CAGE GREEN PRIMARY SCHOOL IMPROVEMENT PLAN
Interim Headteacher: Graeme Garthwaite
Consultant Headteacher: Richard Hall
Chair of Governing Body: Antonia Balaam
CAGE GREEN PRIMARY SCHOOL IMPROVEMENT PLAN
InterimHeadteacher: Graeme Garthwaite
Consultant Headteacher: Richard Hall / Chair of the Governing Body: Antonia Balaam
Introduction: This plan which sets out the actions being taken by the school to address the Ofsted key issues was revised in January 2013 to ensure that the overarching success criteria directly align with those detailed in the LA Statement of Action.
OfSTED Key Issues for Improvement
- Improve the quality of teaching so that it is at least consistently good by:
– making sure that lesson activities extend and challenge all pupils, especially those of higher ability
– creating frequent opportunities for pupils to work independently, especially in applying their literacy and numeracy skills in other subjects
– making sure that teachers quickly identify pupils who are falling behind in their work so they can be given extra help to catch up
– making sure that pupils know what they are expected to learn in lessons and are clear about whether they are reaching their targets.
- Ensure that all pupils make good progress in mathematics, reading and writing by:
– providing training for teachers so they are effective in teaching these subjects
– giving pupils regular opportunities to practise their mathematics skills
– making regular checks about how quickly pupils are learning letters and sounds.
- Ensure that leaders and managers are effective in tackling the school’s weaknesses by:
– tracking pupils’ progress so that those falling behind are identified quickly and given extra help to catch up
– making self-evaluation rigorous and accurate.
- Ensure that governance is effective in driving improvement by:
– providing training for governors so they can hold senior leaders and staff to account for the achievement of different groups of learners
– making certain that governors play a full role in analysing the school’s strengths and weaknesses and deciding on priorities for improvement
Monitoring and Evaluation of Progress
The SLT and governors will monitor progress against the school improvement plan with full evaluation at the termly governing body meeting with progress communicated to parents at least termly.
SCHOOL IMPROVEMENT PLAN FOR CAGE GREEN PRIMARY SCHOOLStandards: Standards and achievement in the school to improve so that they are in line or above national averages by
July 2013
KS1 Summer 2013: 60 children in the cohort (including 5 children in the unit) EYFS data above national
- 92% to achieve L2+ in reading
- 92% to achieve L2+ in writing
- 92% to achieve L2+ in maths
- 85% to achieve L2b+ in reading
- 77% to achieve L2b+ in writing
- 86% to achieve L2b+ in maths
- 37% to achieve L3+ in reading
- 33% to achieve L3+ in writing
- 40% to achieve L3+ in maths
- 100% of children to have made at least twolevels of progress during the course of KS1
Year 1: 59 children in cohort (including 4 children in the unit) EYFS data broadly average.
71 % achieving 32+ in phonics assessment
69% achieved 32+ in phonics assessment / KS2 Summer 2013. 54 children in the cohort (including 5 children in the unit)
- 88% Reading level 4+
If all appeals are successful figure will be 74% (Inc Centre) 82% (Exc Centre)
72.2% (Inc Centre) 80% (Exc Centre) L4+ in reading (Teacher Assessment)
- 86% Writing level 4+
- 86% Maths level 4+
If all appeals are successful figure will be 72% (Inc Centre) 80% (Exc Centre)
75.9% (Inc Centre) 84% (Exc Centre) L4+ in maths (Teacher Assessment)
- 55% Reading level 5
If all appeals are successful figure will be 29.6% (Inc Centre) 33% (Exc Centre)
53.7% (Inc Centre) 59.2% (Exc Centre) L5+ in reading (Teacher Assessment)
- 40% Writing level 5
- 42% Maths level 5
If all appeals are successful figure will be 27.8% (Inc Centre) 31% (Exc Centre)
37% (Inc Centre) 41% (Exc Centre) L5+ in maths (Teacher Assessment)
- 85% English & Maths combined L4+
If all appeals are successful this figure will change dramatically. Majority of appeals are centred around reading which matches the reason for the figure e.g. children achieving a L4 in writing and maths but not in reading
78% (Exc Centre) L4+ in reading, writing and maths.
- 90% of children to have made 2 levels progress in English since KS1
86% (Inc Centre) 93% (Exc Centre) 2LOP in writing
96% (38 matched children) 2LOP in reading (Teacher Assessment)
92% (38 matched children) 2LOP in writing(Teacher Assessment)
- 90% of children to have made 2 levels progress in mathematics since KS1
90% (38 matched children) 2LOP in maths (Teacher Assessment)
- The % of children achieving above expected progress in English and mathematics is above National (14% overall, target 20%) [L5 in Reading, Writing and Maths]
33% (Exc Centre) L5+ in reading, writing and maths
Current Yr 4. 49 children in the cohort (including 3 children in the unit)
92% of pupils in Y4 to have made at least a level of progress in reading since KS1 by July 2013
89% of pupils in Y4 have made at least a level of progress in reading since KS1 (Exc Centre)
92% of pupils in Y4 to have made at least a level of progress in writing since KS1 by July 2013
69% of pupils in Y4 have made at least a level of progress in writing since KS1 (Exc Centre)
92% of pupils in Y4 to have made at least a level of progress in maths since KS1 by July 2013
73% of pupils in Y4 have made at least a level of progress in maths since KS1 (Exc Centre)
Achievement:
- All pupils in YR to record significant progress from their starting points with an increase in the number of pupils working at age related expectations(95%+ working at age related expectations)
77% expected/exceeding in reading/ 78% expected/ exceeding in writing/ 79% expected/ exceeding in number/ 83% expected/ exceeding in SSM (Inc Centre)
- Yrs 1 – 6 on average to make at least good progress (3pts of progress on average in each Year Group in KS2 and 6pts of progress in each Year Group in KS1 ) (All figures below exclude Phoenix Centre)
Year 1 / 7.5 / 6.6 / 6.5
Year 2 / 4.8 / 5.2 / 5
Year 3 / 2 / 1.9 / 1.7
Year 4 / 3.5 / 2.8 / 2.5
Year 5 / 3.1 / 3.4 / 2.8
Year 6 / 4.8 / 5 / 3.7
Teaching and Learning: The majority of teaching and learning to be at least good to enable children to make good progress
Milestones:
December 2012 - All teaching and learning in the school to be at least satisfactory and 40% to be consistently good or outstanding.
April 2013 - All teaching and learning in the school to be at least satisfactory with 60% consistently good or outstanding
July 2013 - All teaching and learning to be at least satisfactory with 80% consistently good or outstanding.
All teaching and learning is at least requires improvement with 71% consistently good or outstanding. This is an improvement from 63% requires improvement and 37% good as graded in the October Ofsted inspection
Attendance and Exclusions:
•Attendance to be in line with national average by the end of the school year 2012-13
•Persistent absence to be in line with the national average by the end of the school year 2012-13
•Reduction in fixed term exclusions () and no permanent exclusions in 2013
33 days in 2011-12 to less than 10 days in 2012-13. No fixed term or permanent exclusions since January 2013.
PRIORITY 1: THE QUALITY OF TEACHING IN the school
FOCUS / Success Criteria
In order to be judged good, the following criteria will need to be met:
- Teaching in most subjects, including English and mathematics, is usually good, with examples of some outstanding teaching. As a result, most pupils and groups of pupils currently on roll in the school, including disabled pupils, those who have special educational needs, and those for whom the pupil premium provides support make good progress and achieve well over time.
- Teachers have high expectations. They plan and teach lessons that deepen pupils’ knowledge and understanding and enable them to develop a range of skills across the curriculum.
- Teachers listen to, carefully observe and skilfully question pupils during lessons in order to reshape tasks and explanations to improve learning.
- Reading, writing, communication and mathematics are taught effectively.
- Teachers and other adults create a positive climate for learning in their lessons and pupils are interested and engaged.
- Teachers assess pupils’ learning and progress regularly and accurately. They ensure that pupils know how well they have done and what they need to do to improve.
Improve the quality of teaching so that it is at least consistently good by:
– making sure that lesson activities extend and challenge all pupils, especially those of higher ability
– creating frequent opportunities for pupils to work independently, especially in applying their literacy and numeracy skills in other subjects
– making sure that teachers quickly identify pupils who are falling behind in their work so they can be given extra help to catch up
– making sure that pupils know what they are expected to learn in lessons and are clear about whether they are reaching their targets.
ACTION PLAN
ACTION / LEAD PERSON / MONITORING / RESOURCES / TIMESCALE / SUCCESS CRITERIA + MILESTONES
1.1 / Introduce a set of non-negotiables for every lesson – Learning Intention, Success Criteria, Recall prior learning, Pace, Use of TA, Differentiation, Mini plenaries, Pupil expectation, AfL. / HT / Leaders of Learning / Release time / Term 3 / Monitoring evidence confirms that non-negotiables are in place and supports meeting the milestones in SOA.
1.2 / Introduce new planning format. / Consultant Head / Leaders of Learning / Release time
PPA / Term 3 Literacy/ Numeracy/ Science
Term 5 Foundation subjects / Planning format is fit for purpose and includes the non-negotiables and implemented consistently across the school.
1.3 / Provide staff with permission to become flexible in curriculum planning to enhance creativity – not to be constrained by the International Primary Curriculum. / HT / Leaders of Learning / PPA time / Term 3 / Curriculum is less constrained resulting in improved behaviours to learning.
1.4 / Develop provision across the school ensuring differentiation and challenge for all pupils especially those of high ability. / AHT for Inclusion / SLT / PPA time / Term 3-6 / Monitoring confirms differentiation is in place and all pupils appropriately challenged resulting in accelerated pupil progress.
1.5 / Review of Teaching and Learning Policy with the expectation that all lessons are at least good. / Leaders of Learning / HT / Directed Learning Teams time / Term 4 / Robust Teaching and Learning policy in place with high expectations of teaching and learning understood by all and used to support monitoring. Policy supports enhanced provision.
1.6 / Agreed monitoring schedule implemented including external validation. / SLT / GB - Learning and Development Cttee (Monica Pell and Steve Cole) / Release time / As per schedule / Senior Leaders to make secure judgements of T+L with support plans in place for underperformance. Resulting in rapid improvement of teaching and learning. External monitoring confirms the school is on track to meet milestones.
1.7 / Ensure pupils take greater responsibility for their own learning. / Key Stage Leaders / Consultant HT / Release time / Term 4 / Children take responsibility for their own learning. Children understand their targets and are clear of expected learning and next steps. Learning Walks show targets evident in classrooms.
1.8 / Review expectations of learning environments. / SLT / Key Stage Leaders / Directed time + funding for improvements / Term 4 Staff Meeting
Term 4 -6 / Monitoring confirms all classroom environments reflect the agreed expectations set out in the Teaching and Learning Policy.
1.9 / Review assessment policy. / Consultant HT / HT / Directed time / Term 4 / Assessment policy is fit for purpose and manageable and used to inform future learning. Consistently used across the school.
1.10 / Complete review of the International Primary Curriculum / Leaders of Learning / HT / SDD – 15th April 2013 / Term 5 and 6 / Curriculum engages all pupils resulting in raised achievement with explicit cross curricular links and improved independence
IMPACT
- An increase of 34% in good lessons and no inadequate gradings.
- Increased understanding and dialogue amongst staff about key features of effective teaching and learning.
- Planning which is fit for purpose and consistent across Year Groups/ school enabling more effective monitoring by Learning Teams.
- Understanding of the expectation regarding the quality of teaching and learning.
- SLT fully aware of the quality of teaching and learning – an increase from 37% to 71% of good lessons or above and a decrease from 63% to 29% of lessons below good.
- Observations of lessons have clearly indentified those teachers that require improvement and strategies in place to raise the quality of teaching and learning.
- Collaboration with other schools has impacted on the curriculum through increased creativity and engagement which meets the needs of all learners.
- Assessment Policy in place.
- To continue the coaching plans for any teacher less than good.
- Format for displaying targets in classrooms agreed.
- Staff meeting on an effective learning environment held with understanding of what makes an effective learning environment.
- Learning Environment in Years 1-2 fit for purpose.
NEXT STEPS
- To continue the coaching plans for any teacher less than good.
- Curriculum Plans in place for all subjects for Sept ’13.
- Continued support from the Brook Alliance.
- Intervention programmes in place and impact measured.
- ASD training for all staff.
PRIORITY 2: the achievement of pupils at the school: attainment AND PROGRESS
FOCUS / Success Criteria
In order to be judged good, the following criteria will need to be met:
•Taking account of their different starting points, the proportion of pupils making or exceeding expected progress compares favourably with national figures. Where the proportion making expected progress overall is lower than that found nationally, it is improving over a sustained period.
•Progress in a wide range of subjects is consistently strong and evidence in pupils’ work indicates that they achieve well.
•Pupils read widely and often.
•Pupils acquire knowledge and develop understanding quickly and securely in a wide range of subjects. They develop and apply a wide range of skills, in reading, writing, communication and mathematics. This ensures that they are well prepared for the next stage in their education, training or employment.
•The learning and progress of groups of pupils, particularly those who are disabled, those who have special educational needs, and those for whom the pupil premium provides support are good.
•Where attainment, including attainment in reading in primary schools, is low overall, it is improving at a faster rate than nationally, over a sustained period.
•
Ensure that all pupils make good progress in mathematics, reading and writing by:
– providing training for teachers so they are effective in teaching these subjects
– giving pupils regular opportunities to practise their mathematics skills
– making regular checks about how quickly pupils are learning letters and sounds.
ACTION PLAN
ACTION / LEAD PERSON / MONITORING / RESOURCES / TIMESCALE / SUCCESS CRITERIA / EVALUATION / STATUS
2.1 / Implement regular, robust pupil progress meetings. / HT / GB – Teaching and Learning Cttee (Monica Pell/ Steve Cole) / Release time
Directed time / Termly / Regular pupil progress meetings in place with staff held to account. Intervention programmes and individual targets in place resulting in measured impact in achieving the overarching success criteria.
2.2 / Establish networks focusing on improving standards across reading, writing and maths. / HT / Consultant HT / Meeting time / Term 3-6 / Collaboration networks in place to support school improvement resulting in agreed milestones achieved.
2.3 / Leaders of Learning to monitor tracking data of boys against girls. / LofL / HT / LofL release time / Term 3-6 / Gender gap to be in line with national trends in reading, writing and maths through focused tracking and appraisal objectives resulting in agreed milestones above.
2.2 / Address gaps in staff subject knowledge. / CPD Leader / HT / Release time
Directed time
Supply cover / Term 3-6 / Staff subject knowledge enhanced through a range of CPD opportunities resulting in increased subject confidence.
2.3 / Ensure a curriculum balance across subjects. / LofL / SLT / Release time
Supply cover / Term 3-6 / Monitoring of timetables and planning shows that pupils across the school are provided with regular opportunities to practise their maths skills.
2.4 / Review of how homework supports achievement. / Key Stage Leaders / HT / PPA time
Directed time / Term 5 / Homework policy is consistently applied and consolidates previous learning contributing to raised attainment.
2.5 / Delivery of whole school phonic training / Rachel Cole / Consultant HT / Release time
Directed time / Term 5 / All staff have good understanding of teaching phonics which impacts on attainment in reading and writing.
IMPACT
- SLT have increased understanding of outstanding leadership and management through the work with Helena Evans:
- Effective meetings
- Clear strategic planning (working with Beaver Green Primary School)
- Clear understanding of assessing the quality of good/ outstanding teaching and learning
- Understanding of how to demonstrate progress in a lesson
- Leading change
- Leaders of Learning have an understanding of whole school issues within their subject area and have identified those children requiring support.
- Leaders of Learning led staff training on areas of development within their subject. This has impacted in the classroom and most teachers understand what good progress looks like within the lesson.
- Homework used to consolidate learning.
- Increased understanding of best practice through CPD opportunities and work with neighbouring schools.
- Target groups identified for interventions at pupil progress meetings. Intervention programmes in place from Sept 2013.
- Year 5 and 6 have history schemes of work which are fit for purpose.
- Progress against agreed milestones- see above.
NEXT STEPS
- Homework policy agreed by Governing Body.
- Phonics and PE subject knowledge to be addressed.
- Move to a tracking system which is fit for purpose – PipT online.