abbey meads community primary school · 2019-01-18 · abbey meads community primary school school...

Abbey Meads Community Primary School

School Development Plan

2018-2019 Senior leaders monitor and strategically overview the SDP. They are responsible for developing the main items, whilst all staff own a shared accountability for delivering on the plan. Senior Leaders are: Mr Buckley – Headteacher Mrs Cunningham - Deputy Headteacher Mrs Wright – Assistant Headteacher Phase 1 (Foundation stage) Mrs Rowley – Assistant Headteacher Phase 2 (Yrs 1 to 3) Miss Hewitt – Assistant Headteacher Phase 3 (Yrs 4 to 6)

The contents of this plan have been anonymised for publication on the School Website

Children’s initials are replaced by xxxxxxxxxxxxxxx there is no correlation between the number of x’s and the number of children in each case.

School Development Planning sheet - 2018 - 2019

Activity

Why the activity?

What will be done?

Responsibility/

Timescales

Who? /

When?

Resources /

Training Needs

Incl Financial

Monitor &

Evaluation

Who/When ?

Outcomes

Targeted Success Criteria Evaluation/ Actual Outcomes

Nursery Provision

Open up to 3 year olds (Conker class,

children join term after their 3rd birthday)

Establish our Conker class – ensure good

quality provision is provided in Conker class

– monitor planning, moderate judgements,

assessment on tapestry and teaching and

learning. Introduce key worker system in

this class due to the age of the children –

look at job descriptions with regard to this

to ensure record keeping time.

Provide 30 hours –

Ensure children receive good provision in

both settings, ensuring children are settled,

happy and safe. Both classes working on the

same targets and track attainment and

progress of these children.

DW, GP, AM

Consider funding

implications –

Things to

consider during

the year - do we

need to offer 30

hours for conker

children?

DW monitor

during year.

SLT end of

year review-

July

DW/GP plan MTP for both rooms – Conker will

have- weekly, fine motor, speech and

language, PSHE, stories as a focus throughout

the year alongside continuous provision.

AM to discuss weekly planning with DW –

Whilst we have additional staff term 1 – make

use of this to spend time together to

establish setting and expectations.

DW to be in agreement with assessment for

children in Conker room through observations

and tapestry evidence.

DW and GP to spend 1 day a week in Conker

class.

To have a good/effective handover system

for 30 hour children. – both rooms working

on same next steps. Target children who may

be working below ARE and those not making

expected progress.

Audit our provision in FS2 – Recognising the

need for balanced provision as stated in the

‘Bold beginnings’ document.

DW DW monitor

Planning and

provision

Class

observations

Evidence in FS2 planning of a good balance of

provision, child initiated, teacher directed,

supported and good level of challenge.

Observation focus – teachers teaching

groups, child initiated provision set up to

challenge children and ensure mastery of

expected and move children on to exceeding.

Speech and language

To identify and target children with speech

and language difficulties early in the year

and target these children through class

interventions.

In nursery we will deliver ‘Talkboost’

FS2

teachers and

DW.

LCP

Speech and

Buying in

services from

speech and

language

therapists

Attending

DW monitor

groups

throughout

the year.

SLT – data

analysis - July

Teachers identified those children with

speech and language difficulties on entry.

Speech and language target group - planned

interventions

- Children to achieve GLD at the end of FS2

ACTION PLAN For Effectiveness of the Early Years Date: July 2018 Prepared by Donna Wright

Children who didn’t meet the expected end

of year attainment was largely due to

speech and language difficulties.

We will arrange some in house speech and

language training for staff to improve

knowledge and skills in this area. (Poss with

LCP or Academy)

Audit needs – Use this to tailor the training

by speech and language therapists to meet

our staff, children and school needs

Primarily we need support with developing

pronunciation of sounds.

language

therapists

BW

speech and

language

courses.

and to achieve secure 30-50 months at the

end of Acorn and achieve secure 22-36

months at the end of Conker.

‘Talkboost’ delivered for 9 weeks and the

assessment demonstrates progress in

children’s ability to use and understand

language.

Speech and language therapists delivered

training for us in term 1 and 2 – tailored to

the needs of teachers attending.

BW to have speech and language as her

curriculum area. Plan and provide lots of

opportunities for talking. ECAT?

Classrooms reflect the speech and language

focus by providing lots of small world, role

play, puppets, sharing books opportunities for

the development of speech.

PPG -

Parental engagement –

Stay and play sessions

Stay for a story when you bring your child

to nursery.

Timetable stay and play sessions for 6

parents each time to attend nursery for 1

hour to join in and observe.

Reporting to parents- (Responding to end of

year nursery questionnaire)

We will set up an Acorn child on Tapestry

for September 2018 - This will enable us to

share activities each week and any focus

work so parents can be informed what

learning has taken place so they can support

and home and engage in conversation with

the children about their learning.

FS2

teachers

DW

Evidence of PPG parents accessing Tapestry

during every open week.

Invite PPG children’s parents in to look at

work and share successes. Invite them in to

stay and play sessions throughout the year.

To have all daily and weekly updates on

tapestry for all parents to view – open at all

times. Parents can see what we have been

doing and our learning focus for the

day/week.

School Development Planning sheet - 2018-2019

Activity

Why the activity?

What will be done?

Responsibility/

Timescales

Who? /

When?

Resources /

Training Needs

Incl Financial

Monitor &

Evaluation

Who/When ?

Outcomes


Reorganisation of Leadership including roles of

AHTs, Curriculum Leaders, Group Leaders and

UPS Leaders.

AHTs to develop into 3 Phases within the

school.

Phase 1 - FS1&FS2

Phase 2 - Years 1–3

Phase 3 - Years 4-6

Restructure back to named curriculum leaders –

while retaining the Group structure for Key

Events in the school Year. Greater clarity on

additional roles for those working at UPS.

BB in

consultation

with SLT

Organisational –

so no cost other

than that

already in place

to release staff

when internal

school time

activities are

essential.

All other

activities are to

be done outside

school day in

Teachers

Professional

Duties.

Monitored

Governors

Meeting

January 2019

Evaluated SEF

Governors Group

July 2019.

Monitoring and Challenge of Standards across the

school is done in 3 Phases – while recognising that

KS1 falls into Phase 2 and KS2 falls into both

Phases 2&3.

Review of the year will show increased confidence

in Pupil Performance in the transition of pupils

from KS1 to Yr3.

There will be greater monitoring and evaluation of

curriculum coverage and assessments done by

leaders across the school.

Key School events will continue to be a success

across the year, with shared ownership and

support from all colleagues.

Key leadership roles will be allocated more widely

to those on UPS – such as carrying out of

appraisals of support staff.

Administration Office reorganisation.

Restructure the Administration Office to

accommodate new tasks within the same office

structure and salary scales.

Review options to increase office support at key

times in day/year.

BB / GE / JT Training time for

new tasks/roles

– these will be

consumed within

salaries or be

free from BK.

BB will monitor

effectiveness of

new

arrangements –

JT / SE will

monitor across

schools in BK.

There will be a clear programme of development

and support in place to make the transition a

success.

October 1st 2018 is the starting point – but

training will take place throughout September.

Review of Professional Performance Management

Reviews (BB/Office Manager) will demonstrate

confidence in outcomes moving into 2019-2020.

Reorganisation of Governance to Local

Governing Body within Blue Kite MAT.

Establish clear roles and responsibilities within

delegated local governing body role as part of

BKMAT.

Develop meaningful programme of meeting

agendas that dovetail with Directors and key

moments in the financial and academic years.

BB in

consultation

with GE (CEO

of Blue Kite)

and LH

(AMCPS Chair

of Governors.)

Clerk to stay in

post but

restructure may

be needed once

frequency and

parity

established

across the MAT

No additional

cost beyond the

SEF review

group Meetings –

£450 per year in

Governor

Expenses.

Review Sept –

Dec 2018

Implement Jan

2019-July 2019.

CEO/DCEO

Evaluate across

schools within

the MAT

July 2019

There will be clear understanding from AMCPS

Gov Body regarding its place within decision

making at Blue Kite and its Key Roles specific to

AMCPS.

Key Governors will be identified to represent

AMCPS on specific groups such as Finance

committees and others as they become clear.

July 2019 will see clarity with regards to AMCPS

Gov Body within the new structure of Governance

with Blue Kite MAT.

ACTION PLAN For: Leadership and Management Date: September 2018 Prepared by Bob Buckley


Activity Why the activity? What will be done?

Responsibility/ Timescales Who? / When?

Resources / Training Needs Incl Financial

Monitor & Evaluation Who/When ?

Outcomes Targeted Success Criteria Evaluation/ Actual Outcomes

Safeguarding – Profile - Safeguarding is ALL

our responsibility.

DDSL to organise training schedule for ALL

TAs to attend termly training on safeguarding

– to mirror those shared in staff meetings (run

by DSL/DDSL)

MC – plan (July

2018) and

deliver (Sept

18-July 19)

training linked

to train the

trainer

Updates

Release time for

TAs (30mins max

each time –

taken from class

time)

Sarah Turner

external

moderator/

consultant

All TAs will offer more positive responses to

questionnaires/audit regarding frequency of CP

Updates received and give correct answers to

actions needed when concerned about adults in the

school.

Safeguarding - Developing a

Sharing/Telling School.

Improve the awareness of children beyond

lessons held within Jigsaw.

Respond to KS1 Pupil Survey which suggests

children are less sure who to TELL in school.

Develop child friendly elements of HT

Assemblies to focus on this aspect of

Safeguarding.

BB/Pupil Voice

Group/FDT

Assemblies

Audit sessions

currently linked

to Keeping

Safe (Aut18)

Develop

additional

elements in

assemblies

(Spring 2019)

Photocopying /

Printing of new

programme as

appropriate

Staff Meeting

time to deliver

outcomes.

Pupil Voice

Group to

monitor

improvements

in Pupil Audit

outcomes.

Children in younger age groups will demonstrate

improved ability to identify who to tell and what to

do if scared / feel unsafe.

Assembly programme will identify schedule for HT

as well as Teachers – to include Safeguarding

elements (T Smith to retain Online Safety)

Behaviour policy/Golden Time review.

Review what happens when with regard to

Golden Time

Review reward structures both as a whole

school and within each class – rewarding

many or few – excellence or progress.

Review sanctions within behaviour policy to

support more consistent in class decision

making.

SLT to lead

September 3rd

TDD

Implemented

from

September 4th

2018.

Review

Christmas

2018.

No cost to

develop policy as

teachers on

salary – TDD

TAs overtime

for TDD

afternoon to be

involved in

process and gain

full

understanding of

expectations –

20x2 hrs =

40Hrs overtime

costs.

AMCPS

Governors

monitor

through HTRs

at Governor

Meetings and

Evaluate

through

Pupil/Parent

audit – June

2019.

There will be an updated policy regarding the use

of Golden Time – clearly linked to variations per

Year Group – and flexible alternatives.

Guidance will be given on use of positive rewards

and parent statement produced outlining our policy

– Progress/Excellence/Both?

Sanctions will be updated to deal with the tiny

minority who do not fit our current policy - to avoid

exclusions and/or removal from school teams unless

the very last resort.

ACTION PLAN For: Personal Development, Behaviour and Well-Being Date: September 2018 Prepared by SLT


Activity

Why the activity?

What will be done?

Responsibility

/

Timescales

Who? /

When?

Resources /

Training Needs

Incl Financial

Monitor &

Evaluation

Who/When ?

Outcomes


Investigate the application and impact of

working walls on pupil engagement and

achievement.

A/ Be able to develop a clear definition of

what an Abbey Meads working wall is, from

both teacher and pupil POV.

B/ Understand the impact of working walls in

the classroom and how they can be used to

support pupil learning.

A/ SLT and

staff/ pupils

B/ SLT

A/ staff meeting

time/ team

meeting time.

Interview time

for pupils.

B/ time to

monitor the

effectiveness of

working walls.

Time to

investigate how

working walls are

used effectively

in other schools

(LCP/ Academy)

A/ SLT by the

end of Term 3

B/ SLT by the

end of term 6 –

through pupil

interviews and

book looks.

A/ a clear Abbey Meads working wall definition,

written and distributed to all teaching staff.

B/ examples of working walls within classrooms and

impact on the children’s engagement –

demonstrated through the use of ideas within

writing and maths and through pupil interviews and

book looks.

Engage parents with phonics

through phonics meeting early in September.

Hold a follow up meeting for parents of

children who need extra intervention to reach

the pass mark.

Complete mock assessments for phonics

throughout the year.

Y1/KR

September

then January

Term 2 and

end of term 3

SLT

SLT

Phonics score to increase from 80% and meet or

exceed national.

Investigate how Reading Comprehension is

taught across the school.

Ensure that all Y5 and Y6 staff understand

the principles of whole class reading and

provide training where necessary.

Monitor the planning and teaching of whole

class reading and comprehension sessions in

UKS2.

KR and JH

Term 1

JH Term 1

KR and JH

terms 2,4 and

6.

SLT Level of attainment for KS2 reading will remain at

or above 83%/above national expectations.

ACTION PLAN For: Teaching and Learning Date: September 2018 Prepared by SLT

Monitor how teachers are using learning

objectives in English and maths through

planning scrutiny, book looks and learning

walks.

Monitor the impact of using success criteria

within teaching and the impact on children’s

writing. This will be done through planning

scrutiny, book looks and learning walks.

Monitor writing skills coverage within each

year group in planning and in books.

Carry out pupil interviews to find out if they

have an understanding of how to make their

writing successful and how to improve it

further.

KR and JH

terms 1, 3 and

5

KR and JH

terms 1, 3 and

5

KR and JH

terms 2, 4

and 6.

SLT Marking in books is consistent across classes and

shows children have used it to move their learning

on.

Children are provided with many different and

frequent opportunities to write. Skills are taught

as a build up to a piece of sustained writing, which

will be guided by a success criteria.

The level of children reaching the expected

standard in writing will improve.

Within planning, teaching and feedback key writing

skills will be focused on.

Increase the profile of Science and

Technology through the use of STEM

Ambassadors.

Build on Space (ESA) link in year 5 and ICT

(Intel) link in year 4 to develop a programme

within each phase to focus on Science/

Technology / Engineering / Maths at an

appropriate level.

TD to

investigate

options/availa

bility of

ambassadors.

SLT to

promote

positive

approach to

scheduled

visits

throughout

the year to

drive day or

week long

focus on

STEM.

Mostly offers of

support are free.

Where donations

to research or

charitable bodies

are requested

there may be

some cost.

£500 expenses

allocated from HT

Ed cost centre.

TD report to

BB December

2018

Programme

extended Dec-

July 2019

EVALUATED

BY SLT/Govs

July 2019

Established

Sept 2019

There will be a clear programme of events

established, which brings in ‘experts in the field’ to

match science and technological expectations

within specific year groups.

EG the link with ESA matches the Yr5 Curriculum

and Space.

Audit of pupil voice will generate positive attitudes

towards STEM subjects linked to those extended

by the programme.

Focus for 2019-2020 to link outcomes of the

programme with overall confidence and attainment

throughout the school – leading to improved EOKS

TAs in Science KS1 & KS2

Audit resources and people available to

support the teaching of Maths reasoning

across the school. This will enable us to quality

assure those being used and to see if there

are any gaps in support.

We also need to audit teachers’ understanding

of what reasoning is, how often it is being

taught across each week.

It would be useful to look at how we are

SLT to audit

what is being

used and

identify gaps

in resources –

Term 1

Staff

Meetings

All staff

£?? If new

resources are

needed

SLT

SLT- Learning

Walk, book

scrutiny

Appropriate resources are in place and being

utilized by staff

Common understanding of reasoning across the

school can be seen through observations during

Learning Walks, pupil interviews and book scrutiny

ensuring there is the appropriate level of

provision to aid a greater percentage of pupils

achieve greater depth.

In light of the upcoming times tables

assessment in Year 4 we need to review our

current times tables system to ensure we are

ready for the implementation in 2020. Look to

see what computer based programs are

available that will mirror the assessment.

Staff Meetings to make staff fully aware of

upcoming changes and how we can prepare for

them.

SLT review x

table system-

Term 2

Staff

Meetings

Term 3/5

£???

(if we need to buy

in computer based

program)

Staff Meetings

SLT- data

analysis

2018 national data greater depth in Maths was 23%

Looking for pupils in KS2 to match this figure and

for there not to be a significant gender difference

– linked to previous levels of attainment.

X table system updated to reflect changes in Year

4 x tables assessment

Year 3 (2018/19) to achieve 80% (?) success in

practice assessments

Continue with the expectation that PPG books

are marked first in class. This ensures that all

staff are aware of which children within their

class are PPG and ensures that their progress,

attainment and well-being can be monitored.

PPG funding allows us to have full time TAs in

all classes as part of their role is to offer

support for PPG children in the class or to

allow the class teacher to work with them.

PPG children who are not making progress or

achieving attainment (both expected and

greater depth) should be the focus of Target

group intervention or additional support.

Focus on engaging parents of PPG children so

they feel they are able to support their child

within school.

Invite selected parents in to meet in a small

group and/or individual basis so that they can

look through (with their child) some of the

work they have been undertaking. Talk about

what issues there might be and how these can

be supported

Attendance of PPG children will continue to be

monitored at the ends of Terms 2, 4 and 6.

Attendance that falls below 90% will receive a

letter home initially and then invited to meet

the SMT to discuss before further action is

undertaken

Specific Absence e mail to be set up as a

further means of encouraging parents to

report absences rather than the Office having

to chase

All staff

All staff

MC (DH)

JH (TA)

MC (DH)

TB (Admin)

Refreshments

EWO (Traded

Service)

AHTs monitor

through their

Phases

AHT monitor

Progress

groups and the

inclusion of PPG

children

Data Analysis

Through

Pupil/Parent

Voice

questionnaires

SMT

PPG children’s progress and attainment are being

monitored. Any issue are bought speedily to

attention of SLT to consider.

The PPG children will receive additional support

from class based staff in order to boost their

progress and attainment.

The percentages of PPG achieving expected and

greater depth will be closer to non PPG across all

year groups (closing the gap) Link to Phase Sheets

Parents attend and begin to engage with their

child’s achievement.

Increase in the number of additional school events

attended by parents.

Children are more engaged and responsive in class

and participate in school activities.

Additional events put on in response to requests

from parents about areas with which they would

like support.

PPG absences are in line with non PPG

Absence overall is below national average.

Families are using absence line and e mail to report

resulting in Office having to do less chasing


Activity

Why the activity?

What will be done?

Responsibility/

Timescales

Who? /

When?

Resources /

Training Needs

Incl Financial

Monitor &

Evaluation

Who/When ?

Outcomes


Nursery – Conker class– Ensure nursery

setting runs smoothly throughout the

year. Ensure AM is delivering planning

provided. Set up observations and time for

DW to support in Conkers to moderate

judgements, track progress and set

appropriate targets.

AM, GP and

DW

DW monitor

groups and

make changes

during year.

SLT – data

analysis - July

For children to be ready to join Acorn class in

Sept 2019.

All children from this setting achieve 22-36

secure by end of Conker class, in the prime

areas. To moderate and agree these

judgements

Maintain a GLD of at least 71% that is in

line with school, national and local

Identify any children who are not on track

for achieving GLD and target these

children throughout the year.

DW monitor

Groups and

make changes

during the

year.

SLT data

analysis

To achieve at least 71% GLD

Increase the % of children achieving at least

expected in each specific area - reading,

writing and maths

Reception

Target girls who could achieve exceeding

in maths/ reading and writing.

Provide in class support and track them

closely during the year.

Continue to ensure all children who could

achieve exceeding are identified as early

as possible.

All of these groups will be tracked

throughout the year as part of progress

meetings and as part of tapestry (learning

journal)

FS2

teachers and

DW.

DW monitor

groups

throughout

the year.

SLT – data

analysis - July

Maths:To be identified

Reading: To be identified

Writing:To be identified

Percentage of girls achieving exceeding at the

end of FS2 in maths will increase from 3.3%,

reading will increase from 1.7% and writing will

increase from 3.3% (July 2018).

Monitor the children’s progress from their

end of Nursery results for those who

attended Acorn nursery.

FS2

teachers

DW

DW monitor

groups

throughout

the year.

SLT – data

analysis - July

Track the nursery children throughout the

year. At the end of the year compare data for

the children who have been with us since

nursery and those who joined us in Reception

class.

ACTION PLAN For PUPIL OUTCOMES - Phase 1 Date: July 2018 Prepared by Donna Wright

PPG – FS1 and FS2

Maintain a focus on PPG children’s

attainment and progress

Monitor this group’s attendance and

report any dips or patterns to SMT –

beware that these children do not have to

be in full time until the term after their

5th birthday.

Target underperforming PPG children in

target groups.

FS1 & 2

teachers

SMT

Throughout

the year

DW review

every term

SLT

evaluation at

the end of

the year

FS1

All PPG children will be on track to achieve 30-

50 months expected/secure

FS2

All PPG children will be on track to achieve GLD

All PPG children to make 6 points progress by

the end of the year.


Activity

Why the activity?

What will be done?

Responsibility/

Timescales

Who? /

When?

Resources /

Training Needs

Incl Financial

Monitor &

Evaluation

Who/When ?

Outcomes


Year 1 - monitor the attainment and progress

of PPG children coming from EYFS to ensure

that the level of R+W+M combined is

maintained.

Year 1 staff will continue to focus on marking

PPG first. TAs and teachers will be aware of

who these children are and how they can be

supported within class. PPG children who are

not meeting their expected progress or

attainment will be identified as a focus for

target groups.

Y1

continuously

through the

year and at

key data

points in term

2, 4 and 6.

KR at data

points in

terms 2, 4 and

6.

SLT The 9 children currently expected or exceeding in

all aspects at the end of EYFS will continue to

meet the expected or above in combined. R+W+M

combined for PPG will be above 69%.

Females – xxxxxxxxxxxxxxxxxxxxxxx

Males – xxxxxxxxxxxxxxxxxxxxxxxxxx

Gender Gap

Y2– in recognition of the widening gender gap

in attainment in writing at Y1, monitor the

progress and attainment of a core group of

boys. Increase the percentage of boys

reaching expected or above.

Y2 through

school and LCP

writing

moderation.

KR at data

points in

terms 2, 4 and

6.

SLT The 7 boys (xxxxxxxxxxxxxxxxxxxxxxx)

who were emerging for writing at the end of EYFS

will maintain or exceed their expected progress.

These boys will meet or exceed 2w by the end of

Y2.

The 2 boys (xxxxxxxxxxx) who were emerging for

writing at the end of EYFS and who attained ARE

at the end of Y1 will maintain this in Y2. These

boys will meet or exceed 2s by the end of Y2.

Attainment for boys in writing will be above 72%

(current Y1 outcome for boys and above 2017

national average)

ACTION PLAN For: PUPIL OUTCOMES - Phase 2 Date: September 2018 Prepared by Kim Rowley

Y2 – Provide opportunities for children to

demonstrate greater depth objectives in

maths from the start of the year.

Maintain percentage achieving greater depth

in maths.

Monitor ‘cusp’ children who have just tipped

into ARE at the end of Y1 to ensure that

attainment is maintained.

Y2 teachers

KR at data

points in

terms 2, 4 and

6.

SLT The number of children achieving greater depth in

maths will exceed the 2018 outcome for Y2 (19.3%)

and be above the 2017 national average (20.5%)

The percentage of children working at ARE will be

above the 2018 outcome for Y2 (71.9%) and above

the 2017 outcome for Y2 (78.7%). This would put

the data above the 2017 national average.

Y3 – Provide a boost for key children who did

not attain expected in maths at the end of

KS1 to bring them in line with their EYFS

outcomes.

Children to be included in basic skills groups to

consolidate learning from KS1.

To be a focus in target groups and in class.

Y3 teachers

throughout

the year.

KR at data

points in

terms 2, 4 and

6.

SLT 5 Children: xxxxxxxxxxxxxxxxxxx.

3/5 of the children will reach ARE by the end of

Y3. The percentage of children attaining ARE at

the end of year 3 will increase from 71.9% to be

more in line with the end of their EYFS outcomes

(80.7%) and above the 2018 Y3 percentage of

70.1%.


Activity

Why the activity?

What will be done?

Responsibility/

Timescales

Who? / When?

Resources /

Training Needs

Incl Financial

Monitor &

Evaluation

Who/When ?

Outcomes


Y6 – Ensure Y6 setting runs smoothly

throughout the year. Ensure teachers are

planning together to provide all children with

the full curriculum. Set up moderation across

the sets throughout the year to track

progress and set targets.

Y6 teachers

JH

JH monitor

groups and

make changes

during year.

SLT – data

analysis - July

The current RWM combined 70% in year 5 will

remain at this level and be above national

outcomes (64% in 2018).

Percentages at expected and greater depth will

increase from the Y5 percentages below and

remain above national for the end of KS2.

Reading: Expected+ - 79%, Greater depth - 29%.

Writing: Expected+ - 78%, Greater depth - 27%

Maths: Expected+ - 75%, Greater depth - 18%

Y4

Plan targeted support for EAL children in

reading and writing.

Target specific girls in maths, across both

classes.

Target a specific group of boys who could

move to greater depth in writing.

Teachers will be supported with identifying

the groups and put these children into target

groups. These groups will be monitored during

progress meetings throughout the year.

Y4 teachers

JH

JH monitor

groups

throughout the

year.

SLT – data

analysis - July

The gap between boys and girls at expected+ in

maths will have reduced from 11% (July 2018),

with the number of girls achieving expected+

rising from 65%. 6 Children to be targeted: xxxx

xxxxxxxxxxxxxxxxxxxxxxxxxxx

The percentage of EAL children reaching

expected + and greater depth in reading will have

risen from 71% and 7% (July 2018). Children to be

targeted decided with teachers from:

Expected – xxxxxx.

Greater depth – xxxxxxxxxxxxxxxx

ACTION PLAN For PUPIL OUTCOMES - Phase 3 Date: July 2018 Prepared by Julie Hewitt

The percentage of EAL children reaching greater

depth in writing will have risen from 7% (July

2018). Children to be targeted decided with

teachers from: xxxxxxxxxxxxxxxxxxxxxxxxx

The percentage of boys achieving greater depth

in writing will have increased from 12%.

Children to be targeted decided from teachers

from: xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx

Y5

Plan targeted support for identified boys

groups in maths, reading and writing across

both classes.

Target children who have not reached the

expected level in all three core areas.

Monitor these children through progress

meetings and through observations and book

looks throughout the year.

Y5 teachers

JH

JH monitor

groups

throughout the

year.

SLT – data

analysis - July

Within each target group the following boys are

included from working towards, with the aim of

moving them to expected by the end of the year:

Maths: xxxxxxxxxxxxxxxxxxxx

Reading: xxxxxxxxxxxxxxxxxxxxxxx

Writing: xxxxxxxxxxxxxxxxxxxxxxxx

Percentages of boys reaching expected will

increase from July 2018.

The percentage for the combined score for RWM

will increase from 48% (July 2018).

Reading: xxxxxxxxxxxxxxxxx.

Writing: xxxxxxxxxxxxxxxxxxxxxxxxxxxx.

Maths: xxxxxxxxxxxxxxxxxxxx

Y6

Target girls who could achieve greater depth

in maths and boys who could achieve greater

depth in reading and maths. Identify who

they are and which set they are in. Provide in

class support and track them closely during

the year, providing booster sessions where

necessary.

Target EAL children who are not yet working

at expected+ in reading. Provide additional

reading and vocabulary sessions for these

children.

All of these groups will be tracked

throughout the year as part of progress

meetings and as part of learning walks and

book looks.

Y6 teachers

and JH.

JH monitor

groups

throughout the

year.

SLT – data

analysis - July

Maths: xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx

Reading: xxxxxxxxxxxxxxxxxxxxxxxxxxx

Writing: xxxxxxxxxxxxxxxxxxxxxxxxx

Percentage of girls reaching greater depth in

maths will increase from 14% (July 2018).

Percentage of boys reaching greater depth in

reading will increase from 23% (July 2018).

Percentage of boys reaching greater depth in

writing will increase from 19% (July 2018).

Percentage of EAL children working at expected+

in reading will increase from 64% (July 2018).

Y4, Y5 and Y6

Monitor children’s progress from their KS1

results. In progress meetings, find out why

children are not on track and target children

who need to make accelerated progress to

meet their expected progress level.

These children will be monitored in progress

meetings and support will be provided to the

Y4, Y5 and Y6

teachers.

JH

JH monitor

groups

throughout the

year.

SLT – data

analysis - July

Y4

Increased percentages of children will be on

track from their KS1 targets from July 2018

data.

Reading – 89% on track

Writing – 84.3% on track

Maths – 82.8% on track

teachers through book looks and pupil

interviews.

Y5



data.

Reading – 88.3% on track

Writing – 85% on track


Y6



data.

Reading – 88,9% on track

Writing – 93.7% on track


PPG – Y4, Y5 and Y6

Maintain a focus on PPG children’s attainment

and progress in Y4, Y5 and Y6.

Teachers will mark PPG children’s work first.

Monitor this group’s attendance and report

any dips or patterns to SMT.

Target underperforming PPG children in

target groups and PPG children assessed at

‘working’ level.

Y4, Y5 and Y6

teachers

SMT

Throughout the

year

JH review

every term

SLT evaluation

at the end of

the year

Y6

Reading: All PPG children will be on track from

their KS1 targets (xxx and xxx currently not) and

the percentage of PP children reaching the

expected level will increase from 60% (July

2018).

Writing: All PPG children will be on track from

their KS1 targets (xxxxx currently not) and the

percentage of PP children reaching the expected

level will increase from 60% (July 2018).

Maths: All PPG children will be on track from

their KS1 targets (xxxxxxxxxxxx currently not)

and the percentage of PP children reaching the

expected level will increase from 53.3% (July

2018).

Y5

All PPG children will be on track from their KS1

targets and the expected level will increase from

53%, 41% and 41% in maths, reading and writing.

Y4

All PPG children will be on track from their KS1

targets and the expected level will increase from

56%, 56% and 56% in maths, reading and writing.

There are also Action Plans from the following areas, managed and delivered by middle leaders.

Name Curriculum Leadership Group Leadership

Mrs Painter Outside Learning (FS) & Talk Boost External Environment

Miss Clarke Parental Engagement (Foundation Stage) Family Learning

Mrs Iliffe Speech & Language (FS) & TA Appraisals (1/2) Extended Curriculum

Mrs Duffin PPG (Phase 1) & Dance/Drama/Arts Award Internal Environment

Mr Edwards History/Geography Pupil Voice / Committees

Mrs Hayward PPG (Phase 2) & 1-2-1 TA Appraisals Pupil Voice / Committees

Miss Walsh Class Book Boxes / Reading Schemes External Environment

Mrs Jordan Parental Engagement (Nat. Curriculum) & Story Sacks Family Learning

Miss Hayes Music & Phonics (SLE) Extended Curriculum

Mrs White PSHE&C & Guided Maths Pupil Voice / Committees

Mrs Healy Modern Foreign Languages Family Learning

Mrs Dangerfield Science & STEM Ambassadors External Environment

Mr Smith Computing/IT Support & TA Appraisals (5/6) Internal Environment

Mr Shore School Sports & ITT/Students/NQTs External Environment

Mrs Dendy-Taylor DT & RE / Assemblies etc. Extended Curriculum

Mrs Wickens Grammar & TA Appraisals (3/4) Pupil Voice / Committees

Mrs Rowe PPG (Phase 3) & Intervention Strategies Family Learning

Mrs Rose Art/Arts Award & TA Appraisals (FS) Internal Environment

abbey meads community primary school · 2019-01-18 · abbey meads community primary school school...

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