LEARNING IMPROVEMENT PLAN 2019 -2020
Chickerell Primary Academy
HEADTEACHER Jody Harris DATE September 2019
OVERVIEW 2019 – 2020
CURRENT SCHOOL CONTEXT: Our school is a school that ensures that children’s best interests are at the heart of every decision we make. Our children make the school the success it is, and it is our job to continue to ensure that we provide the kinds of
experiences seen by the Ofsted visit of November 2018 so that they leave us genuinely ‘secondary ready’ - in every sense, academically, emotionally and socially.
As well as delivering a high quality education, we pride ourselves on putting the pastoral care of all our community- pupils, staff and parents- at the forefront of our service and we therefore put a lot of resources into this area, our rational being if children and staff are in the right mindset to learn/teach- then they will achieve more. We have this year appointed a ‘nurture and pastoral family support worker’ to ensure that there is greater consistency between home and school and initial indications are that this is working well, especially for the parents.
School outcomes in Summer 2019 identified that in the very vast majority of cases data was in line with or above National figures.
At KS1, attainment was in line or broadly in line with national at the Expected standard and at Greater Depth, although ARE writing
%’s and Maths GD %’s were lower than we had anticipated, and this will remain a priority to increase. Results in the Phonics check show a slight decrease from the previous year but are still above National. Results at KS2 showed that writing was just above national, and we were above in maths, EPGS and reading. All three core subjects were in line or above 2018 national at GD. School hit the floor standards for progress in all three areas, with an improvement in the provisional progress measures for all three areas, with all 3 being in the + for the first time. EYFS GLD was in line with the national in 2018 - 73% with significant gains being made from baseline. In terms of staffing, there has been an increasing focus on the development of middle leaders so that they are confident and effective in analysing and evaluating standards across the school in their subject area, and therefore driving year on year improvement. This will remain a focus alongside a full review of the curriculum that we intend to carry out this year to ensure that it is designed to give all learners the knowledge they need to succeed. Teaching remains securely good, but our focus in terms of attainment data will be the ARE at writing at the end of KS1, the % of children achieving GD in maths at KS1 to be increased, and consistency for all PP children, particularly looking at their achievement in %’s at ARE in all three areas at KS1. This year, the SLT have committed themselves to robustly monitoring the curriculum across the school, in particular looking at the rationale for what is being taught, it’s relevance to the children and their wider experiences- and how the middle leaders impact on this .
KEY PRIORITIES PRIORITY LEAD PERSO
N
Why identified as a priority
PRIORITY 1 To increase the achievement of all pupils so that all 2020 externally submitted data is above National 2019 levels, particularly in ARE at end of KS1 writing and the % of children achieving GD in maths at KS1.
SLT Not all externally validated data was in line with national at this time.
PRIORITY 2 To strengthen the impact all school leaders have, in particular the middle leaders, by raising the level of ambition and enhancing the relevance in the wider curriculum.
SLT The new Ofsted framework will put a greater level of emphasis on how we organise and determine what we teach outside of the core subjects
PRIORITY 3 To improve the current teaching and learning across other curriculum subjects, in order to ensure both a transference of core subject skills to other areas and that an excellent subject knowledge is being passed to the
children.
SLT We want the children’s work to reflect more of a coherence and fluidity of approach so there are clear cross curricular links evident in the books.
Priority 4 To engender a love of reading for
pleasure throughout the school so that all children regularly read outside of school
Ca We want the children to gain a greater
understanding of why and how reading
underpins their ability to access the rest of
the curriculum and how important it is to
challenge themselves in their reading
KEY PRIORITY 1
To increase the achievement of all pupils so that all 2020 externally submitted data is above National 2019 levels, particularly in ARE at end of KS1 writing and the % of children achieving GD in maths at KS1
Outcomes/Impact Actions Resp. Monitoring
For the % achieving the GLD in EYFS to be above national, showing significant gains from a low baseline
For more than 50% of the PP EYFS children to gain their GLD
Use of specialist TA for additional in class support of the ‘catch up quickly’ children
Initial rigorous pilot baseline moderated by local cluster group
PM reviews for EYFS staff to reflect this intended outcome
Discrete intervention activities to increase the chances of success for PP children
Highlight to parents through Tapestry ‘next steps’
where they can assist in developing certain skills at home using open registration to discuss this
LL Termly progress meetings with SLT to ascertain
‘gap analysis’ and the progress of the catch up quickly children [ Wk beg 6.1 and 27.4]
SLT weekly drop ins to look at the provision for these identified children
EYFS lead to meet with specialist TA x 2 each half term to review intervention provision for the ‘catch up quickly’ children [ 25.10]
Teachers to regularly check Tapestry to see what parents are uploading as evidence of their input At KS1
for at least 70% (to be reviewed autumn 2) of the cohort to achieve ARE in writing and maths[ according to current profile of the cohort this is a realistic
10 book challenges to ascertain appropriate level of challenge at ARE and GD in core areas across the 2 Year 2 classes
Half termly data drop and revision of provision for any children not on track for ARE in any of the three areas
Drop in observations work to confirm high
SS/Kc/La Termly progress meetings with SLT to ascertain ‘gap analysis’ and look at provision for any ‘drop offs’ [ Wk beg 6.1 and 27.4]
SLT weekly drop ins to monitor intervention
PM reviews to monitor the progress
target].
for at least 22% of the cohort to achieve GD in maths
increase the % of PP pupils attaining GD in R and W to be more in line with prior school outcomes
quality teaching in all 3 core areas
PM reviews- objectives for Yr 2 staff to reflect this intended outcome
‘Comparative judgements’ system used to moderate writing standards against other national schools
Comparison with exemplar materials to prove accuracy of judgements
towards their objectives [ Wk beg 4.11, 10.2 and 30.3]
Inclusion lead to review provision of intervention each half term for the PP children to ensure equitable access and keep an overview of their progress rates[ [dates 25.10,4.12,14.2,3.4]
Moderation with local outstanding school to ascertain comparison of GD writing standards [14.2]
At KS2
for 80% of children to achieve ARE in Writing and Reading and 85% in Maths
for the combined score to be over 70%
for the %’s at GD to be at least in line with National 2019 for Reading and Writing and to exceed national in Maths
At end of KS2, for progress measures for all groups of children to be a + , with at least +1 in reading and writing, and be in excess of +2.5 for maths
For the % of PP children reaching National standards in writing to increase to 70%
For PP progress in Yr 5 to match that of non PP children
For SEN attendance to be higher than 95%
10 book challenge to ascertain appropriate level of challenge in reading, maths and writing at ARE and GD
Comparative judgements writing task
undertaken to judge against National standards
External moderation of reading standards with local outstanding school
Additional maths support brought in from experienced external staff for ‘cusp’ ARE children
Lesson study work/learning walks undertaken by maths and english leaders [ monthly]
Termly data drops and review of provision for any children not on track.
PM reviews for Yr 6 staff to specifically reflect these intended outcomes [4.12,14.2,3.4]
The newly appointed nurture and pastoral support worker to assist parents of PP and Sen children with attendance issues with weekly
‘catch ups’
Inclusion lead to ensure that these PP and SEN children are well reflected in intervention groups
Smaller class sizes organised in Year 5 and 6.
Ca/Hs/Lw Yr 6 staff to have termly progress meetings with SLT to ascertain ‘gap analysis’ and look at drop off and review intervention accordingly[ 6.1]
External validation of current standards from school to school support
Drop in observations to confirm quality of provision/high quality teaching
[fortnightly from 16.9]
All class teachers, irrespective of year group, are fully accountable for their class
All teaching staff are more aware of strategic vision of school and impact on teaching and learning.
Class Teachers
SLT monitoring via weekly drop ins
Performance Management [ 4.11]
Pupil Progress meetings [ 6.1, 27.4]
standards and achievement through high quality , first class teaching
All teachers model and uphold the Teachers Standards as set by DfE
All teachers to ensure that their class are fully challenged, with high expectations so that a greater proportion achieve Greater Depth.
Teachers to ensure the effective deployment of TAs.
Teachers to ensure that feedback from monitoring is acted upon promptly
All pupils to be ‘next year ready’ when they enter their next year group in 2020.
Discussions with pupils.
Class termly/end of year outcomes.
KEY ACTION MILESTONES and impact
Autumn 2019 Spring 2020 Summer 2020
Roll out of comparative judgements for all year groups 1-6 in writing, with subsequent generated performance reports reflecting a positive indicator for ARE
Analysis of data drop at Autumn 2 to examine performance, particularly at reading ARE.
Initial baseline for EYFS established early autumn and moderated by cluster group with a provisional GLD target established
Monitoring of whole class guided reading and it’s impact on KS 1 and 2 reading, with an emphasis on looking at how that is
impacting on achievement across the curriculum, children will be accessing their topic related work easier and with greater understanding
PM objectives for key staff will reflect these priorities
Parents invited to ‘surgeries’ to discuss teaching and learning strategies so that they can best support learning at home. PP families to be specifically invited.
Comparative judgements writing training completed for all year groups and ‘report’
results to be analysed
2nd data drop to show diminishing gaps between disadvantaged and nat. others
PM review with staff undertaken to check progress towards objectives
EYFS progress towards GLD to show
significant gains at Spring 2 - close to 55% on track to achieve GLD at this point
ARE %’s at reading at end of KS 1 and 2 at end of Spring to be on track for National figure.
Whole class reading to show clearer evidence of VIPER skills[ improved test outcomes]
Parents invited to ‘surgeries’ to discuss teaching and learning strategies and how best to support learning at home. PP families to be specifically invited.
All ARE and GD writing and maths samples to have been robustly externally validated with local outstanding school. %’s achieving ARE and GD at Yr 2 are at least in line with National figures
SATS at Yr 6 scores in all 3 core areas at ARE and GD to be above national levels
EYFS GLD to show at least 60% disadvantaged children have achieved GLD and the cohort to have achieved at least 73% GLD
Parents invited to ‘surgeries’ to discuss teaching and learning strategies and how best to support learning at home. PP families to be specifically invited.
KEY PRIORITY 2
To strengthen the impact all school leaders have, in particular the middle leaders, by raising the level of aspiration and enhancing the relevance of the wider curriculum.
.
Outcomes Actions Resp. Monitoring
All middle leaders play an increasingly effective role in school
improvement,
particularly in terms of ensuring that the curriculum is fit for purpose, relevant and aspirational
Middle leader’s action plans are based on a deep and accurate understanding of schools performance and a secure
understanding of national data.
Middle leaders to talk confidently to governors and other external agencies with regards to standards in their subjects
Middle leaders to have, where appropriate, analysed key data in comparison with National data and to draw up action plans that will reflect a determination to improve further and show a robust understanding of school’s performance in their subject area
Science ,English and Maths lead to look at formal opportunities for cross curricular working
Curriculum leaders to continue to liaise with DEED to embed opportunities for cultural learning within the curriculum
Use extended leadership team meetings to ensure consistency of approach to monitoring
AHT to ‘coach’ identified middle leaders towards NPQML
Ca/Fb/Sb/Dh/K c
LA Yr 6 English agreement trialling sessions will validate initial writing judgements
Middle leaders will have completed lesson observations and book scrutinies and have reported back to staff and SLT [by Dec 6th]
Book monitoring by curriculum leads will show cultural aspects of learning [ by wk beg 24.2]
All governors
confidently articulate the school’s
performance and provide robust challenge to the SLT
Governors to consistently show challenge at FGB meetings as evidenced by the minutes
School improvement committee governors to determine foci for meetings
Governor of the month to provide the focus for school visits
Vice Chair to meet termly with leader of assessment for an update on school performance
Hs/LL DHT to use focussed questioning in SIC
meetings to determine level of understanding of school performance[ 21.11, 23.1 19.3,21.5]
DHT to support GOM and determine their understanding of the focus of the visits
KEY MILESTONES and impact
Autumn 2019 Spring 2020 Summer 2020
Maths and English action plans submitted that show a robust
understanding of the end of year data from last academic year
AHT to have delivered coaching sessions to identified middle leaders, notably science and KS2 maths lead to explore their capacity to accurately judge performance
Middle leaders to agree challenging attainment and progress targets with leader for assessment
Govs to accurately understand the PM process and outcomes and to be able to authorise pay changes
After data drop 2, all children , particularly those in key Year groups of 2 and 6 to be on track for making at least 3 points progress in the core subjects
Middle leaders to successfully complete their mid year PM reviews
Planning scrutiny and book scrutiny are evidence that opportunities are planned for at least expected progress if not better, Data drop 3 to show this.
The vast majority of core subject data for all groups of children is at least in line with National 2019 or better
Govs to be able to articulate progress made in Reading, Science and Maths this year and can also identify initial priorities for Sept 2020 alongside middle leaders
Children’s books to reflect at least expected progress
Science to be more robustly and accurately reflected in the end of year report
KEY PRIORITY 3
To improve the current teaching and learning across other curriculum subjects, in order to ensure both a transference of core subject skills to other areas and to ensure that an excellent subject knowledge is being passed to the children.
Success Criteria Actions Resp. Monitoring
The reviewed curriculum meets the needs of all children in the school, is strongly underpinned by agreed common values and key learning skills and remains relevant innovative and creative.
Achieve RRS GOLD status
Children will have a
All planning to be underpinned by rigorous assessment of need and to allow for ‘deeper understanding’
The curriculum to take account of National and Local priorities to ensure that children clearly understand the relevance of what they are learning - ‘so that’…..
Weekly Enrichment opportunities offered are varied and take account of a wide range of interests, including a science based one
High quality teaching ensures that a good balance of key subject skills and knowledge is taught
RRS celebration day- global citizenship to be celebrated
staff to be provided with up to date INSET on diversity training to enable them to feel more confident about delivering this.
Kc/Dh/Ks 10 book challenge of topic books will show clearly which children are working at ARE or GD in English [ Dec 4th]
Attendance figures will be higher on a Friday for more vulnerable children because of the enrichment sessions
Topic books will reflect key learning skills and pupil voice will reflect enjoyment and
understanding of current topic[ half termly School Council meetings]
Children will be able to clearly articulate why they are learning something [ half termly
greater
understanding of diversity and acceptance of other cultures and societies, both here and abroad
school council lmeetings]
Children’s work across all subjects and in all books is of equal standard
Expectations of writing and maths skills to be clearly reinforced by class teachers in topic books
Learning targets where possible to reflect both subject and skill based
Opportunities for maths are evident in areas other than science
Kc/Dh 10 book challenge of topic books will show clearly which children are working at ARE or GD in English [ Dec 4th]
Planning scrutiny will clearly reveal the learning targets dual emphasis
To raise the profile of science in the school so that the standards in science reflect the standards in other subjects
Science lead to work in partnership with Southampton University and STEM institutions to improve the resourcing of the subject and provide additional opportunities for development of staff subject knowledge through our INSET days
Regular science assessmenr/testing alongside other core subject testing
SB Post INSET, all staff will be able to confidently teach Science well and the standards reflected in the books will have improved
Pupil voice- children will be able to articulate their understanding of science concepts confidently when discussing their work with science lead [ by Feb 14th]
To engender a sense of awe and wonder in the wider curriculum through wow moments or creative hooks.
Teaching staff confident to use a variety of stimulus to introduce topic work, and to encourage the use of higher order thinking skills that encourage children to relate learning to modern day society
Outside guests used to further this, eg Author visits
School educational visits will be carefully planned to create opportunities for awe and wonder to spark topic interest
Kc/Dh Audit of children work post each ‘wow’
stimulus will show a real enthusiasm
Pupil voice will reflect how ‘awe and wonder’
opportunities have inspired learning
Work in books following visits and outside guests will show excitement and enthusiasm for learning
KEY MILESTONES actions and impact
Autumn 2019 Spring 2020 Summer 2020
History Open afternoon to show parents the standard and quality of work done over the half term.
Audit of History skills by curriculum leads will show clear progression across the school
Topic Book scrutiny by SLT will show a
Curriculum Open afternoon to show parents the standard and quality of work done over the half term.
Analysis of pupil voice with regards to enrichment will show that children’s
engagement with school and attendance on
Curriculum Open afternoon to show parents the standard and quality of work done over the half term
Topic Book scrutiny by SLT will show improvements in quality of writing that closely matches that in English books
quality of writing that closely matches that in English books
Author visits will inspire parents to read more to and with their children- numbers at book signing to reflect that
Shared enrichment for PP children and their parents to increase opportunities for staff to model good language skills and reinforce key learning skills
a Friday is improving.
Audit of children work post each ‘wow’
stimulus will show a real enthusiasm
Topic Book scrutiny by SLT will show
improvements in quality of writing that more closely matches that in English books
Shared enrichment for PP children and their parents to increase opportunities for staff to model good language skills and reinforce key learning skills
Audit of key skills for next year ready shows a clear progression across the school in the main foundation areas,with limited or no gaps
Yr 2 and 6 writing results will have improved as a consequence of more sustained and regular writing opportunities in topic books
Shared enrichment for PP children and their parents to increase opportunities for staff to model good language skills and reinforce key learning skills
KEY PRIORITY 4
To engender a love of reading for pleasure for children throughout the school so that all children regularly read outside of school.
Success Criteria Actions Resp. Monitoring
For all children to all be able to talk in detail about a book they have read outside of school.
(Children read widely and often).
Whole class guided reading to encourage children to
‘critique’ books – teacher to model being immersed in a book by choosing gripping places to stop… until next time. New texts to be purchased and used.
Weekly ’book talk’ session in every class– classes share authors, titles… show and tell ‘Bring in a book’ and read a chapter (could extend to class assemblies?)
GD lunchtime book club: read one book per half term and discuss each week.
Reading event each term to model reading for pleasure (Autumn: Bedtime stories, Spring: Book swap event, Summer: Reading picnic).
Parent workshop to inform about reading for pleasure and how we can encourage this with our children.
Chickadees, EYFS & KS1: Reading pet to go home daily to be read to by a child.
Weekly ‘free books’ box that goes out with the uniform rail. Children can take, bring back and swap books for free. PTA to fund some more engaging titles from charity shops and request parents to bring in donations.
Community library visits to encourage children to use the library to access wider reading materials.
Use assembly time to promote reading – read a story from the library, share competition news and new books available.
Author of the month chosen by each class – each child (or as a class) to try out the author during the month and leave a review to be displayed in the library.
PTA to fund non-fiction section of the school library – current interesting non-fiction texts.
Reading competitions across year groups and in classes to encourage wider reading (one per half term).
All staff
RG
LL GC & CA
Reading record monitoring – what other reading materials are children choosing to read and log?
Teachers to keep a record of texts covered in school.
Pupil survey: Books they are reading at home, who reads for pleasure, when, where etc.
Baseline: number of books being read (Sept)
Compare to books being read (Spring and Summer).
Reading % at ARE and GD in Yr 2 and 6 increase? Above
whole class guided reading – level of text challenge to be increased, and all children to access.
Oxford reading buddy resource – Whole school reading
Ca Termly reading assessments (Y1, 3, 4 & 5 NFER, Y2&6 SATs).
Tracking termly (+ Oct 2019) using DC Pro.
National? online resource to be used to allow children to access digital texts and tailored comprehension quizzes to enhance individual reading progress.
Use of reading volunteers/parent helpers to read with small groups and broaden the discussion around the book they are reading together (to close the word gap, especially in EYFS).
Daily opportunities for children to read, and be read to in school.
Interventions to support ‘Drop off’ children in any year group – to be discussed as part of the Pupil Progress Meetings.
Online assessment information created by Oxford Reading Buddy resource.
Timetable and lesson drop-ins to monitor daily reading opportunities.
Monitor log-in activity of ORB tool.
KEY MILESTONES actions and impact
Autumn 2019 Spring 2020 Summer 2020
Bedtime stories event – compare attendance to last year’s event.
GD reading club to begin – Pupil voice after first text completed.
Autumn 2: Each year group to have a new text to use as WCGR (PTA to fund?)
Parent workshop – reading for pleasure and how to encourage children to read more.
ORB taster event & ‘Supporting Social Mobility through the use of digital resources’.
Autumn 2 – set first reading competition.
Oxford Reading Buddy online resource to be launched to teachers, children and parents.
GC and CA to run assembly to promote Bedtime Stories event.
‘Book Swap’ event during Book Week 2020.
Monitor use of Oxford Reading buddy – teacher views, pupil voice and monitor assessment information.
Monitor reading records (Y4, 5 & 6) – are children reading more at home for pleasure?
Set 2nd and 3rd reading competitions.
GC and CA to run assembly during Book Week to promote ‘book swap’ and other competitions.
Reading picnic – whole school event.
Chickerell Library to launch the summer holiday reading challenge – 2019 take up: __
Set 4th and 5th reading competitions.
GC and CA to run assembly to promote
‘Reading Picnic’.
Are the Nov 2018 Ofsted priorities visible enough in this?
Cultural diversity?
Assessment of subjects other than core?
