather examples of good practice (internal and external) to

demonstrate stimulating and exciting opportunities for writing.

(questions included in staff survey)

Embed writing across the curriculum. Expectation of good quality

writing in all subjects.

Examples of writing in other subjects to be assessed and moderated

using updated writing assessment criteria.

Research ‘Writers in School’ schemes to raise profile of writing.

Contact Tim Spiers (sports journalist) to provide a workshop for

upper key stage two.

Plan and deliver PD sessions to inform staff of writing updates.

CA

CA/Working party

of Y2 and Y6

current/past

teaching staff

CA /teaching staff

CA

CA /cross

federation

monitoring

CA

CA

CA - £300 approx

On-going.

December 2017

On-going.

On-going.

Spring Term 2018

Autumn Term 2017

Autumn Term 2017

Summer Term 2017

37 | P a g e

ACTION PLAN DETAIL FOR KEY PRIORITIES (SDP) 2017-2018

KEY PRIORITY 4. OUTCOMES FOR PUPILS.

KEY PRIORITY 4. Outcomes for Pupils 4.2 Monitoring shows that teachers understand and effectively teach the skills for successful problem solving and reasoning, resulting in high quality teaching and learning. Maths progress data at the end of KS2 shows an increase on previous years’ outcomes and is above the measure outlined for maths within 2017 floor standards. At the end of 2018 a greater percentage of pupils within each year group will have made the expected progress in maths when compared to end of 2016 school data. Desired outcomes:

4.2 Maths lessons from EYFS to Year 6 contain ‘real’ data, authentic maths contexts and purposeful, genuine ‘real world’ situations/scenarios that present children with opportunities to communicate using mathematics in meaningful ways. Teachers explicitly and repeatedly provide children with opportunities to develop key problem-solving skills. Children will demonstrate increased confidence in their ability to reason mathematically and problem solve by applying their understanding.

Success criteria (measuring the desired outcomes) 4.2 Monitoring shows that teachers understand and effectively teach the skills for successful problem solving and reasoning, resulting in high quality teaching and learning. Maths progress data at the end of KS2 shows an increase on previous years’ outcomes and is above the measure outlined for maths within 2017 floor standards. At the end of 2018 a greater percentage of pupils within each year group will have made the expected progress in maths when compared to end of 2017 school data.

Persons responsible: 4.2: LH Staff team: 4.2: All staff Link Governors: 4.2: KB

Situation as of September 2017/Contextual information: During 2017 Worfield School Year 2 pupil’s and Lead Teacher, participated in EEF research and development of

problem solving and reasoning with Professor Thereze Nunes and Oxford University. The programme used specially written materials and CPD. The impact of the study

together with our CPA maths teaching pedagogy had a very positive impact on the pupils understanding of problem solving and reasoning as well as the end of KS1

maths test results. The Lead Teacher will disseminate her practice and to share the CPD and materials with colleagues across the federation this academic year

38 | P a g e

Focus: Priority action tasks Personnel

Involved and costs

Monitoring By whom, to whom

Key milestones and

date achieved.

Teachers plan “real maths

lessons”.

Children are given opportunities to work with a range of real maths

in cross curricular lessons and in discrete maths lessons e.g. graphs,

data, number, timetables. This maths work may also be relevant to

the topic theme.

LH and all staff. LH and subject leaders.

KB- Spring term

monitoring by link

governor

Introduced at PDM

on 5th November

2017.

Staff complete CPD on

problem solving and

reasoning. To improve

subject knowledge.

Staff know how to plan

problem solving and

reasoning in maths

lessons as part of TfM.

Pupils’ books have

evidence of problem

solving and reasoning.

Staff attend Problem Solving and reasoning CPD to explore Oxford

University Reasoning and Problem Solving programme and

resources.

Teachers maths planning uses the White Rose, Nrich and mastery

problem solving and reasoning resources.

Drop ins and pupils books include problem solving and reasoning.

Children talk enthusiastically, when interviewed, about the

problems they are doing.

JC JC support staff to

implement and LH

monitor

LH - termly

KB pupil interviews and

books scrutiny by LH.

PDM 5th November

2017

Monitoring spring

and summer 2018.

39 | P a g e

ACTION PLAN DETAIL FOR KEY PRIORITIES (SDP) 2017-2018

KEY PRIORITY 4. OUTCOMES FOR PUPILS.

KEY PRIORITY 4. Outcomes for Pupils 4.3 Continuing to close the gap on gender differences;

Improving outcomes for boys in writing (linked to 2.3, 2.4, 4.1) Improving outcomes for girls in maths (linked to 2.2, 2.4, 4.2)

Desired outcomes:

4.3 Teachers plan for ‘boy friendly’ writing opportunities Teachers plan for ‘girl friendly’ maths opportunities

Success criteria (measuring the desired outcomes) 4.3 The attainment gap in writing between girls and boys reduces across all year groups. The attainment gap in maths between boys and girls reduces across all year groups.

Persons responsible: 4.3: CA/LH Staff team: 4.3: All staff Link Governors: 4.3: KB/TBC

Focus: Impact on pupils.

Priority action tasks

Personnel

Involved and costs

Monitoring By whom, to whom

Key milestones and

date achieved.

See Maths action plan - Key Priority 2.2

See English action plan – Key Priority 4.1

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ACTION PLAN DETAIL FOR KEY PRIORITIES (SDP) 2017-2018

KEY PRIORITY 4. OUTCOMES FOR PUPILS.

KEY PRIORITY 4. Outcomes for Pupils 4.4 Continuing to improve outcomes for pupils whose prior attainment

identifies them as prior middle achievers (linked to action plans for KP2, 3.2, KP4)

Desired outcomes:

4.4 Class teachers carefully track the attainment and progress of all pupils but specifically at KS2 those pupils who had prior middle attainment in either maths, reading or writing. Conversations in pupil progress meetings provide appropriate strategies to improve outcomes. Class teachers plan effectively to meet the needs of their pupils. Appropriate interventions support individual pupil needs.

Success criteria (measuring the desired outcomes) 4.4 A greater percentage of pupils with prior middle attainment at the end of KS1 achieve a high score in reading. A greater percentage of pupils with prior middle attainment at the end of KS1 achieve greater depth in writing. A greater percentage of pupils with prior middle attainment at the end of KS1 achieve a high score in maths.

Persons responsible: 4.4: LH/CG/CA Staff team: 4.4: All staff Link Governors: 4.4: KB /TBC

Situation as of September 2017/Contextual information: From our data analysis and monitoring we are aware of the need to challenge further still our pupils who had

prior middle attainment at KS1 so that they may achieve even higher outcomes at the end of KS2.

Focus: Impact on pupils.

Priority action tasks

Personnel

Involved and costs

Monitoring By whom, to whom

Key milestones and

date achieved.

Teacher Assessment in

maths is accurate and

pupils work exemplifies

the appropriate maths

statements.

(See Link to K.P 2 , 2.2) The NCETM Mastery year group activities

and the DFE maths exemplification materials are used by teachers

to accurately assess and plan lessons to meet the needs of all their

pupils and prior middle achievers.

Progress in maths

is shared

LH and CG

Autumn and spring

term.

September 2018

Workshop in Spring

term Standards and

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Teachers attend pupil

progress meetings.

Termly data shows prior

middle attainers are on

track to achieve at greater

depth/higher scores.

Pupil progress meetings each term. DTL and SENDCO advise

teachers on meeting children’s needs and careful tracking.

Teachers attend PDM on SEND provision.

Governors are informed of the impact of mastery teaching at a

Standards and Curriculum meeting (workshop and progress

meetings).

English lead and maths leads analysis of data following pupil

progress meetings in relation to those with prior middle achievers.

Identify where progress is insufficient and agree actions required

with class teacher.

ST,LH,CG

DTL with Mastery

Leads carry out a

workshop for

governors

CA/LA and class

teachers.

Termly PP mtg.

SEND PDM 21/9/17

Curriculum meeting

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ACTION PLAN DETAIL FOR KEY PRIORITIES (SDP) 2017-2018

KEY PRIORITY 5. EARLY YEARS FOUNDATION STAGE – EFFECTIVENESS OF THE EARLY YEARS PROVISION: QUALITY AND STANDARDS.

KEY PRIORITY 5. Early Years Foundation Stage – Effectiveness of the Early Years Provision: Quality and Standards. 5.1 To realise a vision for EYFS provision across the Federation which has considered the government’s policy of offering 30 hour provision. Desired outcomes:

5.1 The school’s offer for access to high quality EYFS provision considers the needs of the community and is within the scope of the school budget. Families in the local community continue to use the school’s EYFS provision thus helping to ensure high numbers applying to the Reception class.

Success criteria (measuring the desired outcomes) 5.1 The school’s EYFS offer for high quality Nursery provision is based on an analysis of parental need and is financially sustainable. The school’s Nursery is operating at full capacity and there are high numbers of pupils registered to attend in the future.

Persons responsible: 5.1: CG and FGB Staff team: 5.1: LD, ED, SK, JW, STa Link Governor: 5.1: EH

Situation as of September 2017/Contextual information: Each of the schools within The Trinity Federation have an EYFS unit which provide our youngest children with

a high quality learning environment, with nursery aged children able to attend part time alongside our full time Reception class pupils. The Federation is currently able

to offer 15 hours of funded nursery provision in each of our schools. In response to the government’s increased offer of 30 hours funded nursery provision for certain

eligible parents the Federation intends to explore the possibility of increasing their offer. During the course of this academic year the school will review its position in

relation to EYFS provision and consider the financial implications as well as the educational benefits in determining the viability of offering 30 hours nursery provision in

the future.

Focus: Impact on pupils.

Priority action tasks

Personnel

Involved and costs

Monitoring By whom, to whom

Key milestones and

date achieved.

Look at the current staffing and what changes would need to be made to

Audit of the current provision, staffing and learning environments to be carried out

ED

Audit of current

provision

September 2017

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ensure ratios are correct for the additional hours.

Access consultant support from LA as appropriate in regards to how the school can extend hours or receive financial support. Explore a variety of models. EYFS leader to visit outstanding EYFS settings who currently offer 30 hours to explore staffing structures, timetables and allocation of 30 hour provision. Presentation to Finance and Premises Committee re: viability of increasing offer to 30 hours in each school. If financially viable, take to Personnel committee and appoint additional staff if required.

If there is to be an increase in hours offered, review and update risk assessments in the light of additional staffing and changes to the logistics of the school day. If provision is to increase, inform local community (target prospective future service users) and parents of pupils currently register to join the setting in the future and those not moving on to Reception class. If provision is not to increase in 2018/19 notify existing parents and provide the rationale.

ED ELT LA

ED LD

ED SK LD

ED ELT GOV

ED SK LD ST JW

Feedback to ELT/Govs

Costed proposal as to

how the 30 hours will

be rolled out in each

school.

Finance/Personnel

committee to receive

proposal

Risk assessment

checked

October 2017

By January 2018

Spring 2018

In advance of any

change in provision.

By Summer half-

term 2018

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ACTION PLAN DETAIL FOR KEY PRIORITIES (SDP) 2017-2018

KEY PRIORITY 5. EARLY YEARS FOUNDATION STAGE- EFFECTIVENESS OF THE EARLY YEARS PROVISION: QUALITY AND STANDARDS.

KEY PRIORITY 5. Early Years Foundation Stage – Effectiveness of the Early Years Provision: Quality and Standards. 5.2 To embed effective transition processes from EYFS to Year 1 Desired outcomes:

5.2 All staff working within EYFS and Year 1 are aware of the transition policy and have embedded practices to ensure a smooth and successful transition for all children from EYFS to Key Stage 1.

Success criteria (measuring the desired outcomes) 5.2 Monitoring of transition processes will show that pupils, parents and staff endorse transition procedures and report that pupils are settled and happy in Key Stage 1.

Persons responsible: 5.2: ED Staff team: 5.2: LD, ED, SK, JW, STa, BW, LD, MD/GG Link Governor: 5.1 – 5.4: EH

Situation as of September 2017/Contextual information: The Federation EYFS/Year 1 team have developed a transition policy to ensure high quality care and understanding of children’s next steps as they make the change from EYFS to Key Stage 1. We are aware the policy will need embedding during the transition period in the academic year 17/18. Evaluation will then inform subsequent transition plans.

Focus: Impact on pupils.

Priority action tasks

Personnel

Involved and costs

Monitoring By whom, to whom

Key milestones and

date achieved.

Children make successful transitions from EYFS to Key Stage 1 where staff have carefully planned for both personal and academic milestones. Children using the environment appropriately and it forwards their learning.

1. Staff to understand and discuss the transition policy (previously drafted)

2. Staff to meet to meet to plan transition projects

3. Staff to meet to discuss children and the next steps

4. Child questionnaire both before and after transition and analysed to show success and next steps of the transition project.

All EYFS staff and Year 1 staff ED to monitor transition projects

Meetings with federation EYFS staff Before and after pupil questionnaire carried out by ED Staff feedback session carried out by ED

Summer 2018

M10 report

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Effective planning will be leading to quality learning experiences for all children. Careful tracking of children’s attainment informs planning for Key stage 1 EYFS and Year 1 staff will work collaboratively to ensure continuous provision in year 1 Autumn term.

5. Staff feedback session with ED to analyse the success of the transition project and inform future transition.

ED to create report for governors and EHT in regards to success and next steps of projects.

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ACTION PLAN DETAIL FOR KEY PRIORITIES (SDP) 2017-2018

KEY PRIORITY 5. EARLY YEARS FOUNDATION STAGE- EFFECTIVENESS OF THE EARLY YEARS PROVISION: QUALITY AND STANDARDS.

KEY PRIORITY 5. Early Years Foundation Stage – Effectiveness of the Early Years Provision: Quality and Standards. 5.3 To further develop moderation of in-year assessments across all areas of the EYFS curriculum Desired outcomes:

5.3 Staff working within the EYFS unit are all aware of, and contribute to, the assessment procedures and moderate judgements both within individual schools and across the Federation to ensure all judgements are in line with the EYFS assessment criteria.

Success criteria (measuring the desired outcomes) 5.3 Monitoring of the use of children’s Learning Journals shows that relevant and sufficient evidence is gathered to support assessment judgements. Regular moderation with all EYFS staff across the federation validates assessments made and ensures a depth of understanding across the phase. Planning shows that pupils’ interests and individual needs are catered for based on assessment outcomes. Minutes of staff meetings and moderation sessions reflect the confidence of staff in making judgements in line with the EYFS assessment criteria.

Persons responsible: 5.3: ED/LD Staff team: 5.3: LD, ED, SK, JW, STa Link Governor: 5.1 – 5.4: EH

Situation as of September 2017/Contextual information: Moderation procedures are clear and rigorous to ensure staff make secure judgements. With the addition of new staff to the EYFS units the Federation are aware that training and careful monitoring of the moderation procedures are important to ensure all staff in the EYFS units understand the types of evidence needed to make secure judgements.

Focus:

Priority action tasks

Personnel

Involved and costs

Monitoring By whom, to whom

Key milestones and

date achieved.

EYFS assessment judgements are supported by a wealth of pupil evidence and are agreed upon by all staff members

1. Staff to meeting regularly for both in school and federation moderation meetings/LA

All EYFS staff

Moderation meetings

within federation and

LA

Baseline

assessments and

then termly

assessments

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All children are known by all staff working within the EFYS Unit and as a result, planning based on assessment information appropriately supports pupils’ next steps. All staff make consistent judgements and there is evidence to show staff have met and discussed these judgments.

2. Staff to consistently use online learning journals alongside paper evidence to build banks of evidence linking these to early learning goals and developmental statements

3. Staff to review the evidence when building profiles

4. Use profile evidence to complete tracking grids and track

progress.

5. Provide termly outcomes to ELT and governors as requested

6. Staff to attend LA moderation meetings and provide

feedback to all staff working across the EYFS.

ED to monitor and provide reports

Meetings with federation EYFS staff Termly pupil progress meetings