Reviewed April 2015
Halterworth Primary School
School Self Evaluation &
Strategic Plan 2014/15
Initial Priorities as a result of SSE
Our Focus – Assuming nothing…
Our focus this year is a continued aspiration for greater successes overall. This is not just within pupil achievement but equally with the provision of an enriching and invigorated curriculum. We want to ensure that the learning experiences we create for pupils and families is valued and recognised as excellent. In order to do this we believe that making no assumptions about prior successes and current satisfaction / impact levels. Therefore, to commence the year we have posed these questions to staff to ensure that throughout our year and the completion of our SSP is supported by deep, relevant and honest questioning.
OVERVIEW OF PRIORITIES 2014-15
Three underlying themes are woven across the four key areas within the SSP. These have been selected by prior self-evaluation of achievements and progress from 2013/14 SSP, a review of revised Ofsted goals and priorities identified by staff, pupils and parents at the end of the previous year.
Social Mobility: How can the school’s performance of and provision for disadvantaged and LA pupils ensure that they achieve outstanding outcomes both collectively and individually?
High Achievement: How can a high achieving school stretch attainment and progress further for the all pupils, whilst ensuring a rich and broad curriculum?
High Performing Teams: How can we ensure that all members of the school team provide a consistently high standard of support and challenge whatever their role or designation?
Goals:
Y6 – at least 12 (15)pupils L6 maths, 8 (10)pupils L6 writing
Y2 – at least 34 children (57%) maths level 3, 40 children (67%) for reading level 3, 25 children (42%) for writing level3
Progress over the year is greater for Pupil Premium children than the rest of that cohort (based on beg/dev/sec/exc)
Focus / Why?
(School self-evaluation 2013-14 SSP & National initiatives) / Actions / Outcomes (lead) / Monitoring & Review
(RAG)
Vulnerable groups / There is a need (accountability) to ensure a greater range of staff are aware of the membership of defined vulnerable groups within the classes they work with, especially those which are historic cases
FSM attainment and progress is above national average. However, whilst EAL pupil performance is greater than that of ‘all’ pupils, there remains a small gap, in attainment on average, with FSM and Pupil Premium pupils.
- Average at year 6 – Non FSM = 31.0, FSM = 29.4, Pupil Premium = 28.3
- Progress for FSM was higher than that of the whole school (R+ 5.1 vs 4.4, W = 4.9 vs 4.6, M 4.9 vs 4.5)
The outstanding practice in teaching and learning observed throughout 2013-14 should lead to high rates of progress and attainment for all pupils
Our systems of mentoring and support across the school could be increasingly focused on pupils defined as being from vulnerable groups
Our changing assessment practices will make more regular monitoring of recorded progress easier through classroom monitor
Moderation meetings across year groups have not historically identified FSM, EAL or forces families pupils as those to focus on. / Central list updated and shared regularly, especially since replacement of Access database
All pupil progress meetings to make explicit reference to vulnerable groups and pupils
Monitoring in class and of books will focus on the gap between those pupils in vulnerable groups and their peers with similar previous or KS1 levels of attainment
Drop in monitoring will look at pitch, expectations, quantity of work and levels of support available for Pupil Premium and SEN pupils
Next round of mentoring through governors and TAs to prioritise those pupils from FSM and SEN groups
Moderation meetings as a whole staff will have a focus on children from FSM and SEN groups (last year focus was on lower attaining writers)
Booster sessions – membership of these groups to prioritise pupils from SEN and FSM groups
Team leaders and SLT to use access to class groups on Classroom monitor. Monitoring of class mark books and whether pupils are beginning/ developing/ secure/ exceeding will form part of team leader time for monitoring and fed back to SLT. / Pupil Progress conversations prioritise Vulnerable pupils
Awareness of Pupil Premium children is high amongst staff and governors
Analysis of progress and attainment term by term clarifies any gaps between groups and the rest of the pupils
A reduction in the gap of attainment between pupil premium pupils and the rest of the pupils taken as the year progresses across the whole school in reading, writing and maths combined / Central list has been emailed to all teaching staff, also whole school group set up on Classroom Monitor for all to access.
Pupil Progress meetings documents and data priority sheets show planned provision.
Class monitoring shows awareness of disadvantaged children and provision by TAs and teachers.
Governor mentors established and first meeting taken place. Disadvantaged groups prioritised. TA mentoring to commence Spring 15. List of pupils collated.
Booster sessions have prioritised FSM groups.
See CRM tracking reports for Spring term – produced and shared with staff on first staff meeting back.
High achievers: Progress & attainment as shown by raise / Percentages of pupils reaching level 5 is high (ave R, W, M, SPAG 67%, (56% in 2013), but reaching level 6 remains relatively low, despite increasing, at 9% (5.8 in 2013)
Our current (2014-15) year 5 and 6 have a progressively higher proportion of previous high attainers and progressively smaller proportion of lower attainers at KS1.
A change in the use of adults in year 6 will enable more focused differentiated teaching to support, challenge and extend / English planning revised to allow for and encourage more opportunity for higher levels of writing
3 teachers (1 SD) in the year group to encourage more teacher time to be given to developing level 6 reading and writing skills
Discuss use of additional teaching for potential level 6 maths
Continue to make writing at the heart of the curriculum, maximise opportunities to write for different purposes and share writing with a range of audiences. Consider how we publicise and celebrate success in writing (and reading) as we would for sport and music?
Increase range of library books – selections, comic books – to encourage more pupils to have access to books they would choose
Accelerated reader – ensure at least 1 pupil book is well matched to their comprehension scores and that the pupils know their range.
Guided reading – whole school focus starting on September inset day, continuing with a more consistent approach to timings and questions. Graduate the development of reading skills so that more complex skills are left for older year groups. Introduce guided reading into Key Stage 1 to supplement Miskin work. / Planning (when moderated) in English and maths shows a higher pitch due to the new curriculum descriptors and a focus on expectations for higher attaining pupils.
Based on start of year attainment, target 9 (15%) pupils in Reading/Maths and 6 (10%) pupils in Writing to attain Level 6 KS2.
KS1Based on start of year attainment, Target 34 (57%) for maths level 3, 40 (67%) for reading and 25 (42%) for writing
Across all year groups, data collection and attention will be focused on the proportions of pupils, term by term, who are meeting or exceeding the new, more advanced, curriculum expectations.
In year 6 and year 2, through observations and monitoring, the use of the School direct students will allow more focused on targeted teaching of higher attaining pupils.
Teachers across all year groups report that the use of Accelerated Reader and Classroom Monitor enables them to track and challenge higher attaining pupils more effectively. / Use of Abacus mapping has guided change in pitch. Spag expectations updated and mapped.
Use of adults in Year 6 to facilitate more L6 provision
Writing higher profile through blogging – wider audience and purpose. Writing competitions completed.
Writing profile continues to be high and opportunities for writing maximised through competitions etc
Wider range of library books available, including comics. Future selections informed by Accelerated Reader breadth, which all KS2 children now familiar with.
GR inset delivered routines more consistent.
Overview documents for reading skills/objectives produced and shared.
Guided reading established in year 2 and being introduced in year 1.
Use of an efficient system for summative & formative assessment / The system of levelling is changing. We have established a good level of moderation, improved formative assessment and termly points of summative assessment. We need to ensure smooth implementation of the use of Classroom Monitor to inform teaching and learning.
We need to modify our system of reporting to parents on a termly basis / · Train core group across family of schools
· Lead staff training in Autumn on use of Classroom Monitor in ensuring consistency and whole school application of formative and summative assessment
· Monitor use of formative assessment through class and book scrutiny
· Monitor use of Classroom monitor as a mark book and as a way of assessing pupil progress
· Support staff where necessary in techniques for transferring assessments into Classroom Monitor
· Refine and establish a format for data analysis on a termly or half termly basis to ensure a clear picture of attainment and progress is obtained between classes, year groups and groups of pupils. / Monthly usage reports show a more frequent use of classroom monitor
Staff confident in reporting whether pupils are at beginning/developing/secure/exceeding expectations for that year group / Heads of School Meetings share developments, findings and next steps in use of CRM.
See above.
Monitoring has shown that need to continue to focus on ensuring SC extend HA children. This has not been an identified problem but is something we wish to explore to ensure that continuing to focus on depth not breadth for these children in line with New NC. This will be a continued focus next term
Data report for Autumn term shows how use of CRM markbook is starting to be established and future priorities.
Ongoing (more than half termly) data analysis produced using CRM and shared with teachers. Parent reports planned for Spring Term.
MILESTONES / Autumn Comment
Pupil Premium children awareness is high (Pupil Progress documents, all adults know the children) / Pupil Progress documents name disadvantaged pupils, and continue to do this for the Spring. Additional SEN work/forms requested by DM and JKD raised further awareness of group membership, Lesson observation and monitoring shows strong provision for disadvantaged pupils in class
100% of Class Teachers are able to use the tracking aspects of Classroom Monitor / Training provided during Staff Meeting on 10/11/14. This was also attended by Mountbatten, Wellow and Awbridge staff. All Halterworth teachers have set up groups for pupils in their class which will enable further snapshots of data to be taken – to inform planning
School protocols for Pupil Premium spending and priorities are revised, personalised and agreed / Provision is ongoing. Excel document sets out financial protocols, shared with TC for support outside the curriculum. Agreed in collaboration with Wellow and Awbridge.
Y6 – at least 9 pupils (14%) on track for L6 maths (5b+), 6 (9%) pupils on track for L6 writing (5b+) / 18% auto levelled at 5B+ Dec 2014 in maths
11% auto levelled at 5B+ Dec 2014 in writing
Y2 – at least 34 children (57%) maths level 2b
40 children (67%) for reading 2b
25 children (42%) for writing 2b / Maths 30% level 2b+ Dec 2014
Reading 20% level 2b+ Dec 2014
Writing 29% level 2b+ Dec 2014
MILESTONES / Spring Comment
Progress towards year/stage objectives greater for Pupil Premium children than rest of cohort (% of mark book completed since end of Autumn) / 31 children (Spring 1) in 3 subject areas = 93 possible areas of assessment, 55 of these areas were above the average attainment (progress).
8 children are at or above the year group average in all 3 subject areas (ELD, JP, CCD, FK, HML, TT, ELD, MD)
10 children are at or above the year group average in 2 of the 3 subject areas (CP, AS, LI, HO, CS, GB, SR, LH, JMC, JM)
4 children are below the year group average in all 3 subject areas (TML, MM, FH, AI)
8 children are below the year group average in 2 of the 3 subject areas (HP, JH, KN (now left), CS, CH, EMD, JW, OR)
The objectives from the Pupil Progress Meetings achieved – minimum of 90%. Any not achieved require alternative measures put in place. / Monitoring from team leaders (as of 23/3/15) through interviews shows the qualitative measures are clearly in place. Level / stage outcomes to be finalised this term.
TBC
Y6 – at least 10 pupils on track for L6 maths (5a+), 8 pupils on track for L6 writing (5a+) / Current 12% (8 pupils) at 5a or higher.
27 children to be entered/registered for the level 6 tests and receive separate teaching.
19 children entered/registered for the level 6 SPAG tests. 11 children currently 5a or above in writing.
Y2 – at least 34 children (57%) maths level 2a,
40 children (67%) for reading 2a,
25 children (42%) for writing 2a / 2a+ maths: Currently 25 (+another 10 higher than 2b, on 2b+)
2a+ reading: Currently 44 children are above 2b =73%
2a+ writing: Currently 26
Goals:
· measured via observations, data & book scrutiny – 100% Good & 85%Outstanding
· Teacher time & use of intervention demonstrates greater focus on core
· Use of enhanced resources for reading & Maths show strong impact on quality of teaching & assessment
· Teacher research / enquiry- developing ‘growth mindset’ and attribution theory work
Focus / Why?
(School self-evaluation 2013-14 SSP & National initiatives) / Actions / Outcomes / Monitoring & Review