KINGS LANGLEY SCHOOL IMPROVEMENT PLAN (2008 – 2010)
Kings Langley School
SCHOOL IMPROVEMENT PLAN 2008 – 2010
September 2008
1. IMPROVE LEARNING: Key Stage 2 to 3 progressionA) ANALYSIS OF Key Stage 2 DATA TO ENSURE RAPID PROGRESSION
B) ACTIVITIES INTEGRATED WITH EXTENDED SCHOOLS PLAN, SUMMER SCHOOL PROVISION AND CROSS PHASE LINKS
C) COMMUNITY COHESION: SEAMLESS PROGRESSION AND SHARED VISION
D) STUDENTS HAVE HIGH ASPIRATION ON ENTRY TO SCHOOL
E) CREATIVITY AND COLLABORATION THROUGH ARTS (Refer to Specialist Plan) / 3. IMPROVE LEARNING: Raising achievement at Key Stage 4
A) 70% OF LESSONS GOOD OR BETTER
B) RAISE THE LEVEL OF INDIVIDUAL CHALLENGE IN LESSONS
C) EVALUATION OF TEACHING TO IDENTIFY SKILL GAPS AND FILL THEM
D) IMPROVE QUALITY AND PRESENTATION OF WRITTEN WORK (Refer to Specialist Plan)
E) ASPIRATION TO BE IN THE TOP 25% OF SIMILAR SCHOOLS NATIONALLY
2. IMPROVE LEARNING: Assessment for Progression
A) SYSTEMATIC ASSESSMENT AND QUESTIONING
B) ACADEMIC GUIDANCE
C) METHODICAL AND DIAGNOSTIC MARKING
D) FOCUS ON THE PROGRESS MADE BY DIFFERENT GROUPS OF CHILDREN
E) ALL ASSESSMENT LINKED TO HIGH ASPIRATIONAL TARGETS AND THEIR REALISATION / 4. MEASURING IMPACT: Extended use of Lesson Observation to improve teaching and learning and measure impact
A) INFORM CPD PROVISION
B) PROVIDE EVIDENCE OF PERSONAL DEVELOPMENT
C) PROVIDE EVIDENCE OF STUDENT ACADEMIC PROGRESS
D) CONSISTENT STANDARDS ACROSS ALL SUBJECTS (LIMITED VARIATION IN STUDENT EXPERIENCES)
E) SHOW HIGH LEVELS OF STUDENT ENGAGEMENT AND ASPIRATION
TARGET 1: IMPROVE LEARNING: Key Stage 2 to 3 progression
1.1 KS2 teacher assessments and predicted data collected and collated. / Primary School feedback / · Data collected, collated and distributed in clear and easily interpreted format
1.2 Analysis of data to inform individual and group learning needs for Sept (e.g. sets for maths from Sept). Student personal profile developed from KS2 visits / Lesson plans
Lesson observations
Class and set lists
Interim reports
Seating plans
Appropriateness of group learning settings / · Students identified in correct sets in maths
· Teacher assessment, year group assessment show that individual and identified groups are making appropriate progress to their needs
· Lesson observations show that individuals and identified groups are catered for with appropriate learning activities commensurate with their needs
1.3 Identification of learning needs: learning style assessment, other assessment (spelling, reading, numeracy levels) to develop individual student learning profiles on entry / Student feedback interviews / · All appropriate tests carried out including learning styles assessment
· Teachers use data and other information to group children appropriate to their needs (e.g. ability, learning styles etc.)
· Learning profiles completed and available
· Students take ownership of their learning profiles, have high aspirations and take active responsibility for their own learning and progress
1.4 Review of schemes of work and lesson plans to facilitate learning profiles / Interim reports, subject assessments, departmental minutes / · Schemes of Work will show accommodation of individuals and group needs, evidence from teacher planning available
· Students meeting or surpassing predicted intermediate levels and for those students who are failing suitable intervention actions in place
1.5 Summer School Provision: G&T, Catch up for Level 3 (to be extended into first term) / Teacher assessments
Monitoring
Interim reports / · Events take place
· Monitoring and feedback show that students and parents have high levels of satisfaction with provision
· Students below national attainment standards have caught up by April of Y7
TARGET 1 continued
Action required / PR / Completion date / Res / CPD costs / Monitoring: who, what, when and how? / Key performance indicators / SEF
1.6 Extended Schools activities coordinated to allow students to realise personal and academic needs / Feedback questionnaires
Interviews / · Feedback from students and parents show that the range of activities available meet identified needs both in terms of academic and personal development
1.7 Standardisation and detailed understanding of learning needs on entry (e.g. collaborative work on what L5 achievement means in KS2 and KS3) / Student interviews, tracking data shows good progress / · No discernable dip in student performance and progress in early stages of secondary school and learning activities shows progression and not repetition of KS2 activities
TARGET 2: IMPROVE LEARNING: Assessment for Progression
2.1 All subjects to use a range of A4L techniques including peer and group assessments, appropriately designed tests, use of questioning techniques to encourage students to take a metacognitive approach to reading, use of images, plenary sessions, summarised thinking, making connections between solutions or methods, bridging scenarios etc / Lesson plans
Tracking progress against student regression lines / · Variety of techniques in place evidenced by lesson observations
· Standardisation and analysis of outcome data is accurate against student predicted profiles (interim assessments, work scrutiny, cross subject moderation) – no surprises in tracking!
2.2 Questioning techniques become integral to all subject schemes of work and teacher performance / · Lesson observations show questioning techniques are appropriate, engage students and promote aspirational and independent learning – 70% of all lessons good or better
2.3 All students receive high quality academic guidance which enables them to take ownership of their own progress (promotes independent and active learning) / Lesson observations
Work scrutiny
Student discussions
Colleague discussions / · Students understand how to progress in each subject area, are confident about their current levels and have a precise understanding of their predicted performance
· During discussions and normal monitoring, all students are able to articulate what they need to do to improve (not just “work harder, do more homework”) – students understand that quality rather than quantity of output is important
· Quality of displays for learning – exemplars of work at each levels and annotations to indicate possible progression routes on how to improve
· Programme in place which promotes confidence in teachers to make accurate assessment of students’ current performance. Lesson observations show teachers are confident and capable in making accurate assessments and providing formative feedback
2.4 Systematic programme developed which involves both pastoral and class teaching colleagues
TARGET 2 continued
Action required / PR / Completion date / Res / CPD costs / Monitoring: who, what, when and how? / Key performance indicators / SEF
2.5 Consultation group set up involving parents, students and teachers to lead in a development of a consistent and easily understood school marking framework. Taking best practice and ensuring it becomes adopted by all / Revised parent questionnaire
Work scrutiny
Lesson observation
Student interviews / · Marking framework agreed and produced and becomes part of normal school practice
· Available evidence shows that students and parents have a high level of satisfaction with the quality of marking and how it informs further progression
· KS4 GCSE summative performance shows CVA at or above the national average (≥1000)
· KS3 SATs results show CVA performance placing the school in top 25% of similar schools (FFT data band D)
· Evidence shows that students are able to take corrective actions to improve attainment linked to marking feedback
2.6 Subject areas are able to show effective and detailed responses to all relevant exam body reports (e.g. assignments will be altered to allow access to a wider range of grades, typical student weaknesses are addressed in reviewed programmes of study and schemes of work) / Line management meetings
Subject meeting minutes
Lesson observations
Revision guides
Schemes of work / · Line management meetings late autumn term show detailed analysis undertaken and suitable corrective actions taken. Subsequent exam analysis will show that student weaknesses not repeated and grades improved (particularly relevant to higher grade students)
2.7 Data used to prevent underachievement of particular identified groups allowing early and appropriate intervention to bring about appropriate improvement before summative assessment at the end of the KS / · Data analysis shows no significant variation in category performance of groups of students (e.g. gender, ethnic minorities, SEN etc.)
· No distinguishable difference between subject performances in summative end of KS assessments taking into account both predicted performance and difficulty weighting. This will also include limited differences in students reaching higher grades (see FFT analysis)
2.8 Individual subject target setting always shows high aspiration and should never be below levels which enable students to perform at levels equivalent to the top 25% of similar schools nationally (see FFT category D) / · Interim report targets confirm action
TARGET 3: IMPROVE LEARNING: Raising achievement at Key Stage 4
3.1 KS4 teacher assessments and predicted data collected and collated.
3.2 Detailed programme of in house staff development to raise skill set of all colleagues so that they are capable of teaching lessons good or outstanding lessons / Lesson observation, work scrutiny and learning partner feedback / · Each member of staff is part of learning team (with 2 to 4 other colleagues) that is not necessarily subject based
· Staff development programme is sharp and focused and clearly shows that the skills of teachers will be improving to Ofsted 2 consistently
3.3 Teachers take part in regular self evaluation using feedback from available data, lesson observation feedback, student evaluations in order to carefully inform personal professional development programme / External observation by approved consultants to give analytical feedback on students’ written work (informs performance indicators) and inform the standards expected
Random and repeated sampling of student written work.
External assessment by appointed consultants to check validity of school’s SEF / · Self evaluation notes available in professional portfolios with evidence of impact on performance clear from progress noted in lesson observations (feedback consistently at level 2 or above)
· Students and parents indicate high levels of satisfaction with the quality of lessons and the learning opportunities. 80% of students making progress at intermediate and terminal assessments commensurate with the FFT predicted performance. At least 25% of all students exceed their predicted grade and realise their aspirational target grades
3.4 All teachers take part in one area of wider learning or research directly related to Key Stage 4 teaching and learning that will require 4 hours of investment – the school promotes itself as a self learning environment / · Teachers provide A4 skills summary from research for whole school use – oral and presentational feedback given at briefing sessions. Evidence from LO that skill sets are being applied
3.5 All staff engaged in programme to raise the quality of written work in their subject area – written work to be well presented, clear, concise and appropriate to target audience. Subject area development work linked to raising the quality of writing to ensure examination success (for example, links and development plans to examiners reports indicate how progress is to be made) / · Scrutiny of written work shows that the quality of work is commensurate with predicted academic abilities – 80 % of all students produce written work which is consistently at their predicted grade
· Random repeat sampling indicates that students are making clear progress in the quality and maturity of their writing – no stagnation
TARGET 4: MEASURING IMPACT: Extended use of Lesson Observation to improve teaching and learning and measure impact
4.1 Lesson observation (LO) developed as the key tool to evaluate impact of whole school improvements in teaching and learning. Training provided for middle leaders to use LO as SEF tool / Paired lesson observations with SLT and external consultants / · Middle leaders successfully completed LO course – with certification
· Staff interviews and questionnaire feedback indicate high levels of satisfaction with LO as a professional development support tool
· PM targets and records show that LO has been used to target and direct tailored CPD provision for individuals or groups of staff
4.2 LO developed as a key focus for improving teaching and learning. Developed as an analytical training tool to provide direct feedback to staff and to inform CPD / Analysis of lesson observation sheets to provide systematic evidence of progress and impact (of improvements) / · Evaluation and improvement “loops” available to governors indicating how analysis from lesson observation has been used to target improvements and then analyse impact
4.3 New LO sheets developed with learning area and pastoral leaders which permit LO to be used in a variety of developmental and analytical ways. LO used to measure overall student personal development with a focus on attitudes, independent learning and PLTS (see new KS3 curriculum) / · New LO sheets completed and approved
4.4 SLT and some senior LA leaders paired with other secondary schools to develop expertise and broaden experience of recognising and grading accurately learning levels (see Ofsted criteria) / · 3 x placements per year in place
4.5 Lesson observations used by SLT as key source of measuring impact of subject and learning area development plans via planned and scheduled reviews / · SLT carry out 3 x targeted reviews in academic year providing detailed feedback of impact of improvements in subject or learning area and pastoral provision (reports available to governors). These reports show that learning areas have met their development priorities and fulfilled their own PIs (performance indicators)
Issue
25.09.08
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