2016/2017 School Improvement and Development Plan for sustained and further improvement
St Catherine’s Catholic Primary School
Action Plan in response to OFSTED
2016 / 2017
Detailed Priority Areas Actions For Improvement and Development
A / Improve the quality of teaching and increase the rate of progress for boys and for pupils who need to catch up‘Pupils, particularly boys, do not make consistently good progress across key stage 1.’
‘Pupils who need to catch up make slower progress than others. This is because teachers are sometimes unaware that pupils have not understood what they need to do.’
‘Teaching, learning and assessment are too variable in quality between subjects and across year groups.’
Link to SIDP / What would you like to achieve? / Actions / How might we go about it? / What will Success Look like? SMART Targets? / Cost?
Lead? / Monitoring / Governor Monitoring
1.1
1.3
2.1
2.2
2.4 / 1. Teachers use the knowledge they have of pupils’ different starting points and possible barriers to learning to plan tasks which are challenging but accessible / Ongoing assessment for learning informs starting points for all lessons and challenge for all pupils.Ongoing
Gap analysis used to inform planning. Planning identifies children not meeting objectives and how work is adapted in light of assessments.Ongoing
Learning for ‘lower attainers’ identified on planning. Ongoing
Every group of children has a planned independent activity every week in English and maths Ongoing
Termly Triads teaching programme. Teaching Key focus for Triads will be on the engagement of lower attaining children and boys. Use of a prepared feedback sheet to identify key areas of good teaching and areas to work on for each teacher. Review at the end of each term
B-20/02 C-27/02 TriadReview – 14/03
Plan specific opportunities for pupils to deepen their learning and apply previously learnt skills.Ensure that there are planned opportunities for greater depth learning. This will be monitored through planning
Ongoing
Plan at least three opportunities for Gifted children
Identify an ‘Achievement for All cohort’ for boys in Y1, Y2, Y3, Y4, Y5, Y6:
- Profile the children identifying whether any common ‘features’ between them.
- Identify interventions which could change mindsetsJuly 2017
- Run a parent café focused on these children
- Identify male role models to work with the children
- Run structured conversations with teachers and SLT member
- Track progress every three months
After May assessment point, identify children working below age related expectations.
Transition afternoon for these children with the teacher for the following year to identify strengths and weaknesses. Following this afternoon, parent meetings to take place to discuss key learning / catch up programme for summer. June 2017 / All pupils demonstrate engagement in all tasks
Work is differentiated and independent for all abilities
Children not meeting objectives are identified on planning daily. Support given will be identified.
Aspects of good teaching identified and good practised shared effectively.
Teaching, learning and assessment are consistent in quality between subjects and across year groups.
Pupils who need to catch up make good progress. Teachers are aware of children’s needs and starting points. / SLT
Andrew Henstridge
Ruth Lee
Sarah Burke
AFA Coach
£3000
School Improvement Partner £2000 / Lesson observations / Work scrutiny
/ triads focused on:
- Differentiation
- Independent tasks
- Appropriate challenge for lower attaining pupils
Formal achievement of pupils measured three times.
Pupil progress meetings held 6 times a year to enable on-going evaluation of progress and target underachievement
Pupil progress meetings held after each assessment point to identify underachievement and slow progress.
Amendments to provision identified.
Evaluation reported to governors through the headteacher’s report on a termly basis. / Governor monitoring through discussions with teachers/pupils
Evaluations of monitoring reported to governors at every governor meeting
Termly School Improvement partner reports discussed at governor meetings
Governors data committee to review progress at key assessment points and report to the governing body
1.1
1.3
2.1
2.2
2.4 / 2. All pupils will understand what they have to do and will make progress with the tasks they have been set. / Training for all staff to develop strategies to engage all children during whole class teaching time28/02
- Achievement for All coach to work with Year 3/4 Term 4/5
- Consultant (Andy Hind) to work with whole staff.
Teachers to check regularly that children understand what they have to do at all stages of lessons.Ongoing focus for lesson observations / Full range of strategies use to engage children during whole class sessions
Lesson structure adapted to maximise engagement
Children understand what they have to do.
Work books demonstrate that children have completed tasks independently / AFA Costs above
Consultancy £2000 / Lesson Observations and pupil conferencing / Evaluation of teaching reported termly through the headteacher’s report
Joint lesson observations with governors.
Review
- Reviewed the format that we use to enable longer term analysis of daily assessment for learning (10/01/17)
- During monitoring, SLT are able to link up children not meeting expectations and ensure the children are being appropriately supported.
- SLT able to have a longer term view of likelihood of children meeting expectations
- Triad A has taken place.
- Used the new format which focuses on aspects of this action plan. Once this cycle has been completed, actions will be identified to improve teaching and learning.
- Staff meeting has been booked for the 14th March for Triad review and CPD on ‘engaging all learners’.
- SLT Met with Andy Hind. Decision was made to work on ‘professional culture’. This will begin with the leadership team.
- Meeting has taken place with Sally Arthur to discuss working in Year 3/4. Dates are in the process of being arranged.
B / Improve the accuracy of teachers’ assessment of pupils’ writing
‘Pupils in some classes rarely write completely independently and so teachers do not have an accurate picture of pupils’ writing skills.’
‘Teaching, learning and assessment are too variable in quality between subjects and across year groups.’
Link to SIDP / What would you like to achieve? / Actions / How might we go about it? / What will Success Look like? SMART Targets? / Cost?
Lead? / Monitoring / Governor Monitoring
1.4 / 1. Improve the accuracy of teachers’ assessment of pupils’ writing / Use Y6 interim assessment criteria and refer to the exemplification materials as a starting point to determine what writing needs to look like in each year group
- Break down expectations for the end of each assessment point for each year group.Term 3
Professional development for teachers on assessment processes and moderating of writing.Ongoing
Moderating of writing from all cohorts across different schools
- Samuel Cluster(Term 4)
- Wiltshire schools(Term 5)
- West Swindon Cluster(Term 6)
External reviews will validate teacher judgements / Alex Martin
Eng lead
Ruth Lee
SLT Link
Cluster project £1000
CPD £500 / Wiltshire Moderator visits
School Improvement Partner / School moderating outcomes will be reported to governors
School Improvement Partner report to governors
Wiltshire Moderator feedback
Governors to join staff for moderating exercise
1.2
1.4 / 2. To securely embed the school’s systems for regular sustained writing and assessed portfolios of work across all year groups / Planned opportunities for children to complete three or four extended writing pieces per term
At least one of these pieces will be a planned opportunity for a ‘distanced’ piece of writing.
Ongoing
Assessment of marking will consistently follow the school’s policy so that it supports improvements in writing
Ongoing / Books will contain evidence of school system being followed
Children are able to identify next steps in their learning / Alex Martin
Eng lead
Ruth Lee
SLT Link / Fortnightly book looks – AM / SLT / Summary of each book look reported to governors.
Governors to join SLT for book look once a term
1.4
2.5 / 3. Pupils have regular opportunities to demonstrate their writing skills through open-ended writing tasks. / Each grammar and spelling activity will include an opportunity for an independent paragraph demonstrating the skills taught.
Ongoing / Evidence of independent writing tasks at least twice a week. / Alex Martin
Eng lead
Ruth Lee
SLT Link / Fortnightly book looks – AM / SLT / governors
Review
- Breakdown of expectations was completed and delivered to staff ahead of assessment week in term 2.
- This has enabled staff to be more focused on evenly spread progress through the key stages
- Consistency across year groups
- Allows staff to be very focussed about teaching the skills which are necessary for meeting expectation.
- 3/01/17 - Staff meeting on assessment of writing
- Staff more aware of expectations for their own and other year groups. Has put their children’s writing in context.
- SLT could see that there was a clear progression through the school.
- 24/01/17 – CPD focused on marking writing and the use of cold tasks
- Has ensured consistency in all classes
- Kelly, Molly, Alex, Ruth and Andrew have attended LA teacher assessment training
- Understanding of national expectations
- Molly attended national training on developing writing in EYFS
- More evidence of children given writing opportunities particularly for lower ability children who had previously been recognised as not choosing child initiated writing.
- Alex has been supported by Marie Svilis on two occasions (December and February). Governors have had a report on one of these visits and will receive the second report shortly.
- Marie has identified has identified positive improvements in the quantity of independent writing. A list of actions has been identified before her next visit.
- Evidence in work scrutinies of more independent writing.
- Evidence in work scrutinies that marking policy is being applied consistently in all classes.
C / Improve the effectiveness of leadership
‘Leaders do not have accurate assessment information to robustly evaluate pupils’ progress by year group and subject. Consequently they are not fully aware of any underachievement.’
‘Governors do not challenge leaders’ reports sufficiently. They are not clear about which aspects of teaching need to improve and whether all pupils are making consistent progress.’
Link to SIDP / What would you like to achieve? / Actions / How might we go about it? / What will Success Look like? SMART Targets? / Cost?
Lead? / Monitoring / Governor Monitoring
1.2
4.1 / 1. Establish a rigorous system of assessment that enables leaders to evaluate the performance of the school accurately / The school assessment system, which was implemented last year, will be embedded to allow for review of pupil progress and attainment threesixtimes a year.Term 3
School Pupil Tracker Online (SPTO) will be used to track pupil attainment and progress over time for each cohort and groups:
(Gender, Pupil Premium, Low attainment, EAL, SEN, More Able)Term 3
School leaders will used data gathered from SPTO to evaluate progress and attainment of all groupsOngoing Jan/Mar/July
School leaders will provide governors with regular progress and attainment data to allow them to evaluate the school performance.
Ongoing Jan/Mar/July / Assessment in all key areas will take place three times a year.
Analysis and evaluation of assessment outcomes for different groups of pupils
Governors to have analysis and evaluation of assessments prior to Governor meetings so that they are able to challenge. / Andrew Henstridge
Assessment Package
£3000 / Evaluation of achievement and progress reported to governors through the headteacher report to governors / Governors data committee to review progress at key assessment points and report to the governing body
1.2
4.1 / 2. Leaders thoroughly analyse and evaluate the information they have about the quality of teaching so that sharper targets can be set for improvement / After each monitoring activity, information will be collated and evaluated.
Specific targets will be set for teachers.
Reviewed at the next monitoring point.
This will be disseminated to teachers and governors.
Ongoing
Governors will undertake learning walks to verify informationOngoing
Governors and SLT to work together to update school self-evaluation form each termOngoing
Specific targets arising from data capture will be set and reviewed at the next monitoring point.Ongoing / Targets for improvement are specific and based on the triangulation of evidence.
Teachers and governors understand the targets for improvement.
Headteacher report to governors contains thorough analysis and evaluation of all monitoring which has taken place. / Andrew Henstridge / Evaluation of monitoring reported to governors at every governor meeting. / Termly governor learning walks with SLT
4.1 / 3. Governors are more demanding of the information they receive from leaders so that they can better track improvements to teaching and pupils’ progress. / Governors to Re-structure Governing Body and appoint new governors to strengthen experience and expertiseTerm 4
Re-structure Governor meetings so all governors have an understanding of all aspects of the schoolTerm 3
Termly Governor training for all governors:
- Roles/responsibilities – Vision/aim
- Self-evaluation and monitoring
- Challenging questions
Identify specific committee to oversee OFSTED action planTerm 3
Link governors to be identifiedTerm 4
New clerk to governors employed Term 3
Governor Training – identify working practises / vision for the futureTerm 4
Set up an annual ‘conference’ for all governors and all staff to evaluate and plan for the future.
Term
Governor AGM for parents – accountability / Governor meetings focused on strategic areas of school improvement
Governors involved in self evaluation
Governor visits are undertaken and evidenced by governor reports
Governors have an accurate understanding of the strengths and weaknesses of the school / Anne-Marie Long
Governor support
£1300
The Key for Governors
£500 / Minutes of meetings identify:
- How governor self-evaluation supports strategic decision making
- Governors challenge on school improvement
- That governors have a key understanding of strengths and weaknesses
Review
- School Assessment system and format of analysis in place and presented to staff (7th Feb). Agreed in principle by governors.
- This will allow us to numerically measure progress for individuals and groups
- Key Groups identified and updated on tracker by the end of term 3.
- To enable us to numerically measure the progress of key groups
- Pupil progress meetings taken place and whole school attainment overview completed. This will take place in the two week following assessment weeks in future now that the systems are embedded.
- Whole staff reflection of individual pupil performance for those pupils below expectation. Staff were able to make suggestions for each other and reflect on interventions having impact across the school.
- New SEF format to be introduced to governors
- Effective self-evaluation so that governors are involved and able to focus on key areas
D / Raise standards in the early years so that all children, particularly the most able, make good progress from their different starting points
Teaching is not yet good in the early years. The most able children do not make good enough progress from their starting points.
Link to SIDP / What would you like to achieve? / Actions / How might we go about it? / What will Success Look like? SMART Targets? / Cost?
Lead? / Monitoring / Governor monitoring
1.1 / 1. Use the assessments made when children enter school more sharply to plan challenging tasks / Ongoing assessment for learning informs starting points for all lessons and challenge for all pupils.
EYFS gap analysis tool used to inform planning.
Ongoing
Learning for more able pupils identified on planning.
Ongoing
Plan specific opportunities for pupils to deepen their learning and apply previously learnt skills.
Ensure that there are planned opportunities for greater depth learning. This will be monitored through planning
Ongoing / All children will make good progress from their starting points
83% of children will achieve the ‘Good level of Development’
Percentage of children exceeding expectations will be in line with the national average in the ‘specific’ areas
Planned activities in place for more able children / Molly Measures EYFS Lead
Ruth Lee
SLT Link / Gap analysis tool monitored fortnightly
Achievement of pupils measured six times a year to enable on-going evaluation of progress
Pupil progress meetings held after each assessment point to identify underachievement and slow progress.
Amendments to provision identified. / Governors data committee to review progress at key assessment points and report to the governing body
Evaluation of achievement and progress reported to governors through the headteacher report to govs
2. Develop routines which ensure curriculum time is not wasted on activities which do not contribute to learning / Review of classroom management strategies with Early Years consultant
EYFS leader to visit other settings
Identify chosen activities for transition times / Routines are embedded to maximise teaching time. / Consultancy
£500 / Early years consultant to work with EYFS lead / Link Governor
Review
- Molly has been proactive in seeking out CPD opportunities to address the concerns expressed in the OFSTED report.
- Molly has spent time with other practitioners has adapted her planning so it is more child led and responsive to current need as opposed to longer term objective led planning.
- Consultants booked to support with the next phase of development
- Elaine Ellis – Assessment and Data
- Consultant – review teaching and learning practise
Version / Date / Author / Change description
1 / 14/12/16 / SLT / Action Plan Written
2 / 05/01/17 / Governors / SLT / SIP / Governor monitoring
3 / 09/02/17 / SLT / Review with Full Governing Body
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