school improvement plan 2020-2021 key stage 2

SCHOOL IMPROVEMENT PLAN 2020-2021

Key Stage 2 Action plan

Responsibility Area: KS2 Strategic Lead: L Patterson Monitoring: SLT Team/ Headteacher & Governors

Standard Committee

Evaluation: Strategic Leader /SLT Team/ Governors

Standard Committee

HEADLINES 2019/20

KS2

Writing: At the end of KS2 81% of pupils reached the expected standard compared to 79% nationally and 80% locally.

At the end of KS2 29% of pupils were working at greater depth compared to 20% nationally and 25% locally.

Reading: At the end of KS2 81% of pupils reached the expected standard compared to 73% nationally and 75% locally.


Maths:

At the end of KS2 90% of pupils reached the expected standard compared to 79% nationally and 80% locally.


Outcomes: What success will look like for pupils (measurable)

KS2- English

By the end of KS2 77% of pupils will reach the expected standard in reading with 48 % of pupils will be working at greater depth.

By the end of KS2 60% of pupils will reach the expected standard in writing with 8 % of pupils will be working at greater depth.

Progress by the end of KS2 will be at least in line LA for reading and writing.



KS2 Maths

Attainment

77% of children to achieve expected level+

27% of children to achieve GD in line or above local/national level.

FSM6 children to continue to achieve in line or better than local and national standard.

Progress

100% of children to make expected progress

Improvement

Targets

Required Actions Leader Timeframe for

actions

Budget Monitoring of

Impact/Focus

Groups/Personnel/

Time Frame/

Reporting Mechanism

Intended

Impact/Evaluation

(Measurable)

KS2- English

By the end of KS2

77% of pupils will

reach the

expected standard

in reading with 48

% of pupils will be

working at greater

depth.

Continued focus on

Reciprocal reading as

whole class and use as

intervention.

Embed PLP philosophy

of whole class shared

reading opportunities

and immersion in good

quality texts during T4W

sequences.

Reading for pleasure

with use of local library

and new school library

and core texts from

reading spine.

All KS2

staff

From Sept

2020.

Termly spelling and

reading ages

assessed and targets

and intervention

groups derived from

this. (AR and HAST)

Staff coaching

sessions throughout

the year.

Professional

discussions (Book

Focus)

By the end of KS2 77% of

pupils will reach the

expected standard in

reading with 48 % of

pupils will be working at

greater depth.



Accelerated reader to

become embedded

across the Key Stage

with 30 minutes daily

reading.

Monitor progress of

children using

Accelerated Reader

against reading ages

and ZPD numbers

By the end of KS2

60% of pupils will

reach the

expected standard

in writing with 7 %

of pupils will be

working at greater

depth.

English lead to attend

subject lead day and

disseminate to staff.

Opportunities for cross

curriculum writing linked

to new curriculum.

Embed PLP philosophy

use of short burst writing

and plot structures

through out T4W

sequence.

All KS2

staff

From Sept 2020 Professional

discussions (Book

focus)

Staff coaching

sessions throughout

the year.

Teacher assessment

based on cold to hot

writes

By the end of KS2 60% of

pupils will reach the


writing with 7 % of pupils

will be working at

greater depth.

Progress by the

end of KS2 will be

at least in line LA

for reading and

writing.

Staff to be aware and

highlight PP pupils and

monitor progress

throughout the year.

Targeted intervention as

required.

All KS2

Staff

From Sept 2020 Pupil progress

meetings.

Termly data

monitoring

Progress by the end of

KS2 will be at least in line

LA for reading and

writing.



Additional support

leading up to SATS for

targeted PP children (PP

funding)

Close monitoring of

lowest 20% of children in

reading and writing

across KS2

KS2 Maths

Develop the

teaching of

reasoning and use

of mathematical

vocabulary and

stem sentences.

● CPD

opportunities

including all staff

to attend local

authority maths

half day training.

● Ensure

mathematical

vocabulary is

regularly used

within lessons

and on working

walls.

JT VC All teachers to

have attended

training by

Christmas.

Mathematical

vocabulary

regularly

updated on

working walls.

All teachers to

begin lessons

with a problem

by the end of

Autumn term.

Coaching - termly

Professional

discussions - half

termly

Learning walks -

regularly

Pupil voice surveys -

termly.

Attainment is in line

with national averages

by the end of the year.

77% at KS2

GDS 27% at KS2



● Emphasise the

importance of

discussion in

maths lesson

through good

teacher

modelling and

regular

opportunities for

reasoning.

● Beginning or

ending every

lesson with

problems that

give children

opportunities for

reasoning

● Embed the use

of stem

sentences

across age

phases. Both in

modelling and in

children’s work.



● Key Stage 2

teachers part of

the Maths Hub

TRG programme

Improve pupils’

application of

mathematical

knowledge by

developing

problem solving

skills and resilience

● Staff given

updated

scheme of

work and new

resources to

encourage

problem

solving and

reasoning

skills.

JT VC Ongoing

Coaching - termly

Professional

discussions - half

termly

Learning walks -

regularly


termly.



by the end of the

year.

77% at KS2

GDS 27% at KS2



● All Maths

lessons to start

with a

problem

which all

children can

access.

● In school CPD

including

opportunities

to observe

quality

teaching of

maths in

school.

● Organisation

of a Maths

open evening

for parents to

support

children at

home.

Maths Evening scheduled

for Spring term.



● Key Stage 2

teachers part

of the Maths

Hub TRG

programme:

Ensure maths

calculation policy

is appropriate and

in line with the

new mastery

approach.

Teachers adhere

to it.

● Update of

calculation

policy and

deliver

training.

● Ensure staff

feel

adequately

resourced to

adhere to

policy.

JT VC By the end of Autumn term Coaching - termly

Professional

discussions - half

termly

Learning walks -

regularly


termly.



by the end of the

year.

KS1 and 77% at KS2

GDS 27% at KS2



● Audit of

current maths

equipment

and

introduction of

new

resources.

● Teachers to

create video

modelling 4

operations.

Access to

children and

parents at

home.

Narrow the gap

between

disadvantaged

and non-

disadvantaged

children achieving

Number and

Shape, Space

● Objective led

planning with

prime and

specific areas

of learning.

JT VC

LP and

SB

By summer term Coaching - termly

Professional

discussions - half

termly

Disadvantaged and

non-disadvantaged

children achieve GLD

in Number and Shape,

Space and Measure.



and Measure GLD

in Early years.

● Regular

interventions

for Maths

learning.

● Support FSM

parents

through

workshops

and structured

conversations.

● Robust

assessment to

inform

planning and

next steps.

Learning walks -

regularly

Internal and external

moderation.

Pupil progress

meetings.

Termly data

monitoring.

Monitor the support

FSM parents access.



Improve the

amount of

disadvantaged

children achieving

greater depth at

KS2 in line with

National figures.

● Quality first

teaching.

● Robust

assessment to

inform

planning and

next steps of

learning.

● Weekly

booster

classes for KS2

to supplement

mathematics

learning.

JT VC By summer term Coaching - termly

Professional

discussions - half

termly

Learning walks -

regularly

Internal and external

moderation.

Pupil progress

meetings.

Termly data

monitoring.

Attainment in GD and

HS is in line with

national average by

end of year.



● Ensure

children are

challenged

with problem

solving

activities and

reasoning

based

questions.

● Teachers to

have daily

maths

meetings that

ensure

mathematics

curriculum is

recapped

throughout

the year to

ensure

knowledge

and skills

aren’t

forgotten.



● Ensure

teachers are

confident

challenging

pupils to

operate within

greater depth.

Improve the use

of formative

assessment in

maths to inform

planning and

feedback

● Updating of

marking and

feedback

policy.

● Implement use of

verbal feedback,

rapid intervention

and timely

challenge within

lessons including

pictorial and

written

explanations to

consolidate depth

of understanding.

JT VC Immediately Coaching - termly

Professional

discussions - half

termly

Learning walks -

regularly


termly.



by the end of the

year.

77% at KS2

27% at KS2



● Teachers to

move children

onto problem

solving and

reasoning

based

activities

when fluent

within lesson.

For attainment

and progress to

improve in maths

in line with

national

averages.

● Introduction of

prizes and

certificates for

use of TT

Rockstars to

improve

mental

arithmetic.

JT VC By summer term Coaching - termly

Professional

discussions - half

termly

Learning walks -

regularly


termly.



by the end of the

year.

77% at KS2

GDS 27% at KS2



● School use of

sumdog that

gives children

individualised

maths

questions

whilst earning

coins and

utilities.

● Allow for daily

practice of

fluency

activities

● In school CPD

including

opportunities

to observe

quality

teaching of

maths in

school.

Pupil progress

meetings.

Termly data

monitoring.



● Organization

of a Maths

open evening

for parents.

● Regularly

updated bank

of resources

for staff.

Pupil premium

To improve

attainment

and progress in

reading, writing

and maths

across key

stage 2.

Use of Rec reading- 4

staff

Accelerated Reading

Continue to use talk

for writing

All KS2

staff

Autumn 2020 – Summer

2021

Book scrutiny/ lesson

observations/ Half

termly data analysis

% of PP pupils achieve


RWM



% of PP pupils

achieving

expected

standard in

RWM at the

end of KS2

CPD for staff support

quality first

teaching and

learning.

INTERVENTION

(SEN)

To ensure all SEN

pupils make at

least expected

progress from their

baseline

assessment.

KS2 teachers to liaise

closely with

SENCO to ensure

all children are

receiving correct

interventions.

Correct interventions

planned and

ensure they are

taking place.

Regular assessment to

ensure they are

effective.

All KS2

staff

Autumn 2020– Summer 2021 Book scrutiny/ lesson

observations/ Half

termly data analysis

To ensure all SEN pupils

make at least

expected progress

from their baseline

assessment.

school improvement plan 2020-2021 key stage 2

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