Cockwood Primary SchoolSchool Improvement Plan2015-16

7

COCKWOODPRIMARY SCHOOL

School Improvement Plan

Sep 2015–July 2016

Key: red font: Dec 15update, blue font: Apr 16update,

green font: July 16 update

KEY JUDGEMENTS
Achievement / Grade GOOD
Quality of Teaching / Grade GOOD
Behaviour and Safety / Grade OUTSTANDING
Leadership & Management / Grade OUTSTANDING

and taking into account the extent to which we meet the needs of all pupils, and promote spiritual, moral, social and cultural development:

Overall Effectiveness / Grade GOOD
Progress from last year – Pupil Achievement
Key targets / Impact to date
To raise the achievement in writing, particularly in Year’s 3 and 6.
To increase rate of progress in maths, particularly in Year 5.
Quality of teaching improves.
For Leadership of the school to move from being GOOD to OUTSTANDING. / 100% of pupils achieved Level 4 at Year 6, and 21% at Level 5 in a cohort of 14. 14% joined us in Year 6.
The previous year – 88% achieved Level 4, 38% Level 5. Achievement at Year 4 was raised from the previous year.
Due to the change in assessment there is no data to support the Y3 target at this time. This cohort (Y4 in 2015-16) will remain a target group.
Due to the change in assessment there is no data to support the target at this time, although internal evidence suggests that the cohort achieved well with the raised expectations of the new curriculum. 73% achieved at least expected levels last year in a cohort of 11. Girls achievement – 38% at expected and 25% exceeding.
Achievement and Quality of Teaching were both graded GOOD by Ofsted (Nov 2014).
Leadership and Management graded OUTSTANDING by Ofsted (Nov 2014)
Page / Section / Contents / Last updated
1 / A / Outcomes for Pupils
2 / B / Quality of Teaching, Learning and Assess
3 / C / Personal Development, Behaviour, Welfare
4 / D / Leadership and Management

Page 1 of 41

Cockwood Primary SchoolSchool Improvement Plan2015-16

A: Outcomes for Pupils
Writing Action Plan 2015/16
Overall Target / To raise the achievement in writing for pupils in Key Stage 1 and 2, particularly in Year’s 3 and 6
Intended Impact / For the achievement and progress of children in writing to continue to accelerate, to more closely match that in reading.
Lead Person / Alison Murtha Literacy Co-ordinator (monitored by LC and T&L committee).
School Vision Links - Learning Journey, Perseverance, Grow and Succeed
Suggested questions for governors How are particular groups/cohorts performing in writing? What opportunities are being offered to promote extended writing opportunities in other subjects across the curriculum? What do writing surveys tell us about pupil views on writing? What does expected attainment at Year 2 and Year 6 look like? How are we assessing writing?
1. To raise the standards of writing across the school and to increase the number of children achieving ARE at the end of each Key Stage.
In Year 4 for 69.2% of pupils to be working at expected levels.
In Year 6 more than 65% achieve expected levels. / LC
AM
LH
LB / Sept 2015
Oct 2015 / AM, LH, LB join DLP ‘Improving Boys’ Writing’ Project. Carry out writing survey across the school (Year 1-6), analyse results and identify a target group.
Teachers to carry out detailed observations on target group, gather evidence and pupil conference each child. Identify and summarise barriers to writing in preparation for next session.
Completed / SPT data and internal data as starting point beginning and end of project.
Pupil writing surveys.
HT report of target pupils. / ALL children will make at least expected progress and identified children will make accelerated progress in line with ARE. / Year 4 Dec – 100% of pupils made at least expected progress.
43% of pupils at expected levels in December. +1.2TP
Year 6 - 73% of pupils at expected levels or above. +1.2TP progress. 100% of pupils made at least expected progress.
Nov 2015 / Attend cluster meeting and draw up an action plan for each identified group. Begin to put in place effective strategies to overcome barriers to writing. Completed
July 2016 / Analyse data and moderate writing alongside other project members. Identify successes and areas for further development.
2. To improve the quality of extended writing across the curriculum to ensure depth and length. / AM
Sarah Cook, SLN / £400 +VAT
2x ½ day supply AM / Literacy budget / Nov 2015 / Review of planning to check in-line with new National Curriculum. Focus on opportunities to write across the curriculum. Completed / Planning and books will reflect better quality writing opportunities across all subjects.
Staff moderation. / Quality of extended writing in all subjects will be embedded across the school. / Reviews by S Cook (2 visits) and B Foale within book monitoring activity. Writing showing progress but areas still to work on.
March 2016 / SC to review planning and books in response to feedback from last visit.
July 2016
3. To ensure that all Year 2 and 6 children make at least expected progress and attainment in line with the new curriculum. / AM
LH / 0.5 day per week for SPAG/
reading and maths interventions
SLN 2 x £60 / Sept 2015 / Key children identified across Year 6 needing extra support, intervention group set up with SPAG focus. Key children recognised and given teacher support – ½ day per week. / School pupil tracker
Spelling diagnostic data
OUAM
Marking and feedback of writing across all subjects
Sharing good practice in marking. / Year 6 pupils will achieve at least national expectations in all subjects.
Nov 2015 / 2 x half day training on new SPAG test
Year 2 and Year 6, Nov and Jan. Completed
4. To provide creative opportunities to inspire writing for a purpose. / AM
Teachers
TAs / Writepath £80 / Sept 2015
Oct 2015
Nov 2015
Dec 2015 / Class 1 Cinema Visit Completed
Class 2 Residential to Escot Completed
OUAM to be used more effectively to inform teaching. Work in progress – evolving.
Writepath International Poetry Blog (1day) Completed
Year 6- G and T Writing project linked with Exeter Chief’s, 2 days + attending match Completed
Use of more digital literacies across both Key Stages
Girls G and T Writing Project at Killerton linked to Creative Story Writing Completed / DLP moderation
Somerset Lit moderation / High quality writing shows depth and quality. / Creative opportunities in place. Contiuing to look at the quality of writing across the school.
March 2016 / Class 1 Shakespeare Week
Visit to Stratford-Upon-Avon
July 2016 / Writing linked to Enterprise Project.
5. To improve the spelling, punctuation and grammar across both key stages. / AM
Teachers
TAs / Sept 2015 / Spelling diagnostic testing carried out across Class 1 and 2
Word work groups set up based on diagnostic results
Word of the Day Yr 3,4,5,6 every day
In place. / Observation notes and books.
Data termly and end of year. / Spelling diagnostics completed half-termly. Flexible differentiated spelling groups.
Dec 2015 / Observations of Word Work Class 1 and 2
Observation of RWI Class 3 Completed by SC and termly learning walks/onservations.
Spelling diagnostic Completed
July 2016 / Spelling diagnostic results reviewed
Termly / AM to monitor and track coverage of English curriculum.
Oct 14 / Review of outcomes. Action plan in place for following year.
Maths Action Plan 2015-16
Overall Target / To increase rate of progress in maths across the school, particularly to achieve higher percentages of Year 4 and 5 pupils reaching expected levels (greater than 23% for Y4 and 33% for Y5). Target pupils make accelerated progress
Intended Impact / To accelerate progress for some and ensure no children make inadequate progress. To enable more pupils to achieve beyond national expectations.
Lead Person / Lewis Harben (maths coordinator). Alison Murtha (Class 1 teacher), David Snape, Roger Hirst (Lead maths governors) Monitored by the T and L Committee.
School Vision Links - Learning Journey, Perseverance, Reflection
Action plan / Key person / Cost / Funded by / Timescale / Success criteria (Key milestones for summative evaluation) / Evidence / Impact / Monitoring evaluation
To continue using STAR maths as an assessment tool for pupils in Year 2 to 6 to enable teachers to build next steps for learning and reinforce learning across units more effectively / LH
AM / July 16
Sep 15
Dec 15 / Teachers have half-termly assessment data which measures pupils understanding of the curriculum.
Target children identified.
Assessment information used to inform judgements, which are inputted into SPTO. / STAR maths data is generated.
Planning evidence directly linked to assessment information. / All children on track to make at least expected progress.
Teachers continue to use the program confidently.
Children’s attainment in Maths remains above expectation and continues to improve. / STAR maths data used to inform TA judgements – ½ termly.
Year 2 – 100% of pupils made expected progress (+1.4TP)
Year 6 – 100% of pupils made expected progress (+1.7TP).
Develop the use of Accelerated Maths as a stimulating resource which reinforces learning. / LH
AM / Dec 15
July 16
Mar 16 / All chn should be accessing Accelerated Maths at least once a fortnight (during assembly time)to compliment learning in class.
Children’s understanding is assessed in a wider variety of contexts.
Accelerated Maths data used in conjunction with other assessment information to identify strengths and weaknesses - attainment of groups, cohorts, individuals and which mathematical concepts need further reinforcement across the school. / Every child’s Accelerated Maths data accessible online
SPTO data will have greater evidence for support
If necessary, booster groups could be initiated to support particular groups or cohorts. / Pupils engaged in meaningful, valuable learning activities
Teachers are more confident and justified with their assessment data
Groups who may need extra support are identified and provided for. / Teachers using AM in a variety of ways. LH to continue to build on more frequent assessment in Class 2.
Develop LH’s understanding of the role and ability as maths coordinator. / LH / Nov 15 / Attendance to Babcock ‘Teaching and assessing maths through rich learning experiences’. Completed
Attend maths subject leader course - Babcock. Completed
Attend maths action group meetings - DLP. Completed
Feedback and dissemination to staff at meetings / Relevant updates or new theories applied to the delivery of maths at Cockwood. / LH well equipped for role as maths coordinator.
Staff more informed and knowledgeable / LH attending a range of professional development opportunities.
Mastery in Maths.
Subject leader training – Babcock
Continue to develop ‘peer support’ technique as a professional development technique to improve quality of teaching. / LC / Dec 15 / Peer support partners set up. Schedule of observations planned.
Personal targets shared. Staff video own practice and reflect. / Staff confident to share clips of own teaching to staff group. All staff becoming more reflective and driving to improve own practice. / Teaching remains consistently good or better in maths.
New teachers are supported and benefit from sharing experiences.
LC to track specific chn in target year groups 4 and 5. / LC / July 16 / LC to identify a range of abilities of children in Years 4 and 5 to monitor throughout the year. Target pupils identified. / Termly checks on whether these specific example pupils are making at least expected levels of progress. / Clear understanding of the progress that target year groups are making in maths. / Term 1 – 100% of target pupils made at least expected progress.
Staff develop their own professional skills through NCETM online training and other outside opportunities. / Course cost- DLP funded
Supply cost SBS / 1 module per term
Spring and Summer Terms / Autumn term - all staff to have engaged in at least one area of online training, used initiatives and ideas within lesson planning to improve practice, and disseminated to other staff members during staff meetings.
All maths teaching staff to attend 4 ½ day sessions with Babcock advisors, exploring number sense, making connections and teaching maths in context. Staff to complete gap task and disseminate findings. Partly completed. KS2 training in the Summer Term planned. / Staff meeting minutes / Staff more confident in delivering high quality maths lessons.
Staff more informed and knowledgeable.
Staff confident in sharing ideas/good practice. / NCETM training to be built into Spring Term planning.
Staff meeting NCETM – Thu 24th March (non-pupil day)
Embedding new curriculum to mastery level and ensure standards continue to rise / LC
AM
LH / Dec 15 / Timetable structured to allow AM 0.5 days intervention time. Maths medium term and long term planning in place. Assessment of progress made half-termly. In place. / Pupil/parent/staff feedback
Planning
Minutes of meetings - governor and staff / Pupils demonstrate an understanding of maths outcomes to a mastery level and achieve at least expected progress and attainment.
Maths teaching is consistent across the year and staff are more confident with the new requirements. / Additional CPD planned for LH and AM – Spring Term.
Progress in maths is good for the first term.
All maths teaching judged as good for the Autumn /Spring Term.
Reading Action Plan 2014-15
Overall Target / To continue to monitor reading across the school to ensure all children are making at least expected progress and that a high proportion of children are attaining above national expectations.
Intended Impact / To maintain high attainment and ensure no children make inadequate progress.
Lead Person / Alison Murtha (Literacy coordinator), (Lead governor for Literacy). Monitored by T and L Committee.
School Vision Links - Learning Journey, Perseverance
Suggested questions for governors- How does the school promote a love of reading? Do the half -termly milestones show good levels of progress?
Are interventions for target pupils showing impact and value for money?
What are pupils’ attitudes to reading in the school?
Action Plan / Key person / Cost / Funded by / Timescale / Success criteria
(Key milestones for summative evaluation) / Evidence / Impact / Monitoring evaluation
To ensure all children make expected progress in reading across both Key Stages.
Focus year groups Year 3 and 6 (Sept data). / AM
TAs / £150 / Sept 2015 / ALL chn from Year 2 -6 STAR tested and placed into differentiated guided reading groupsCompleted
First News used across all classes to promote reading for purpose.Completed / Star Test Results (at least half-termly)
School Pupil Tracker half termly results
AR data and dashboard
Class Reading Spine Books recorded in planning folder
Obs of Guided Reading sessions.
Guided Reading planning monitored termly by AM. / All children will make at least expected progress, narrowing of the gap for those chn with lower attainment.
High standards in reading are maintained, in line with the new curriculum requirements. / 100% of pupils made expected progress in Year’s 2,4,5,6 and EYFS.
83% in Year 1 and 16% in Year 3 (change in assessment system).
Dec 2015 / Fairytale Week with a reading focus across the school. Rescheduled.
Updated STAR assessments reviewed by AM. Completed
April 2015 / Pupil survey of ‘Attitudes to reading’.
Review of the library stock
B: QUALITY OF TEACHING, LEARNING AND ASSESSMENT
Overall Target / Quality of teaching, learning and assessment continues to improve.
Intended Impact / Quality of teaching, learning and assessment is outstanding.
Lead Person / Lorraine Curry (monitored by T and L committee).
School Vision Links – Reflection and Perseverance
Suggested Questions for Governors
How are children reflecting on learning in school? What impact is this having?
What impact can you see of staff improving their own practice?
What evidence can you see to show improved pupil independence?
What are the results of the internal and external monitoring of books, planning and lesson observations? Is the profile across the school an improving picture? How does the school ensure judgments are accurate? What is being done to support improvements in teaching? What evidence is there of impact?
Have termly milestones been on track?
Action Plan / Key person / Cost / Funded by / Timescale / Success criteria
(Key milestones for summative evaluation) / Evidence / Impact / Monitoring evaluation
To ensure that the quality of planning is consistently good to outstanding across the school. / LC / External support
£750 + £1755 for the year (3days Babcock) / SBS / Sept 15
Nov 15 / Termly planning and book scrutiny. BF, LC, PM.
Termly planning scrutiny – LC/PM
LC to monitor weekly planning.
Planning reviews LC
Book scrutiny – LC/BF
PM – planning and book scrutiny of individual member of staff. 2 visits.
Sarah Cook (Somerset Lit Network)to analyse all planning with a focus on the quality of writing (£200 – See Writing Plan)Completed / Planning
and outcomes of monitoring. / Planning is appropriate at age related expectations.
Planning is consistently good or outstanding across all classes. / Planning appropriate.
Planning is consistently good.
Jan 16
March 16 / Termly planning and book scrutiny. BF/LC/PM
Feb 2016
Sarah Cook will review implementation of targets set in November. All writing assessed across the curriculum. / Feb book scrutiny – results fed back to staff and action points in place for each class.
May 2016 / Termly planning and book scrutiny. BF/LC/PM
To ensure that the policy for feedback and marking is consistently applied and leads to improved pupil progress. / Sept 15
Jan 16
May 16 / Termly book scrutiny – LC/BF/PM. / Book scrutiny reports. / Marking is consistently applied and pupils are receiving appropriate feedback. Next steps for learning are clearly understood by pupils, which lead to improvement. / Next steps for staff provided.
Marking policy reviewed Feb 2016.
Termly book scrutiny – LC/BF/PM
Termly book scrutiny – LC/BF/PM
Encourage greater pupil independence and increase the opportunities for good quality collaboration and discussion. / £16 000 approx / DEF Grants / See Enterprise and Leadership objectives in Personal Development, Behaviour and Welfare.
To ensure that the expectations of the new curriculum are evident within teaching and learning. / Termly lesson observations to run alongside planning and book scrutiny monitoring.
Learning walks with a specific focus – governors, SLT, external advisors. / Learning walk notes.
Lesson observation notes.
Book scrutiny and planning notes.
Staff meeting notes. / Staff agree expected termly outcomes in line with the new content domain indicators (Year 2 and 6) and key performance indicators for all other year groups.
Consistent recording and a shared understanding of expectations. / Consistent recording evident – SPT.
Clear evidence of Yr 2 and Yr 6 expectations in line with NC.
To ensure that teaching staff are using strategies to provide challenge for more able pupils. / LC / £200 / Sbs
£200 / Autumn Term 2015