wickersley st. alban’s c of e primary school developing ... · 4 wickersley st alban’s c of e...

Wickersley St. Alban’s C of E Primary School

Developing Excellence

Plan

2016-2017

“No child will underachieve.”

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Contents

School Aims…………………………………………………………page 3 Summary SEF………………………………………………………………………………… page 4 Review of school performance 2015/16………………………….page 15 Developing Excellence Plan 2016/17…………………………….page 29 Parent Questionnaire…………………………………………. page 56 Staff tasks towards DEP implementation…………………… page 57

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School Aims St Alban’s School is a community that seeks to base its life on the love of God shown in Christ, to be open to the Spirit of God and to serve the Kingdom of God. Development in all areas is essential to raising standards of attainment for all pupils. On this basis we aim to help every child discover their full potential as a child of God, spiritually, intellectually, emotionally, physically and socially by • Providing a broad and balanced education by structured progress through the

National Curriculum and a range of other experiences. • Helping every child develop a sense of worth and self- confidence. • Valuing and developing a partnership between families and school, with local

churches and with others in the wider community.

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Wickersley St Alban’s C of E Primary School

Self-evaluation summary: July 2016

The context of the school

Wickersley St Alban’s C of E Primary School is an average sized school. The percentage of pupils eligible for Free School meals is well below national (lowest quintile) as is the number of pupils from ethnic backgrounds and those with English as an additional language. The percentage of pupils with special educational needs is below the national average. The school has been awarded National Support School status, and the Executive Head teacher is a National Leader of Education. The school is a strategic partner in a primary teaching school alliance. The Headteacher has been in post since September 2011 and has been Executive Headteacher (supporting another local school) since September 2013. The Leadership Team is supported by a Head of School.

Pupils’ achievement

Suggested grade: Outstanding (1) Evidence that supports this judgement : Achievement is outstanding because progress from different starting points is high compared with national figures. Pupils typically enter FS2 below average in writing and in line with national in reading and mathematics. On exit at KS2 pupils attainment is significantly above national, with this trend embedded over several years. In 2016 outcomes were significantly above national, despite the challenges posed by the new curriculum and assessment, with 100% reaching the expected level in writing and reading, and 94% (2 SEN pupils narrowly missing the test) in maths, with RWM at 94%. The % pupils performing above national scale scores was significantly high at 87% combined, and average scale scores were significantly above national, evidencing outstanding outcomes for more able pupils. KS1 Outcomes remain well above national at KS1, despite the challenging new curriculum for our Y2 pupils: KS1 – 4 year trend

2013 2014 2015 2016 R W M R W M R W M R W M S %L2+

100 100 100 100 100 97 100 100 100 NS 13% 10% 10% 16%

%L2B+

100 100 97 93 93 87 100 93 93 EXS 87% 90% 90% 74%

%L3+

47 37 43 47 20 37 50 37 36 GDS 52% 29% 39% 26%

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Outcomes at KS1 are significantly above national in all areas and for ARE and Greater Depth: KS1 attainment 2016 (new curriculum)

KS1 % ARE+ National % ARE+ School Difference between school and national

(+/-) % ARE

% pupils working at Greater Depth

National

% pupils working at Greater Depth School

Difference between school and national

(+/-) % Greater Depth Reading 74.1 87 +12.9% 23.5% 52% +28.5% Maths 72.6% 90 +17.4% 17.7% 39% +21.3% Writing 65.5% 90 +24.5% 13.2% 29% +15.2%

KS2 attainment 2016 (4 year trend) 2013 2014 2015 2016 Rea

ding Maths

Writing

spag Reading Writing Maths Spag Reading

writing maths spag R W M S %L4+ 100 100 100 97 100 100 100 97 100 100 100 97 EXS 100% 100% 93.7% 88% % L5+

66% 72% 72% 62% 83% 81% 63% 70% 93 77 80 70 GDS N/A 77% N/A N/A % L6+

3% 14% 14% 7% 17% 20% 3% 20 30 7 SCALED 108.7 107 106 Outcomes were significantly above national for all learners and groups in 2016:

KS2 attainment 2016 (new curriculum)

KS2 % ARE + National % ARE + School Difference between school and national

(+/-) % ARE

National average scaled score

Average scaled score school

Difference between school and national (+/-) scaled score

% pupils exceeding national scale score

Reading 66% 100% + 34% 103 108.7 +5.7 87% Maths 70% 93% +23% 103 107 +4 87% Writing 74% 100% +26% Spag 72% 88% +16% 104 106 +2 66%

RWM combined 53% 93% +40%

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Progress from entry to FS2 to KS2 is outstanding :

The attainment of all groups of pupils is at least in line or exceeding national averages with learning being consistently outstanding (2 SEN pupils just missed the test in maths in 2016). The attainment of pupils with SEN (without a statement) is significantly above national. In almost all the cohorts across school, pupils with pupil premium support make good or better progress. Sufficient Progress from KS1 – KS2 is outstanding: Reading: 3 Writing 6.7 Maths 1.3

Entry to FS2 2009 (Y6 cohort 2016)

Exit from KS1 2012 (Y6 cohort 2016)

KS2 outcomes 2016

Reading Writing Maths Reading Writing Maths Reading Writing Maths % Below expected

23 57 10 3 10 10 0 0 6.3

% Expected 77 43 90 97 90 90 100 100 93.7

% Above Expected

10 0 13 37 27 43 Average scale score 108.7

77% (TA)

Average scale score 107

Why achievement is not the grade (above/below) The school judges achievement as outstanding rather than good because outcomes are significantly above national and the learning of groups is significantly good or better.

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The quality of teaching, learning and assessment

Suggested grade: Outstanding (1) Evidence that supports this judgement:

• Much of teaching in all key stages is outstanding and never less than consistently good. As a result, almost all pupils make rapid and sustained progress. Evidence from lesson observations, monitoring, tracking of progress, work scrutiny supports SLT judgements.

• Teachers have high expectations of pupils, and pupils of all abilities are challenged with highly effective differentiation. Support from teaching assistants within the classroom and in the delivery of bespoke intervention programmes is outstanding and provides timely support matching individual needs accurately. As a result pupils learn exceptionally well across the curriculum.

• Verbal marking and feedback is of consistently high quality across school and ensures that learning is embedded across the curriculum, and that pupils make outstanding progress. High quality marking is used as a proactive dialogue between teacher and pupil to allow expression and mutual understanding of progress and understanding against learning intentions.

• Outcomes significantly above national support the school’s judgement that the quality of teaching is outstanding. • Teacher planning and pupil outcomes are outstanding • The rigorous monitoring systems and procedures continue to be refined and developed to reflect best practice • Teaching assistants provide excellent support and attend regular CPD. As a result they are able to provide good quality specialized support for children

both in the classroom and in target groups • Accurate summative pupil assessment data in Reading, Writing and Mathematics is collected each term and effectively used to inform provision at all

levels. A stratified sample is moderated by the Senior team and staff meeting time is allocated termly for peer moderation. This data is used to inform in depth termly pupil progress meetings in which individual class teachers and members of the senior team discuss particular whole class and individual pupil attainment in detail. These identify concrete next steps for underperforming or coasting pupils as well as an opportunity to discuss the impact of teaching on pupil performance

• Rigorous systems for assessment mean that pupils’ needs are now quickly identified. Those children with additional needs are assessed and staff resources are deployed to support pupils with SEN. This quality support is in small groups or within the classroom, and involves the teaching of reading

skills, spelling and punctuation and maths (booster support). Why teaching is not the grade (above/below) Teaching is outstanding rather than good because the majority of teaching over time leads to rapid and sustained progress, with a significant impact on the quality of learning. In a large majority of classes the quality of teaching is outstanding rather than good.

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Personal Development, behaviour and welfare:

Suggested grade: Outstanding (1) Evidence that supports this judgement Behaviour is outstanding because:

• Pupils consistently display a thirst for knowledge and love of learning with attitudes of learning at a very high standard. • Pupil’s behaviour is almost always impeccable. • Pupils have pride in their school and demonstrate this through excellent conduct, manners and punctuality. • A positive climate for learning is maintained through the skilled and consistent behaviour management of staff. • Pupils feel safe in school and bullying is rare because relationships between pupils and staff are strong and an atmosphere of trust is evident. • Attendance is high and above national. • Older children willingly apply to become playground buddies for the younger children and to help them at lunchtimes. • Children from upper Key Stage 2 read regularly with less confident younger children as part of a focused buddy reading scheme. • The school has a robust anti bullying and behaviour policy and children have a good understanding of what bullying is and how to deal with it as a result of

high profile anti bullying strategies including antibullying week. • The teaching of the risks of cyber bullying and safety is also high profile.

. Why behaviour and safety are not the grade (above/below) Behaviour is outstanding rather than good because attitudes to learning have a strong impact on progress and behaviour is impeccable.

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Leadership and management

Suggested grade: Outstanding (1) Evidence that supports this judgement The leadership and management of the school is outstanding because:

• Senior leaders have a significant impact on ensuring that St Albans has made very rapid and sustained improvements in all areas of provision • Leadership is highly effective at all levels within the school and impacts significantly on outstanding pupil outcomes. • Very high expectations of all members of the school community contribute to the shared vision that all children can achieve to a very high standard

regardless of background or circumstance. • There is a refusal to accept that children should receive anything less than outstanding provision. Rigorous self- evaluation at all levels ensures that any

weaknesses are rapidly identified and proactive systems and procedures to ensure that outcomes in achievement and well being for the majority of pupils become outstanding.

• The school has achieved National Support School Status, Healthy School status, Active School and Sportsmark. • In 2014 the school became a strategic partner in Primary Learners, a Primary teaching school alliance. It has successfully supported a local school through

partnership with the Executive Headteacher, who is a National Leader of Education. This reflects the school’s ambition as well as its enthusiasm for sustaining best practice in every aspect of its provision.

•Subject leaders are knowledgeable of school standards and areas for development. They have observed lessons, scrutinised and supported with planning and pupil outcomes and acted as mentors. They have produced informed action plans for their subjects that link with whole school aims. All subject leaders are given additional release time and are held accountable for its effective use and as a result there is a depth of leadership & accountability impacting on standards. •Comprehensive action planning ensures well informed strategies are put in place to sustain and develop provision. A thorough timetable for INSET / staff meetings are planned annually for both Class Teachers and Teaching assistants alternating on both sites (St Albans and partner school site, Flanderwell Primary), addressing common areas of development and reflecting a focus on effective teaching & learning. This has resulted in lessons that demonstrate better teacher subject knowledge and understanding of how children learn e.g. through the use of formative assessment.

• The Governing body has had a core focus of appraising learning, standards and attainment. A highly constructive and ambitious dialogue has been created between the school leadership and the governing body ensuring stability into the future. •Governors are well informed of the current school context. They have been proactive in arranging visits to the school, feeding back observations gained during visits to the school, conducting learning walks, interviewing members of staff and speaking to pupils. Through this they have directly contributed to the improving and strengthening of provision. Why leadership and management are not the grade (above/below)

Leadership and management of the school is outstanding rather than good because the pursuit of excellence in all of the school’s activities is demonstrated by an uncompromising and highly successful drive to strongly improve, or maintain, the highest levels of achievement and personal development for all pupils over a sustained period of time. All leaders and managers, including those responsible for governance, are highly ambitious for the pupils and lead by example. They base their actions on a deep and accurate understanding of the school’s performance, and of staff and pupils’ skills and attributes.

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Overall effectiveness, including the promotion of the pupils’ spiritual, moral, social and cultural development

Suggested grade: Outstanding (1) Evidence that supports this judgement

n The curriculum supports opportunities to reflect about beliefs, values and more profound aspects of human experience, enabling pupils to develop curiosity in their learning, and as thoughtful, responsible individuals

n The school proactively seeks opportunities to develop and apply an understanding of right and wrong in their school life and life outside school

n Children are given opportunity to take part in a range of activities requiring social skills, including volunteering

n The curriculum, including whole school assembly opportunities, actively develop an awareness of and respect for diversity

n Children gain a well-informed understanding of the options and challenges facing them as they move through the school and on to the next stage of their education and training. They are prepared for the world of work (100% achieving age related expectations)

n The curriculum is broad and balanced, enabling the development of an appreciation of theatre, music, art and literature

n Through business and enterprise opportunities, school council and the chance in the classroom to ‘debate’ topics and issues, pupils develop the skills and attitudes to enable them to participate fully and positively in democratic modern Britain

n The pupils respond positively to a range of artistic, sporting and other cultural opportunities.

n The school promotes British values through: Curriculum:

-‐ In Key Stage 1 pupils are taught about similarities and differences between ways of life in different periods, how changes within living memory reveal changes in national life and about events beyond living memory that are significant nationally. They also learn about the lives of significant individuals in the past who have contributed to national achievements.

-‐ In Key Stage 2 British history is taught through a carefully designed set of ‘key skills’ for history as pupils continue to develop their knowledge of British and local history. Periods of British history studied include The Roman Empire and its impact on Britain, Britain’s settlement by the Anglo Saxons and Scots, the Viking and Anglo Saxon struggle for the kingdom of England and local history.

-‐ In Year 6, pupils undertake a topic about World War Two looking at the impact that the military had in fighting for the British Empire. This is linked with Remembrance Day commemorations where children purchase poppies and a two minute silence is held in St Alban’s Church with the whole school community in attendance.

-‐ As a whole school, we have celebrated the World Cup, the Olympics and Para Olympics, with Olympic themed sports days and special Olympic weeks. Olympic medal holder Peter Elliott visited and was part of our celebrations, with children having opportunities to see the medal first hand.

-‐ Royal celebrations play a large part in our curriculum offer and the Queen’s birthday was a huge event for the school, with a ‘tea party’ event held on the school playground and traditional children's party food served to all.

-‐ Our daily assemblies are very important to us, and it is here that we regularly uphold the traditional values of empathy, respect and tolerance. These are

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also taught within formal SEAL, PSHE, Citizenship and RE lessons and, indeed, the British values of respect, tolerance and empathy are fostered throughout all of our daily interactions: modelled by staff and nurtured in pupils.

Democracy: Each year the children decide upon their class rules and the rights and responsibilities associated with these. Each class creates their own ‘class charter’ which they then all sign and agree to. Class charters are read out in assembly for the whole school to hear about and respect. Pupil voice is high on our agenda as a school, and as a result we produce an action plan each year in our Developing Action Plan to ensure that it remains high profile and improves every year. Children have many opportunities for their voices to be heard. We have a student council and the pupils all complete questionnaires on their lessons, the environment and anything they want to change. All children have the opportunity to talk to senior staff on a regular basis and use these occasions to share their views. Our School Council members are democratically elected annually having shared their manifesto with the whole school and regular meetings also follow a democratic decision making process. Democracy is explained in assembly and the children are encouraged to follow the news in relation to voting, with children given opportunities to debate the issues currently being addressed. The Rule of Law: The importance of Laws, whether they be those that govern the class, the school, or the country, are consistently reinforced throughout regular school days, as well as when dealing with behaviour and through school assemblies. Pupils are taught the value and reasons behind law enforcement, that they govern and protect us, and the responsibilities that these involve and the consequences that can occur when laws are broken. Visits from authorities such as the Police; Fire Service; Ambulance staff etc. help to reinforce this message. In Y6 pupils visit annually the police education programme (Crucial Crew), where such values are reinforced and explained. Individual Liberty: Within school, pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school we educate and provide boundaries for young pupils to make choices safely, through the provision of a safe environment and empowering education. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and are advised how to exercise these safely, for example through our E-Safety and PSHE lessons. Pupils are given the freedom to make choices, whether through choice of challenge, how they record their work, or their individual participation in our numerous extra-curricular clubs and opportunities. Mutual Respect: Assemblies regularly promote ‘respect’, and pupils have been part of discussions related to what this means and how it is shown. Posters around the school promote respect for others and this is reiterated through our classroom and learning rules, as well as our behaviour policy. When a child does something well their achievement is celebrated in a weekly ‘Celebration Assembly’, with parents and family invited. Part of our school ethos revolves around core values including respect and pupils have been part of discussions and assemblies related to what this means and how it is shown. These ideas are reiterated through the school and classroom rules, as well as our behaviour policy. Additional support is given to individual children to help develop self – esteem and the concept of respect. Tolerance of those of Different Faiths and Beliefs : This is achieved through enhancing pupils’ understanding of their place in a culturally diverse society and by giving them opportunities to experience such diversity. We have visits from the local Vicar as well as church members who run a regular ‘Open the Book’ assembly. We value first hand experiences and as a result we seek to build tolerance and respect of different faiths and beliefs through the study of a variety of faith buildings. We use assemblies to explore and understand the similarities between religions. Curriculum topics include learning about and, most importantly, from other faiths and misconceptions between religions are addressed as well as prejudices that have been expressed by the community. Assemblies and discussions involving prejudices and prejudice-based bullying are regularly held. We follow the Rotherham Agreed syllabus for RE and use the SEAL materials to enhance PSHE teaching.

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Why the school’s overall effectiveness is not the grade (above/below) The school’s thoughtful and wide-ranging promotion of pupils’ spiritual, moral, social and cultural development and their physical wellbeing enables them to thrive in a supportive, highly cohesive learning community.

Quality of provision in EYFS Suggested grade: Outstanding (1) Attainment in EYFS is high. Baseline shows that pupils are broadly in line with national expectation on entry (other than in writing, when the trend is pupils broadly enter below). On exit from EYFS 93.7% of pupils in 2016 achieved a good level of development, maintaining our high levels of attainment in previous years. Furthermore attainment is of a consistently high standard across all aspects of learning, with children achieving well above national levels in all areas of learning. Attainment on Entry Attainment on entry is in line with national average, with the large majority entering at the expected level in reading and writing, and two thirds entering at the expected level in maths. Children join school (FS1 and FS2) from a number of different settings having had very varied experiences. Teachers assess progress against the Development Matters statements for tracking and planning purposes. Rigorous termly pupil progress meetings with the head teacher take place to discuss the progress of each child and additional interventions are planned, where appropriate, to ensure support for our less able and challenge for our more able pupils. Attainment at the end of EYFS Attainment and progress FS cohort entering nursery in 2014 and exiting EYFS (FS2) 2016: EYFS 2016: progress from entry to exit Entry to FS1 2014

(Using children working within 30-50 months band having met 22-36 months as average attainment on entry to FS1)

Exit to FS2 2016 (pupils achieving expected attainment)

% Emerging

% Expected

% Exceeding

% Emerging % Expected %

Exceeding Literacy: Reading 15.8 84.2 0 Literacy:

Reading 7 93 37

Literacy: Writing 13.9 86.1 0 Literacy:

Writing 7 93 37

Maths: Numbers 31.6 68.4 0 Maths:

Numbers 7 93 33

Communication and language: Speaking

47.4 52.6 0 Communication

and language: Speaking

3 93 37

Maths: Shape, space and measure

36.8 63.2 0 Maths:

Shape, space and measure

7 93 33

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Trends over time (FS2 exit attainment):

2014 (GLD 96%) 2015 (GLD 93%) 2016 (GLD 93%) % Expected+ at end of key stage Expected+ at end of key stage Expected+ at end of key stage

Reading Writing Number Reading Writing Number Reading Writing Number 97%

93%

97%

93%

93%

93%

93%

93%

93%

Overall performance in EYFS 2016: Pupils entered broadly average into FS1. Outstanding teaching and learning and a stimulating environment and curriculum led to outstanding progress throughout FS1 and FS2, with the large majority of pupils exiting FS at an expected level or above, and the % pupils performing at below ARE significantly reduced. Standards and expectations are high, partnerships with parents are strong and the adults working within the setting highly skilled. Attainment was significantly above national in reading writing and maths aspects as a result of the outstanding progress made. Outcomes remain high on exit to the Foundation Stage, with pupils performing above local and national in all areas. Quality of Teaching and Learning in EYFS Teachers' planning follows observations and assessments of the children, in order to meet the children's needs and extend their learning, through a mix of adult-directed and child-initiated activities. A thorough transition programme is in place to support children’s transfer to school. This enables is to encourage independence from the start. The learning environment, including continuous outdoor provision, is organised to allow children to explore and learn securely and safely in a variety of different ways. Learning opportunities are designed to encourage pupils to develop the use of their imagination and creativity, and develop curiosity in all aspects of their learning. We nurture the skills of resilience and resourcefulness aiming to empower children in overcoming barriers to their learning. Parents are regularly updated with progress via home school link books, informal communication at the start and end of each day and via more formal parents’ evenings. Regular parent open mornings have been well received as further mechanisms for enabling parents to support their children. Homework is given in FS2 for spellings (phonics) and reading. Achievement is outstanding as a result of outstanding teaching and learning. Behaviour and Safety Our EYFS children are highly motivated and keen to learn. They are inquisitive and keen to join in new activities. They develop a good understanding of how to keep themselves safe and manage risks and challenges. Quality of leadership and Management in EYFS Leadership and management in EYFS is a strength. The EYFS leader is the FS2 teacher, and she works closely with the Executive Headteacher in the school to secure excellence. The team are relentless in their desire to keep improving an already strong provision and continue to drive improvement effectively. For example, the EYFS leader is currently developing an EYFS phonics tracker in order to drive improvements in phonics from FS1, and in addition is driving improvements in outdoor provision through a focus on quality questioning. The Executive Head teacher, Head of School and EYFS leader monitor EYFS provision in a variety of ways including lesson

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visits, work scrutiny, planning scrutiny, data analysis, discussions with pupils, and discussion with the EYFS staff and drop in visits. In addition the EYFS leaders have proactively sought opportunities to work with our partner school, Flanderwell Primary School, to validate assessment and share best practice. There is a named Governor responsible for the EYFS who visits regularly to discuss EYFS practice with the EYFS leader. Supporting evidence: Evidence Used and Available in School: Class planning Lesson observation evidence Profile data and analysis Moderating by senior leaders Moderating with other schools

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Review of school

performance 2015/16

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FOUNDATION STAGE

Attainment and progress FS cohort entering nursery in 2014 and exiting EYFS (FS2) 2016:

Pupils entered FS1 at a broadly average level in several areas of learning but considerably below in the prime area of speaking and Understanding the world, however more than a third of pupils also enter below expected in PSED, expressive arts and maths. Outstanding teaching and learning, exciting and cohesive learning environments combined with focused, personalised learning and an experienced and dedicated EYFS team led to outstanding progress throughout FS1 and FS2. The attainment of pupils exiting FS2 was significantly higher than both the Rotherham LA average and the national average with 93.3% of children achieving GLD. In addition, the number of boys meeting the exceeding criteria in reading, writing and number has also been significantly increased. The % attaining a Good Level of Development and the % attaining expected levels in maths, reading and wiritng was significantly above national as a result of the outstanding progress made. Outcomes remain high on exit to the Foundation Stage, with pupils performing above local and national in all areas.

Entry to FS1 2014/15 (Using children working within 30-50 months band having met 22-

36 months as average attainment on entry to FS1)

Exit to FS2 2016 (pupils achieving expected attainment)

% below average % average + % above average

% below average (emerging)

% average +(expected)

% above average (exceeding)

Communication and language: Listening and attention

7.9 92.1 0 Communication and language:

Listening and attention 3 50 47

Communication and language: Understanding

5.3 94.7 0 Communication and language:

Understanding 3 60 37

Communication and language: Speaking 47.4 52.6 0 Communication and language:

Speaking 3 60 37

Physical Development: Moving and handling

0 100 0 Physical Development: Moving

and handling 3 70 27

Physical Development: Health and self-care

28.9 71.7 0 Physical Development:

Health and self-care 3 63 33

PSED: Self-confidence and self-awareness

15.8 84.2 0 PSED: Self-confidence and self-

awareness 3 60 37

PSED: Managing feelings and behaviour

28.9 71.7 0 PSED: Managing feelings and

behaviour 7 70 23

PSED: Making relationships 31.6 68.4 0 PSED: Making relationships 3 73 23

Literacy: Reading 15.8 84.2 0 Literacy: Reading 7 57 37 Literacy: Writing 13.9 86.1 0 Literacy: Writing 7 57 37 Maths: Numbers 31.6 68.4 0 Maths: Numbers 7 60 33 Maths: Shape, space and measure 36.8 63.2 0 Maths: Shape, space and measure 7 60 33

UTW: People and communities 42.1 57.9 0 UTW: People and communities 3 60 37

UTW: The World 52.6 47.4 0 UTW: The World 3 57 40 UTW: Technology 100 0 0 UTW: Technology 3 60 37 Expressive arts and design: Exploring and using media and materials

36.8 63.2 0 Expressive arts and design:

Exploring and using media and materials

3 77 20

Expressive arts and design: Being imaginative

7.9 92.1 0 Expressive arts and design: Being

imaginative 3 67 30

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Trends over time (FS2 exit attainment):

2013 2014 (GLD 96%) 2015 (GLD 93%) 2016 (GLD 93%)

% expected+ at end of key stage:

% expected+ at end of key stage



Reading Writing Number Reading Reading Reading Reading Writing Number Reading Writing Number

100% 93% 97% 97% 93% 97% 93% 93% 93% 93% 93% 93%

2016 FS2 data: groups % Below % Expected+ % Exceeding All Boys Girls All Boys Girls All Boys Girls Reading

7 11 0 93 89 100 37 42 27

Writing

7 11 0 93 89 100 37 37 36

Number

7 11 0 93 89 100 33 37 27

Boys and girls perform significantly above national. 2 boys did not achieve GLD, however both pupils made very good progress against low starting points. Progress for all pupils are accelerated through the key stage, with the % pupils working above age-related by the end of FS2 increased to over a third in reading, writing and number and nearly half of boys in reading. The gap between the % girls exceeding by the end of the key stage compared to boys in 2015 was narrowed in 2016 (narrowed from -15% gap in favour of girls in reading 2015 to a +15% in favour of boys in 2016; narrowed form a -15% gap in favour of girls in writing 2015 to a +1% gap in favour of boys; narrowed from a -27% gap in favour of girls in number in 2015 to a +10% gap in favour of boys in 2016). The % boys working below age related at the end of the key stage was reduced in 2016 compared to 2015 (reduced from 14% to 11%). This was the result of a focused action plan to target boy’s achievement across EYFS in 2015/16. Implication for school action:

• Continue to reduce number of boys achieving emerging indicators in number, reading and writing in order for the gap to be narrowed in favour of girls performing at expected levels.

• Raise standards so that the % pupils achieving exceeding is at least matched in 2017 and the % pupils performing at exceeding levels are increased in PSED and expressive arts in order for outcomes for more able pupils in PSED and Expressive arts is be at least in line with other areas.

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Progress and Attainment: Year 1 2015/16 Evaluation of impact:

• Expectations were raised in response to the new national curriculum. By the end of the year all pupils were working within the year 1 curriculum, and of the 2 pupils who were working within year group rather than secure, both were assessed as D. The high quality teaching experiences within guided group work impacted on the progress made, and pupils received targeted group and 1-1 support to extend learning and maximise progress. RWI has been embedded and has had a positive effect, with 93% pupils passing the phonics screen in 2016 (28/30 pupils), significantly above national.

• In 2015 school action targeted more able pupils in lower KS1, by increasing opportunities to develop and extend more able pupils and ensuring that pupils leaving FS2 exceeding are challenged and learning were built upon. The % exceeding at the end of y1 was increased in 2016 compared to 2015 by +20% in maths, +21% in reading, +27% in writing.

Implications for school action: • Increase % boys achieving secure and

exceeding judgements in maths, reading and writing in order to narrow the gap with girls

Phonics Y1

National School

80.6% 93%

(SEN = 0 pupils Pupil premium = 0 pupils )

Historical data: On entry to FS2 (working beginning 40-60 months as expected attainment on entry)

Attainment Summer 2016

% below

% expected

% exceeding

% Below age related attainment (below year group)

% working within age related attainment (E/D)

% secure at age related or above (S)

% exceeding+ age related

Maths 13 87 0 0 7 93 46 Reading 13 87 0 0 7 93 53 Writing 17 83 0 0 7 93 40 Spag SEN maths SEN reading SEN writing SEN spag Maths Boys 0 14 86 36 Maths Girls 0 0 100 56 Reading Boys 0 14 86 29 Reading Girls 0 0 100 75 Writing Girls 0 0 100 50 Writing Boys 0 14 86 29 Spag Girls Spag Boys Maths Pupil Premium Reading Pupil Premium

Writing Pupil Premium

Spag pupil premium

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Progress and Attainment: Year 2 2015/16

KS1 2016 (new curriculum):

KS1 % ARE+ National % ARE+ School Difference between school and national

(+/-) % ARE

% pupils working at Greater Depth

National

% pupils working at Greater Depth School

Difference between school and national

(+/-) % Greater Depth Reading 74.1 87 +12.9% 23.5% 52% +28.5% Maths 72.6% 90 +17.4% 17.7% 39% +21.3% Writing 65.5% 90 +24.5% 13.2% 29% +15.2%

2 SEN pupils; 2 PP Pupils

Entry to FS2 2013/14 Summer 2015 Summer 2016

% below

% expected

% above








% exceeding+ (Greater Depth)

Maths 20 80 0 0 26 74 26 0 10 90 39

Reading 0 100 0 0 16 84 32 0 13 87 52

Writing 36 64 0 0 35 65 13 0 10 90 29

Spag 0 26 74 16 0 26 74 26

SEN maths 0 100 0 0 0 50 50 0

SEN reading 0 0 100 0 0 50 50 0

SEN writing 0 50 50 0 0 0 100 100

SEN spag 0 100 0 0 0 100 0 0

Maths Boys 0 25 75 25 0 0 100 42

Maths Girls 0 26 74 26 0 16 84 37

Reading Boys 0 25 75 42 0 8 92 58

Reading Girls 0 16 84 26 0 16 84 47

Writing Girls 0 16 84 16 0 11 89 32

Writing Boys 0 33 67 8 0 8 92 25

Spag Girls 0 21 79 21 0 16 84 26

Spag Boys 0 33 67 8 0 42 58 25

Pupil Premium maths

0 50 0 50 0 0 100 50

Pupil premium reading

0 50 0 50 0 0 100 50

Pupil premium writing

0 50 0 50 0 0 100 50

Pupil Premium Spag

0 50 0 50 0 0 100 50

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KS1 Attainment: 3 year trend of attainment

IMPACT

• Outcomes at the end of KS1 in 2016 were well above national in all areas, for pupils working at age related and for those at greater depth. • Outstanding progress has been made from EYFS starting points with the % pupils performing at age related increased by 10% in maths and 26% in writing. • Outstanding progress has been made for this cohort within the Y2 academic year as a result of outstanding teaching and learning (% expected level in maths raised by

+16% between 2015 and 2016; % expected level in reading raised by +4%; % expected level in writing raised by +25%). • Despite the challenges presented by the new curriculum and testing procedures for the Y2 cohort in 2016, the school maintained % outcomes in writing and maths for

pupils working at age related compared to 2015, although not in reading (reading outcomes were, however, 12.9% above national), and improved outcomes for more able pupils compared to 2015 in reading and maths.

• The % Pupil Premium pupils performing at ARE was above national all pupils for maths writing and reading. • The % Boys performing at ARE was above national for all pupils for maths, writing and reading. However, boys outperformed girls at the end of KS1 in RWM, with

the gap being the widest in writing (16% gap). However, boys underperformed in SPAG compared to girls, with an attainment gap of 26%. Boys in this cohort found the demands of the new interim framework for Y2 for SPAG particularly challenging, particularly expectations in spelling. The two SEN pupils who did not achieve the expected level in SPAG were boys.

Implications for future action:

• Raise attainment of boys in spag for pupils in this cohort as they enter Y3. • Implement a more rigorous spelling curriculum in order to accelerate progress in SPAG. • Narrow the gap between girls and boys attainment in RWM for this cohort in favour of boys.

2014 %

Expected level

(L2B+)

2015 %

Expected level

(L2B+)

2016 % Expected

level (new

curriculum))

2014 %

Exceeding (L3+ )

2015 %

Exceeding (L3+)

2016 %

Exceeding (Greater

Depth/ new curriculum)

Reading 93 100 87 47 50 52

Writing 93 90 90

20 37 29

Maths 87 93 90

37 37 39

21


Evaluation of impact: The large majority of pupils perform at a level that is in line with age related expectations in reading and writing. The proportion pupils performing below age related has increased since end of ks1, and there has been a decline in the proportion pupils exceeding age related expectations by the end of year 3 (only marginal in maths and reading) due to significant changes to curriculum expectations for this cohort. However, the % pupils making very good progress against new curriculum expectations has resulted in significant improvements in the % pupils performing at age related (secure judgements) within the academic year. Pupil premium pupils performed well compared to peers. Issues for action:

• Increase the % more able boys in RWM, with a particular focus on more able boy writers • Accelerate progress of all pupils in SPAG, but particularly boys in order to narrow the gap in achievement compared to girls

SEN=2 pupils PP= 2 pupils

Historical data: On entry to FS2 2012/13

Historical data: exit to KS1 2015

Historical data: Attainment end KS1 Attainment Summer 2016

% b

elow

% e

xpec

ted

% e

xcee

ding

% b

elow

(b

elow

L2)

% e

xpec

ted

(at L

2b+)

% e

xcee

ding

(L

3+)

% Below age related attainment (below L2B)

% secure or above at age related (2b+)

% above age related (L3+)


% working within age related attainment (E or D )

% secure or above at age related (S)


Maths 30 70 0 0 93 36 7 93 36 0 20 80 33 Reading 10 90 0 0 100 50 0 100 50 0 10 90 42 Writing 40 60 0 0 90 37 10 90 37 0 17 83 23 spag 0 34 66 30 SEN maths 100 0 0 0 50 50 0 SEN reading 100 0 0 0 50 50 0 SEN writing 100 0 0 0 50 50 0 SEN spag 0 100 0 0 Maths Boys 8 92 23 0 23 77 23 Maths Girls 6 94 47 0 18 82 37 Reading Boys 0 100 31 0 8 92 23 Reading Girls 0 100 64 0 12 88 59 Writing Girls 6 94 53 0 18 82 29 Writing Boys 15 85 15 0 16 84 15 Spag Girls 0 24 76 35 Spag Boys 0 46 54 23 Maths Pupil Premium

0 100 50 0 0 100 50

Reading Pupil Premium

0 100 50 0 0 100 50


0 100 50 0 0 100 50

Spag Pupil premium

0 0 100 50

22


Evaluation of impact The large majority of pupils performed at expected levels in reading, writing, maths. Progress in maths has been outstanding from end of summer 2015 to end of summer 2016 for more able pupils, and at expected levels in all areas progress has been good over the academic year. Progress from entry to FS2 has been outstanding in writing and maths, and expected in maths. Progress is reading has not been as rapid for this cohort from early years starting points, but has been good compared to 2015 outcomes (new curriculum). This has further implications for action in lower KS2 in order to secure outstanding progress in all areas from entry at FS2-Y4. Progress for pupil premium pupils has been good over the academic year, however attainment for pupil premium pupils in this cohort is not as high as attainment for their peers in RWM and Spag. When considering the achievement of HAPS, boys outperform girls in maths and reading, however girls outperform boys in SPAG and writing at expected and exceeding levels.

Issues for school action: • Reduce the gap in performance between pupil premium pupils and their peers • Improve outcomes for boys in SPAG

4 PP 3 SEN



Historical data: end of summer term 2015 Attainment Summer 2016

% below

% In

line

% exceeding

% belo

w (below L2)

% In line (2b+)

% exceeding (L3+)


% working within age related attainment (E or D 3)

% secure at age related (S3) or above

% above age related


% working within age related attainment (E or D 4)

% secure at age related (S4) or above


Maths 30 70 7 0 87 37 10 13 77 20 3 10 87 40 Reading 0 93 7 0 93 47 0 30 75 27 3 10 87 27 Writing 55 45 15 0 93 20 0 27 73 23 0 17 83 33 Spag 3 27 70 20 3 13 84 27 SEN maths 66 33 0 0 0 100 0 0 SEN reading 0 100 0 0 33 67 0 0 SEN writing 0 100 0 0 33 67 0 0 SEN spag 33 67 0 0 33 67 0 0 Maths Boys 11 6 83 24 0 18 82 41 Maths Girls 7 23 70 15 0 16 84 23 Reading Boys 0 41 59 24 6 6 88 41 Reading Girls 0 15 85 31 0 15 85 38 Spag Girls 0 15 85 31 0 8 92 31 Spag Boys 0 35 65 18 6 18 76 24 Writing Girls 0 15 85 31 0 8 92 31 Writing Boys 0 41 59 12 6 12 82 24 Maths Pupil Premium

0 75 25 0 0 75 25 0


0 75 25 0 0 50 50 0


0 75 25 0 0 25 75 0

Spag pupil premium

0 100 0 0 0 25 75 0

23


Evaluation of impact: Attainment in Y5 is high in maths and writing (% secure and exceeding at end of Y5), but not as high in reading at expected and greater depth. Progress in maths, writing and spag has been outstanding from end of summer 2015 to end of summer 2016. Progress from entry to FS2 has been outstanding for higher ability pupils in literacy and maths, and, despite the demands of the new curriculum, progress from KS1 for higher ability has been good in maths and satisfactory in writing, a considerable achievement when considering the new curriculum challenges, but attainment at ARE has not yet converted from KS1 exit starting points in RWM, or for more able pupils in reading. This has further implications for action in KS2 in order to secure outstanding progress in all areas including reading for higher ability pupils and average pupils from KS1 – KS2.

Issues for school action: • Target support for pupils in this cohort who have not yet secure age related in RWM. • Target support for pupils in this cohort who are not yet secure age related in SPAG (additional targeted support in y6 to accelerate progress) • Reduce the attainment gap in favour of girls in writing. • Improve outcomes for more able pupils in English

(SEN = 1 pupil Pupil premium = 0 pupils )



Historical data: end of summer term 2015 Attainment Summer 2016

% below

% In

line

% exceeding

% belo

w (below 2c)

% In line (2b+)

% exceeding


% working within age related attainment (E/D4)

% secure at age related or above (S4 or above)

% above age related


% working within age related attainment (E/D5)

% secure at age related or above (S5 or above)


Maths 3 63 33 0 96 43 0 40 60 30 0 13 87 50 Reading 20 70 10 0 100 47 0 13 87 47 0 20 80 30 Writing 50 37 13 0 100 37 0 17 83 43 0 13 87 37 Spag 7 53 47 30 0 33 67 67 SEN maths 0 0 0 0 0 100 0 0 SEN reading 0 0 0 0 0 100 0 0 SEN writing 0 0 0 0 0 0 100 0 SEN spag 100 100 0 0 0 100 0 0 Maths Boys 0 33 67 40 0 14 86 67 Maths Girls 0 47 53 20 0 13 87 33 Reading Boys 0 13 87 47 0 20 80 33 Reading Girls 0 13 87 47 0 20 80 27 Writing Girls 7 40 60 33 0 0 100 40 Writing Boys 7 67 34 27 0 26 74 33 Spag Girls 0 13 87 53 0 27 73 47 Spag Boys 0 20 80 33 0 40 60 33 Maths Pupil Premium



Spag Pupil premium

24

Progress and Attainment: Year 6 2015/16 KS2 attainment 2016 (4 year trend) 2013 2014 2015 2016 Rea

ding Maths

Writing

spag Reading Writing Maths Spag Reading

writing maths spag R W M S %L4+ 100 100 100 97 100 100 100 97 100 100 100 97 EXS 100% 100% 93.7% 88% % L5+

66% 72% 72% 62% 83% 81% 63% 70% 93 77 80 70 GDS N/A 77% N/A N/A % L6+

3% 14% 14% 7% 17% 20% 3% 20 30 7 SCALED 108.7 107 106 Outcomes at the end of KS2 were significantly high, despite the challenges of the new national curriculum, as a result of outstanding teaching and learning. Comparisons with national place the performance of the school as significantly above other schools locally and nationally for all pupils and groups of learners: KS2 attainment 2016 (new curriculum)

KS2 % ARE + National % ARE + School Difference between school and national

(+/-) % ARE

National average scaled score

Average scaled score school

Difference between school and national (+/-) scaled score

% pupils exceeding national scale score

Reading 66% 100% + 34% 103 108.7 +5.7 87% Maths 70% 93% +23% 103 107 +4 87% Writing 74% 100% +26% Spag 72% 88% +16% 104 106 +2 66%

RWM combined 53% 93% +40% Progress from starting points:

Entry to FS2 2009 (Y6 cohort 2016)

Exit from KS1 2012 (Y6 cohort 2016)

KS2 outcomes 2016 Sufficient Progress KS1 – KS2 (2016)

Reading Writing Maths Reading Writing Maths Reading Writing Maths Reading Writing Maths

% Below expected

23 57 10 3 10 10 0 0 6.3

% Expected 77 43 90 97 90 90 100 100 93.7 +3 +6.7 +1.3

% Above Expected

10 0 13 37 27 43 Average scale score 108.7

77% (TA)

Average scale score 107

25

Progress is outstanding for the cohort from low starting points, with the % pupils working below in writing reduced from 57% on entry to school to 0% on exit, and the % working below in reading reduced by 23%. Of most significance is the % pupils working at Greater Depth, with 3/30 pupils performing at an exceeding level in entry to school in reading (10%) increased to 26/30 (87%) scoring above national scale scores in reading by the end of Y6, and 4/30 pupils entering school as more able mathematicians but 26/30 (87%) scoring above national scale scores at the end of KS2. No pupils entered school as more able writers, but 77% exited school at Greater Depth in 2016. The majority of pupils made outstanding progress in maths, reading and writing, with teaching and learning adding value from starting points. This represents significant achievement considering the challenges of new curriculum and assessment initiatives in 2016, and has been as a result of whole school action to improve the tracking and support for pupils not on track to achieve end of key stage predictions. Focused group work was carefully planned and delivered throughout the year, focusing on specific maths skills, spelling and an intensive reading programme. Additional TA and teacher support was deployed for the intensive support, which was reviewed regularly and adapted to meet pupil needs in the cohort. 2 SEN pupils narrowly missed Expected levels in the maths test by just one or two scales scores, and Teacher Assessment for these pupil remains at Expected. St Albans scale score analysis Group Reading Mathematics GPVS Cohort (30) 108.62 107.00 105.93 Boys 108.93 107.53 105.13 Girls 108.29 106.43 106.79 Pupil Premium (2 pupils) 103.00 101.50 96.50

Non Pupil Premium 109.04 107.41 106.63

Non-EAL 108.62 107.00 105.93 SEN (4 pupils) 105.00 103.50 96.25 Non-SEN 109.20 107.56 107.48 Non-FSM 108.62 107.00 105.93 Autumn Born 110.29 108.71 108.00 Spring Born 110.88 110.75 110.25 Summer Born 106.50 104.00 102.43 Scaled Scores

The average scaled score for the Cohort in Reading is 108.70, significantly above the national scale score of 103

The average scaled score for Boys in Reading is 108.93, which is 0.47 above Girls at 108.47.

The average scaled score for the Cohort in Mathematics is 107.00, significantly above the national scale score of 103.

26

The average scaled score for Boys in Mathematics is 107.53, which is 1.07 above Girls at 106.47.

The average scaled score for the Cohort in GPVS is 106.13, well above the national scale score of 104, although the gap between school performance in SPAG and national when compared to other subjects is narrower.

The average scaled score for Girls in GPVS is 107.13, which is 2.00 above Boys at 105.13.

100.00% of the cohort achieved the standard in Writing (29/29 pupils).

100.00% of Boys achieved the standard in Writing (15/15 pupils). and 100.00% of Girls achieved the standard in Writing (14/14 pupils). Boys performed in line with Girls in writing.

Implications for future action:

• Two boys narrowly missed the maths test (2 SEN pupils, one of whom was PP), however this was a SEN issue rather than a gender or pupil premium issue, and overall boys performed just above girls in maths (+1.07 scale score above). Target SEN and Pupil Premium pupils in the 2016/17 Y6 cohort to ensure that pupils are very secure in order to minimize the risk of pupils narrowly missing the test in 2017.

• Accelerate progress in SPAG in order to ensure that attainment in SPAG is at least as high as attainment in RWM in 2017.

• Target pupil premium pupils, SEN and Summer born pupils with additional support in SPAG in order to narrow the gap in achievement with their peers.

27

Overall implications of school and end of Key Stage data and emerging issues from self evaluation activities 2015/16:

The school has made considerable improvements over recent years, but we now face the challenges that a new curriculum brings, including a challenging interim assessment framework for our Y2 and Y6 pupils. The detailed picture… KS2: Securing outstanding outcomes for the Y6 cohort 2017:

- Target support for pupils in the y6 2016/17 cohort who have not yet secure age related in maths and English, and improve % pupils working at above expected levels for this cohort (targeted interventions) - Target support for pupils in the Y6 cohort who are not yet secure age related in SPAG (additional targeted support in y6 to accelerate progress). Target boys, PP pupils, SEN and summer born pupils in particular with additional SPAG support. Raise attainment in SPAG in 2017 so that it is at least in line with RWM at the end of KS2.

- Reduce the attainment gap in favour of girls in writing in the Y6 cohort - Improve outcomes for more able pupils in English in the Y6 cohort

- Two boys narrowly missed the maths test (2 SEN pupils, one of whom was PP), however this was a SEN issue rather than a gender or pupil premium issue, and overall boys performed just above girls in maths (+1.07 scale score above). Target SEN and Pupil Premium pupils in the 2016/17 Y6 cohort to ensure that pupils are very secure in order to minimize the risk of pupils narrowly missing the test in 2017.

Accelerating progress and reducing underperformance across the KS2 cohorts: • Reduce the gap in performance between pupil premium pupils and their peers in the Y5 cohort; • Improve the % pupils achieving expected levels in SPAG across the key stage, in particular for boys. • Increase the % more able boys in RWM, with a particular focus on more able boy writers, in the Y4 cohort. • Accelerate progress in SPAG for the y3 cohort: implement a more rigorous spelling curriculum • Narrow the gap between girls and boys attainment in writing for the y5 and y6 cohort in favour of girls

KS1

• Increase % boys achieving secure and exceeding judgements in maths, reading and writing in order to narrow the gap in favour of girls in KS1. • Raise attainment in SPAG by the end of the key stage, in particular for boys. Implement a more rigorous spelling curriculum in order to accelerate progress in SPAG. EYFS

• Reduce number of boys achieving emerging indicators in number, reading and writing at FS2. • Raise standards so that the % pupils achieving exceeding in FS2 is increased in Expressive arts and PSED.

Link targets above to teacher appraisal.

28

EMERGING ISSUES (the overview):

(Outcomes of self-evaluation activities from 2015/2016)

Outcomes for pupils and learners

• Remove barriers to progress and accelerate progress rates so that there are no underperforming cohorts and progress is at least good for all cohorts across school, with a particular focus on boys and pupil premium in RWM and SPAG. Achieve this through:

- Bespoke programmes of support for underperforming cohorts and groups - Planning that is fluid and appropriate for the needs of all pupils - Action plans for all PP pupils - Further improve outcomes in SPAG across school for all pupils, with a particular focus on boys through ensuring that handwriting and spelling barriers are overcome - The introduction of homework clubs to target pupils not receiving support form home

• Raise achievement in Reading so that progress from KS1 is at least good for all KS2 cohorts and the outstanding outcomes in Reading at the end of KS2 in reading are

at least maintained. • Raise attainment for boys in cohorts with more notable gender gaps for average or more able pupils. Narrow attainment gaps in SPAG in favour of boys across school

(EYFS/KS1/KS2)

Quality of Teaching and learning and assessment - Continue to improve teaching profile and secure a higher % outstanding teaching. - Continue to ensure TAs are well trained and supported to deliver a highly differentiated provision, and have a secure understanding of the new national curriculum and rasied expectations. - Continue to embed assessment (assessing without levels) to ensure that teachers use assessment exceptionally well to plan for pupils needs.. Develop exemplar portfolios to support teacher assessment. Improve the use of assessment for foundation subjects and science Personal development and welfare

- Continue to ensure attendance is high profile, raise the attendance rates of pupil premium pupils (in particular those in receipt of FSM) - Restructure pupil responsibilities throughout school, including introducing a leadership programme for pupils.

Effectiveness of Leadership and Management

- Support new leaders effectively to development leadership role

29

Developing

Excellence Plan 2016-17

30

A C T I O N P L A N 2016/17 Improvement Priority 1 Remove barriers to pupil progress in order for all groups of learners to make good progress Success Criteria: We will know we are successful when ..

• All cohorts and groups achieve at least good progress per annum and the % outstanding progress is accelerated in RWM • Provision raises standards and is responsive to children’s needs. • Teaching is responsive to need and takes account of the needs of all groups of learners • Any gap in performance in favour of girls are reduced, in particular in SPAG

• Pupil premium pupils have a highly structured support system in place and the gap is narrowed for PP pupils performing below age related

Objectives Lead

Person

Milestones Time scale

Monitoring and Evaluation

What By whom

When Outcome

1. Reduce barriers to progress for the Y6, ensuring high standards are at least maintained and improved

PF/ LH

Y6: • Target support for pupils in the y6 2016/17 cohort

who have not yet secure age related in maths and English

• Improve % pupils working at above expected levels for this cohort (targeted interventions)

• Target support for pupils in the Y6 cohort who are not yet secure age related in SPAG (additional targeted support in y6 to accelerate progress). Target boys, PP pupils, SEN and summer born pupils in particular with additional SPAG support. Raise attainment in SPAG in 2017 so that it is at least in line with RWM at the end of KS2.

• Reduce the attainment gap in favour of girls in writing in the Y6 cohort

• Improve outcomes for more able pupils in English in the Y6 cohort

• Target SEN and Pupil Premium pupils in the 2016/17 Y6 cohort to ensure that pupils are very secure in order to minimize the risk of pupils narrowly missing the test in 2016

End of year

lesson observations/ drop ins

AA/ PF/AG

Half termly

Standards at the end of ks2 are maintained and improved upon despite challenges of the curriculum and assessment. 100% outcomes in reading and writing are maintained at expected levels, and attainment in maths is improved for the end of KS2 in order to achieve that RWM combined 100% Attainment in SPAG is improved and the gap between SPAG and RWM is narrowed.

2. Improve outcomes for pupil premium pupils

AA/AG

• Narrow the gap between secure age-related attainment for PP pupils and their peers (personal education plans in place for all PP pupils regardless of ability).

• Targeted support for the PP cohort in Y5 (vulnerable PP cohort) in order to raise attainment and ensure that the gap with their peers is narrowed. Implement individual pupil premium action plans, homework club, and a more robust system for monitoring the attendance of pupil premium pupils in this cohort

• Introduction of homework club across school in order to allow for equality of opportunity

By end of

Autumn term

Monitoring of personal education plans Pupil interviews

AG/ AA

Termly

A highly structured and rigorous plan is in place to ensure the progress rates of PP pupils are accelerated Outcomes are improved in all cohorts for PP pupils and any gaps are narrowed (KS1 and KS2)

31

3. Narrow gender gaps for some cohorts in favour of girls (at ARE or for more able pupils)

PF/ JT/ KS

• Continue to narrow the gap between boys and girls attainment in favour of girls for some cohorts (2016/17 y2 RWM gap, y3 and y4 SPAG gap, Y5 and Y6 SPAG and writing gap). Do this through: - Real life/history rich/boys topics evident in all long term planning - Personal targets high profile, changed regularly, shared with parents/ carers - Improve the school team system throughout school in order to increase motivation of boys (competitive and incentives to inspire boys) - Narrow the gender gap in favour of girls in SPAG across school by planning and delivering more engaging spelling lessons to engage all children, particularly boys (staff training to explore ways of doing this). - Multisensory approach to lessons. For example- actually adding the prefixes and suffixes to root words.

- revise spelling strategies employed across school

June 2017

Pupil progress meetings Drop ins Pupil interviews Work scrutiny (literacy and spag books) Monitoring of long term planning Monitoring of targets

AA/AG

Termly % boys attaining Are or exceeding statements raised in 2017 for cohorts with gender gaps, gaps to be narrowed compared to 2016

4. Accelerate progress for KS2 cohorts who have yet to make expected progress in reading from KS2

PF/JT

• Restructure reading curriculum and assessment to accelerate progress in reading for KS2 cohorts. (see English action plan)

June 2017

Pupil progress meetings Drop ins Pupil interviews Work scrutiny

AA/ AG/ PF/JT

termly Significantly high Outcomes in reading at the end of KS2 are at least maintained. Progress in reading for all cohorts in kS2 is at least good

5. Accelerate progress in maths in order to ensure that expected attainment is very secure by the end of KS2 for all pupils including SEN

KS • Ensure problem solving skills are taught progressively from Y1 to Y6. • Develop maths problem solving skills group as mini maths hub with

Flanderwell.. • Increase confidence in teaching mathematical problem solving skills;

act it out, trial and error, trial and improvement, using a list or table. (see maths action plan)

June 2017

Pupil progress meetings Drop ins Pupil interviews Work scrutiny

KS/AA/AG

termly Books show children attempting problems in a more systematic way, looking for solutions and explaining their methods confidently. The school achieves 100% ARE in maths at the end of KS2 2017

6. Increase the % outstanding teaching across school, in order that all pupils have access to high quality teaching every day and progress rates for all cohorts and groups are accelerated

AA/AG

• Continue to develop teaching and learning through personalised coaching programmes for all teachers

• Continue to develop the excellence as standard for all support staff involved in supporting our cohorts and groups: introduce regular CPD sessions in order to improve subject knowledge

End of year

T+L monitoring

AA/ AG

Termly Progress rates for all groups and cohorts are accelerated as a result of outstanding provision offered. Outstanding outcomes of 2016 are at least maintained in 2017 and improved in maths and SPAG

(see also Maths and English action plan)

32

A C T I O N P L A N 2016/17 Improvement Priority 2 To embed the new assessment procedures for all subjects, providing consistency and standardisation. Success Criteria: We will know we are successful when …

• Provision raises standards and is responsive to children’s needs. • New systems for assessment (assessing without levels) in all subjects are implemented and embedded, and

assessment is outstanding. Consistency of accuracy in assessments is evident across all cohorts • Assessment across all curriculum areas is secure and reflects high standards in all areas

Objectives Lead Person

Milestones Time scale

Monitoring and Evaluation

What By whom

When

Outcome

Clarification of assessment procedures. To ensure all members of staff are clearly aware of assessment procedures and how to conduct these. Use of o-track reports To ensure class teachers are aware of how to effectively use o-track reports as a tool to inform planning and teaching for different groups of learners. Standardisation / exemplification materials To produce a collection of exemplification materials to help teachers identify the standard a child is working at. Tracking children who are working below their year group To ensure children who continuously perform as working below their year group are assessed to measure progress.

LH/AG

AA AG/PF/JT/KS JM/AGAA

Staff CPD in order to ensure the new assessment policy from 2016 is understood by all members of staff, including TAs. - Provide a clear overview of which types of assessments should be used at each half term point. Ensure TA’s are also updated on this. -Train staff so all children are given the same opportunities (e.g. the correct use of readers during tests). -Ensure staff, who new to the school in September are clearly aware of the school policy and expectations. - Staff training to ensure teachers are able to identify different reports available and what they show. Focus particularly on identifying pupil premium children. Training to use mapping and attainment reports for the whole school for co-ordinators. - Create a folder of exemplification of children working B, D, D+, S and E in each year group for reading, writing and maths. -Children who are SEN and continue to be working below their current year group to be assessed by PIVATS. -Children who are working below their year group to initially be assessed on objectives within the year group expectations they are achieving to identify next steps and progress.

Autumn term

Autumn term June 2017 Autumn term

Moderation of assessments half termly Monitoring of targets and assessments of SEN pupils

All staff (subject leaders) SENCO

termly termly

Planning is responsive to pupils needs and leads to accelerated progress. The % age related remains in - line with current high standards across the school Moderation of assessments display consistency across year groups

Assessments inform teachers accurately about next steps for pupils with high levels of SEN

and progress is rapid.

33

(see also Assessment action plan)

To track pupils in foundation subjects, RE and science in order to have a clear understanding of standards across school in all areas

PF/LH

• All foundation subjects, science and RE to be assessed and tracked through class track y1-‐y6.

• Specific weeks designated for collecting of and giving

evidence to subject leaders

• Evidence portfolios to be set up for each subject area

• A range of evidence to be given to subject leaders

• Clear evidence of Key Skills

Autumn term

Tracking of assessments

AA/JA

Standards in all subjects, including foundation subjects, science and RE, are at least in line with core. Teachers are as confident assessing foundation subjects, science and RE as they are core subjects.

34

English Action plan 2016/17 Evaluation: 2015/2016 Strengths Areas for Development Evidence Priorities for Development

• Understanding the new SPaG curriculum

(still on the journey with more to learn and embed)

• New book additions to lower KS2 Reading (more engaging for children)

• Clear expectations throughout the school. • Topics to inspire boys writing • High expectations • Good subject knowledge • Outcomes improved over a three year period • Cross Curricular links • Well resourced • Good systems in place for progression • Lots of opportunities for English • Helps desks • Reasons for writing • KS2 book corners • Significantly high achievement in all key

stages in RWM

Monitoring Home reading books – lunchtime book club to launch in September for those who don’t read at home or practice spellings. Writing exemplification folder to standardise writing in every year. To be used for moderation staff meetings. Accelerate progress rates in reading: Reading comprehension skills to be taught as skills. More opportunities for written comprehension activities throughout the school. Raise achievement in SPAG across school Narrow gap in attainment for some cohorts in favour of girls, particularly in SPAG and, for some cohorts, in writing CPD Handwriting standards throughout school. The teaching of spelling patterns in KS2. Administration and Resources Library to be re-organised to appeal and be accessible to children of all ages

Staff questionnaires

Pupil Voice Data

Key Stage 1 1, To raise the standards in SPaG, especially boys and pupil premium:

Boys EXS+

% Girls EXS+

Overall EXS

2016 58% 89% 74% 2017 Target 90

Key Stage 2 1, To raise the standard in SPaG

2016 KS2 EXS Target 2017

SPaG 87% 96 Test 1 90% Test 2 (Spelling) 73%

2. 2. To raise achievement in Reading :

- accelerate progress for boys in reading for y2 2016/17 cohort

- accelerate progress for KS2 cohorts in reading to ensure that the % pupils making progress from KS1 starting points are at least good and sometimes outstanding, as in current progress rates in maths and writing.

3. To raise attainment in writing: - narrow gap in some cohorts in favour of girls - improve the use of SPAG within writing across KS1 and KS2, particularly the use of spelling

35

English Action plan 2016/17 Priorities for

Development Action Resources

required Sources

of support Monitoring (By whom)

Success Criteria

SPAG 1, To raise the standards in SPAG, especially boys and pupil premium:

KS1: • RWInc. to increase from 3 sessions to 5

sessions. • JT to test all Y2 children in September using

RWInc. • Monitor and improve the quality of RWInc. • Design a coaching program, ensuring that all

TA's observe the teaching of phonics. • Monitor the quality of delivery, making sure that

spelling strategies are taught with reading • RWInc. Spellings to be taken home and tested

on Friday’s RWInc. Session • Increased communication between TAs and

teachers on words taught- so that the class teacher can refer to this in whole class teaching.

• Delivery of a separate spelling lesson that is based on the 'year 1 or year 2' curriculum.

• Visit other schools with better SPaG results and reflect on our practice, including partner school, Flanderwell..

KS2: • Fresh Start to be delivered 3 times a week in

KS2. Quality of teaching to be monitored. • Visit other schools with better SPaG results and

reflect on our practice (including Flanderwell). • Investigate spelling schemes such RWInc.

Spelling & No Nonsense Spelling as well as evaluate the effectiveness of Spelling Bug.

• Long Term Plan and Lesson Plans to be purchased / developed.

• Assessment of both spelling patterns and exception words to be embedded.

• A long term plan that refers to Genres, spelling, grammar and punctuation, handwriting and SPAG help desk/displays to be created.

New spelling

resources/ schemes

AA/ AG Flanderwell

JT/ PF Drop ins/ book

scrutiny/ Pupil

interviews

Outcomes to be significantly raised at the end of the key stages as a result of focused action to improve SPAG across school. Outcomes in SPAG to at least be in line with other high attainment in RWM.

Boys EXS+

% Girls EXS+

Overall EXS

2016 58% 89% 74% 2017 Target

90

2016 KS2

EXS Target 2017

SPaG 87% 96 Test 1 90%

36

READING: 2. To raise achievement in Reading :

- accelerate progress for boys in reading for y2 2016/17 cohort

- accelerate progress for KS2 cohorts in reading to ensure that the % pupils making progress from KS1 starting points are at least good and sometimes outstanding, as in current progress rates in maths and writing.

- Develop the use of the library:

Pupils to take more ownership of the library, involvement from house leaders

- Parents supported to read with children at home: 1. Continue use of comprehension

questions as part of homework pattern in KS2.

2. Develop use of bookmarks with reading strategies/ comprehension questions to be used at home. (KS1/2)

3. Introduce incentives to read at home, systems for tracking reading at home linked to Governor’s awards

4. Parent workshops, with a focus on developing comprehension skills

- Introduce a homework club for pupils who have

no support from home to practice reading - Broaden pupils’ vocabulary and the breadth of

books read, while at the same time developing a love for reading. Trial a book club for upper KS2 pupils

- Ensure that staff have a broad reading curriculum to access and use as a supplement to Cracking Comprehension. Develop a more systematic curriculum for reading in KS2, in order for staff to be very clear about how to develop comprehension skills across a broad variety of genres and texts.

Parent workshops to be timetabled Staff timetabled Book club resources/ purchase of multiple copies of a choice of books

PF/JT AG PF/JT AG

PF/ JT

Monitor homework club at lest monthly

(PF/JT)

Monitoring of reading records

Pupil progress

meetings/ termly tracking

Pupil interviews

Attainment gaps in favour of girls in the Y2 cohort are narrowed by the end of the key stage results Progress in KS2 (in school cohorts) are accelerated in reading, so that progress is at least good for all the cohorts form KS1 starting points. The significantly high outcomes in reading already attained at the end of key stages are continued and built upon.

Writing: To raise attainment in writing: - narrow gap in some cohorts in favour of girls - improve the use of SPAG within writing across KS1 and KS2, particularly the use of spelling

• Raise attainment in writing for boys across school (in particular for the Y5 and Y6 cohorts, upper KS2, and for the Y2 cohort in KS1). Do this through: - improving spelling and handwriting for the

cohort, in particular boys - children to use exception word mats to self

correct writing - marking and feedback to address handwriting - younger (KS1) and less able pupils in KS2 to

improve self-correcting writing habits - evaluate and improve self-help writing desks

(include a SPAG focus) - Embed the use of pupil assessment sheets in

order for pupils to take more control of self-assessing writing (KS1 and KS2)

Staff meetings

PF/JT

AA/AG PF/JT

Book scrutiny

Pupil interviews Pupil progress

(termly)

The gaps in performance of boys in writing continue to narrow for all cohorts Outcomes at the end of KS1 and KS2 are significantly high, and there are the gender gap in favour of girls for these cohorts is significantly reduced.

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Subject: Mathematics Evaluation 2015/16 Strengths Areas For Development Evidence Priorities For

Development TA training was valuable Communication and training through excellent coordinator Clear expectations throughout school Good subject knowledge High Expectations Children’s enjoyment Outcomes improved over three years Abacus scheme ChIPS Coordinator Excellent leadership Numicon Dienes – jotting strategies Lots of opportunities for maths Help desks Calculation policy through school Use of Numicon as a visual aid Abacus online – planning and homework Good resources provided for new curriculum expectations Assessment relatively clear Coordinator knowledge Calculation policy means consistency through school Assessment

Continue with TA training to keep us up to date and maintain standards and practices across school Continue to find ways to provide a consistent and progressive Using and Applying language and skill base through school Continue to educate parents on expectations Online support for parents – calculations Use of bar method to help children visualise problems ChIPS resources which can be solved by trial and improvement/list/drawing to encourage work on a specific skill More ChIPS Focus on number Curriculum content on abacus Need to find an easy strategy to feed back to the children their successes and targets Ensuring coverage using Abacus etc Maths programs on computer for FS1 to consolidate skills Practical/outdoor maths activities Problem solving and reasoning SEN resources

Self evaluation Lesson observations Book Looks End of Key Stage Results Staff Questionnaire Pupil engagement and enjoyment

Ensure problem solving skills are taught progressively from Y1 to Y6. Improve cross curricular standards of mathematics to ensure that standards are as secure as in pure mathematics tasks. To raise parental awareness of expectations of the maths curriculum. To ensure children have access to help desks which include Numicon to support their visualisation of number concepts and key vocabulary linked by colour to the four rules of number. The use of the bar method as a visual way of accessing word problems.

38

Mathematics Action plan 2016/17 Objectives Actions to be taken Start

Date Target Date

Person Leading Action

Resources (time, personnel, event)

Monitoring (how, when and by whom)

Success Criteria

Ensure problem solving skills are taught progressively from Y1 to Y6. Improve cross curricular standards of mathematics to ensure that standards are as secure as in

- . Develop resources for Challenges for every year group. Ensure progression in mathematical problem solving skills. Develop maths problem solving skills group as mini maths hub with Flanderwell. Increase confidence in teaching mathematical problem solving skills; act it out, trial and error, trial and improvement, using a list or table. Increase TA confidence in supporting children with their problem solving skills.

Ensure progression in mathematical problem solving skills; pattern, simplification, working backwards, algebra. Staff include opportunities to apply maths to cross curricular work within long term and medium term plans.

Sharing of opportunities for cross curricular maths.

Sept 16 Oct 16 Sept 16 Oct 16 Jan 17 Sept 16 Jan 17

Dec 16 July 16 July 17 Dec 16 June 17 June 17 June 17

KS KS KS KS KS KS

Purchase and collection of problem solving resources KS ½ day for resources and staff meeting planning Staff meeting to introduce resources and launch first problem solving skill. Acting it out/drawing. Time for group to meet added to online staff calendar. Meet 1 x per term. TA training on the teaching of problem solving skills. KS with TAs for 1 hour per term. Split KS1/KS2 Staff meeting to develop resources and launch the other problem solving strategies. Part of staff meeting to focus on ideas for cross curricular maths work.

Staff meeting to share ideas, resources and outcomes from first problem solving skill. Monitor progression in resources and skills. Staff meeting to share ideas, resources and outcomes. AA/AG Work scrutiny Learning Walks

Staff have access to a wider range of resources for challenges which are linked to their year group. Problem solving skills being taught in every year group. Sessions once per week. Books show children attempting problems in a more systematic way, looking for solutions and explaining their methods confidently. Teachers fell confident in teaching the first four problem solving strategies. TAs feel confident in supporting children with problem solving. Problem solving skills being taught in every year group. Sessions once per week. Books show children attempting problems in a more systematic way choosing efficient methods from the strategies taught. Learning walk evaluations indicate consistency of provision and expectations

39

pure mathematics tasks. To raise parental awareness of expectations of the maths curriculum. To ensure children have access to help desks which include Numicon to support their visualisation of number concepts and key vocabulary linked by colour to the four rules.

Include cross curricular maths alongside pure maths in assessment folders.

Continue to develop support sheets for parents for each year group for each term. To relaunch Abacus homework and ensure Y1 to Y6 children are using homework site regularly. Introduce films into the school website to communicate methods for teaching and learning maths. Links to maths resources made more explicit to parents. Ensure help desks are being used in all classrooms. Ensure help desks include Numicon and children are able to access it easily. Ensure all classrooms display key mathematical vocabulary which is colour coded to show the four rules of number.

Sept 16 Sept 16 Sept 16 Sept 16 Sept 16 Sept 16 Oct 16 Oct 16

June 17 Dec 16 May 16 May 16 June 16 Oct 16 Jan 17 Jan 17

KS/AG KS KS KS KS KS/AG KS/AG KS/AG

Staff meeting to share cross curricular maths. KS to add cross curricular maths to expected folder for each year group. ½ day. Time to create films Time add links/films to website (1/2 day per term) Time for staff to resource their help desks. Time for staff to see other year group help desks and create key vocabulary mats and displays.

Parent/pupil questionnaires Learning walk and pupil voice on their use of help desks. KS/AG

Cross curricular maths is included alongside pure maths in assessment folders. Parents given Quick Recall Facts sheets each term to support their child’s learning. 90% of children in each year group are accessing active learn during the three-month period January to March. Calculation methods are modelled by children on school website. Problem solving strategies are modelled by children on school website. Links to useful maths resources added to website in maths area and class pages. 90% of children can explain how the help desk could be used to support their learning in maths. Numicon readily available in all classrooms and children using Numicon independently. Children using key vocabulary mats/displays independenly.

40

The use of bar modelling as a visual way of accessing word problems.

Investigate the use of bar modelling as a way to give children a visual model they can use to solve problems.

Sept 16

July 17

Training for KS in using bar modelling.

KS trained in the use of bar modelling and introducing bar models to y4 children.

41

Early Years Foundation Stage Evaluation 2015/16 Strengths Areas for Development Evidence Priorities for

Development Outstanding progress from entry to F1 to end of F2 – Maintained GLD 93%. Significant outcomes in EXC indicator as a result of outstanding progress. Increased percentage of boys achieving EXC outcomes in Reading, Writing and Number (31.6% 2015/16) Reduced percentage of boys achieving EM outcomes in Reading, Writing and Number (10.5% 2015/16) Excellent learning environments indoor and outdoor. Excellent transition to Y1 due to rigorous systems implemented in F2.

-Introduce 2Simple software to enable more efficient method of documenting children’s progress throughout FS. -Re organise “All About Me” books to enable more effective method of collecting and recording evidence (to be incorporated with new 2Simple software). -Improve KUW/Science investigative opportunities outdoors. - Create fixed stage area outdoors to foster children’s creativity, resourcefulness and independence. -Develop use of ICT throughout FS. - Improve R.E. Area (FS1) -Develop simple assessment and feedback system to enable children to be aware of their successes and targets. - Develop more systematic handwriting programme.

Staff observations Monitor children’s engagement with areas Children’s feedback Parental feedback Staff feedback

1.To maintain high percentage of children achieving GLD and continue to raise standard in the number of boys meeting exceeding criteria in reading, writing and number. 2.Use2 simple software as new FS assessment tool. 3.Improve outcomes in handwriting to aid transition into KS1s more stringent expectations in line with introduction of new curriculum. 4. Create simple assessment and feedback system to foster children’s autonomy in their progress. 5. Improve outdoor learning opportunities in KUW and Expressive Arts and Design.

Summary of action: 2016/17 Priorities for

Development Action Resources required Sources of

support Monitoring

(By whom)

Success Criteria

1. To maintain the

percentage of ‘all pupils achieving GLD by the end of F2- currently 93%

2. Introduce 2Simple software as the primary FS assessment and data analysis tool.

- Co-ordinator to analyse results and plan action to address any areas of underachievement (FS1/2 entry data) . Ensure less able boys receive targeted support in order to reduce % boys performing below ARE at the end of FS2 Purchase and installation of 2Simple software onto all available devices with EYFS. Update and streamline current assessment and recording system “All About Me” books and amalgamate with new 2Simple system to ensure a more efficient and consistent process.

Time for co-ordinator to analyse results and prioritise action

Purchase cost of 2Simple software. Regular EYFS meetings to discuss any practicalities and compare data collected.

AA/AG/CH CH

AA/AG/CH CH/AA/AG

Areas of underachievement addressed, planned for and impact closely measured through rigorous monitoring. Administrative task time reduced enabling staff to spend more time driving forwards teaching and learning. Any gaps in learning will be quickly identified and addressed at point

42

3. Raise standards in

handwriting for all pupils across FS.

4. Increase children’s autonomy and self-awareness of their learning by introduction of simple self-assessment scheme.

5. Ensure outcomes in

Creative arts is at least in line with other areas for more able pupils.

Ensure all staff and parents understand the prerequisite skills required to enable children to become successful writers. Create and develop simple system for children to be involved in the process of their own learning by sharing their achievements and enabling them to be aware of their next steps in learning. Plan rich opportunities in music and art for pupils to communicate expressively. Include in outdoor area.

EYFS staff meeting training. Include in parent workshops F1 and F2. Update FS website with ‘How to guides’ and suggested useful activities. EYFS staff meetings to discuss ideas and develop new practice. Children interviews.

CH CH CH

CH/AA/AG CH/AA/AG CH/AA/AG

of need. Rigorous and systematic teaching and recording system in place to show real impact on children’s handwriting skills. New system introduced and implemented children able to confidently articulate their successes and targets. Outcomes in Creative arts are at least in line with other areas for more able pupils

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Subject: Behaviour Evaluation 2015/16 Strengths Areas For Development Evidence Priorities For

Development

• Behaviour and learning very good • Increased autonomy, consistent across school • Good peer support system • Children polite and welcoming

• To give pupils more opportunities to develop whole school priorities

• To develop leadership skills • To raise attendance for pupil premium children.

Before and after evidence of impact display, created by the children in the library. Children developing the school website- blog page. House memo boards used by the children in the hall. Attendance reports.

1. Create a house system with house leaders.

2. Develop a leadership program based on the NPQH for upper key stage 2 children.

3. Implement structured conversations with families that have poor attendance.

Behaviour Action plan 2016/17

Objectives Actions to be taken Start Date

Target Date



Monitoring (how, when

and by whom)

Success Criteria

1. Create a house

system with house leaders.

2. Develop a leadership program based on the NPQH for upper key stage 2 children.

3. Implement structured conversations with families that have poor attendance.

- Agree on house names with staff and

pupils - Shortlist house leaders and deputies - Invest in a system to collect house points. - Launch to parents, staff and pupils.

- Design the modules based on NPQH

modules.

- Timetable meetings and training days on the whole school calendar.

- Timetable structured meetings in the

school calendar.

Sep 2016

Sep 2016

AG

House cup £50 House collection system £120 2 days to create by AG

AG, AA

A house system used in all classes. Better relationships between different year groups.

• A leadership program • Head girl and boy

calendar.

• Termly structured meetings with parents with poor attendance.

• Good attendance for all pupils, especially pupil premium.

44

Subject: Subject Computing Evaluation: 2015/16 Strengths Areas for Development Evidence Priorities for

Development • CLC great delivery • Pupil knowledge + ability to use

programming / coding • ICT suite • ICT support staff • Children’s enjoyment • Good cross curricular links • Co-ordinator • Roamer • Espresso Coding

• Need to embed the new curriculum. • Computers in classrooms. • Ensure new curriculum is being taught well. • Espresso can feel repetitive. • Staff confidence. • Understanding of new curriculum. • How to update web-site. • Assessment. • Whiteboards in classroom not interactive.

• Computer suite displays CLC work. • School Web-Site launched and searchable

within Google. • Curriculum mapping document disseminated

amongst staff. • Computing folder given to staff with

supporting documents on new curriculum, Espresso coding etc.

• Staff Meetings on new web-site.

• Work scrutiny. • Computing Assessment • Purchase / acquire a variety of modern, easy

to use software to supplement Espresso. • Continued support and 1-1 training on new

web-site. • E-Safety


Development Action Resources

required Source

s of support

Monitoring (By whom)

Success Criteria

Ensure high standards of teaching.

• Staff to implement new computing coverage. • Work Scrutiny • Continue to support staff in staff meetings or 1-1 mentoring sessions. • Peer coaching. • Lesson observations. • PF to create an evidence portfolio of computing standards

Non contact time SLT PF • Work / Assessment / Observation triangulation evidence shows good / outstanding teaching.

Continue to develop and maintain school web-site.

• Continue to meet with S. Liversidge and access expertise on Word Press. • Give all staff administrative privileges who ask for it. • Continue 1-1 mentoring staff on how to update and develop web-site.

N/A SL PF • Staff independently updating the web-site.

• Positive feedback from parents / governors on web-site.

Implement computing assessment

• Staff to be accurately assess the children’s computing skills in accordance to the new assessment framework

Staff meeting to introduce new assessment framework.

ALL STAFF

PF • Assessment carried out by all staff by end of year with a portfolio of evidence.

Variety of software. • Flowol • Makey Makey (Software & Hardware) • Pivot Animation • Kodu

Funding for software

CLC PF • Software installed and sisoused by staff.

E-Safety • Professional Training to be purchased and carried out at St Albans. • Re-write image consent forms and hand out to parents • Update e-safety policy • Create report form on school web-site for children to report e-safety issues • Discuss ‘managed system’ with SL & AA. • Create and distribute acceptable use agreements for staff and pupils.

Non-Contact Time

Funding for training TBC

CLC ICT

support Team

PF • Staff, pupils, governors clear on reporting procedures for e-safety.

• Children more confident when discussing e-safety.

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Subject: Science Evaluation: 2015/2016 Strengths Areas for Development Evidence Priorities for

Development Teachers subject knowledge Practical investigations and projects Improved skills for pupils Cross-curricular opportunities

Allowing more time for Science to be taught in Scheme for Science Assessments for Science Resources

Teacher Feedback, evidence of quality of work in Science

Raising the profile of Science throughout school Assessments to be introduced within Science Ensure that the breadth of Science is covered through school – Science Bug to be introduced

Science Action Plan 2016-17 Objectives Actions to be taken Start

date Target date



Monitoring (how,

when and by whom)

Success criteria

To raise the profile of Science across school Introduce Science assessment opportunities for pupils Ensure that the breadth of Science is covered through school

• Introduce Science Bug Scheme

• Science curriculum week

• Central interactive display around school

• Science Bug assessments to

be made available to all staff

• Assessments to be carried out at the end of each module

• Science Curriculum coverage

to be written

• Resources and planning ideas available to staff

Sept 2016 Spring Term Sept 2016 Oct 2016 Sept 2016 Sept 2016

July 2016 30.09.16 July 2016 Sept 2016 Sept 2016

L Hales L Hales L Hales L Hales L Hales

Staff Meeting Time to prep for Science Week Science Bug, Staff meeting L Hales to create a Science folder on Staff Area to all staff to access

LH – LTP, book scrutiny LH – LTP, assessments, key skills inputting LH – planning file available

All staff to be using Science Bug from September Science is being taught on a regular basis across school All children to be assessed in Science after each module

46

Subject: Humanities Evaluation 2015/16 Strengths Areas for Development Evidence Priorities for

Development New Curriculum in History has been organized into new topics and there is a good coverage in all Key Stages. Continuity and progression through each Key Stage in History is strong and allows the children to see changes through chronology. Visits and residential in Year 4-6 fully support the curriculum. Cultural week allows time to focus particularly on Geography skills. Local area is used very well to support the curriculum.

Resources – particularly artefacts and text to support new areas in KS2. More work on display. Geography Key skills outdated new reviewing. Global links with other schools.

Staff questionnaires Pupils enjoyment Displays

Global link with another school. Update resources.



support Monitoring (By whom)

Success Criteria

1. Global links.

2. Key Skills updating for Geography

3. Resources to meet the demands of the New Curriculum for History and Geography.

1. Research and set up global links

within another school in another part of the world.

2. Review current Key Skills for Geography and link to New Curriculum content.

3. Review/audit current resources

available in school. Liaise with AA to purchase new resources to support new curriculum.

Global linking website Support from other Rotherham schools who have already established good links. Time with members of staff from different Key Stages. Internet searches, lending libraries. Financial implications need to be considered.

Range of websites Wales High School Wickersley Comprehensive. New Curriculum JM PF KS Internet searches Gemma Books Charity Shops

CW CW CW AA AG

A link with a global school is established. New Key Skills will ensure coverage and progression of the New Curriculum. Audit of resources available to staff. Staff folders set up containing relevant resources.

47

Subject: Art Evaluation 2015/16 Strengths

Areas for Development Evidence Priorities for Development

• High quality work and expectations • Good range of evidence • Children’s enjoyment • Art Club • Pupils use variety of materials • Excellent results, especially boys • Good resources • Good displays • Enjoyment/ creativity

-Some displays -Technical teaching -Central resources -Some low expectations and heavily scaffolded work -Need to be able to see individuals progress over a year -Opportunities to use lots of different media -Ability to fire clay work -Produce whole art project –gathering ideas , planning, creating and evaluating

-Work on display -Key skills -Quality of end of year samples of work for school portfolio

-Raise standard of displays -Teach explicit skills -Raise expectations of what children can do and allow them to work independently. -Value every child’s efforts -Create lots of opportunities for children to illustrate their own work in cross curricular contexts eg designing book covers etc -Ensure all children can mix their own paint effectively. -Use sketch books to show progress over time. -Ensure there is at least one focussed project in each of terms 1-3 that shows evidence of gathering ideas, skills taught, creating and evaluating work.

Summary of action: 2016/17 Priorities for Development -Use of sketch book and whole art projects

-Ensure whole art project is delivered in each of terms 1-3

-In addition to whole term project show evidence generally of raised expectations in cross curricular work.

Action -Staff workshop – Autumn term -Moderation of artwork Monitoring and work scrutiny

Resources required Staff meeting Staff meeting Non contact

Sources of support Coordinator Coordinator Coordinator

Monitoring (By whom) Coordinator Coordinator

Coordinator

Success Criteria -Raise staff confidence in art teaching and learning -Moderation and monitoring shows evidence of improvement quality of art work and children’s independence -Improved quality of art projects in planning, making and evaluations, and cross curricular work. Improved quality of work samples. Key skills

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Subject: DT Evaluation 2015/16 Strengths Areas for

Development Evidence Priorities for

Development

• Good cross-curricular links • Children’s enjoyment • Cross curricular links to topics • Enjoyment/ creativity • Well led • Displays and quality of work seen around school • Practical activities • Opportunities for DT in most topics

• Monitoring and moderation

• Planning to ensure coverage

• Storeage of resources

• Links to business and enterprise.

• Key skills • Displays • Work samples

• Use long term planning to ensure coverage in each year group.

• Moderation • Monitoring work samples • List central resources


Development Action Resources required Sources

of support Monitoring (By whom)

Success Criteria

Use long term planning to ensure coverage. Moderation of work samples Monitoring and work scrutiny

- Collect long term planning across school and respond to any issues regarding coverage. Moderation meeting in Term 1 –Autumn Monitoring and work scrutiny Term 2 - Spring

Long term plans Staff meeting

Non contact

Coordinator Coordinator Coordinator

Coordinator Coordinator Coordinator

Moderation and monitoring shows evidence of improvement. Key skills in July show evidence of improved attainment Improved quality of DT projects in planning, making and evaluations. Improved quality of work samples. Key skills

49

Subject: Physical Education Evaluation 2015/16 Strengths Areas for Development Evidence Priorities for Development Ta’s delivery of PE Excellent teaching and successful participation in wide variety of tournaments Variety of sports taught Christine and Nigel Excellent staff / inter school games Children’s enjoyment Competitions Use of WSSC to provide training Out of school sports Children’s skills Swimming Inclusion of field events in sports day

Ensuring all classes receive quality PE Equipment How do we evaluate the impact of WSSC training on staff? KS1 inter-school events Resources – equipment Limitations on use of hall EYFS resources - balls

Key skills Pupils’ enjoyment Achievement and participation in local sporting events Photographic evidence/ portfolio of work

Adapting timetables and PPA cover to ensure opportunities for staff to develop skills. Widen opportunities for accessing CPD training opportunities.

Summary of action: 2016/17 Priorities for Development Action Resources required Sources of support Monitoring (By

whom) Success Criteria

Improve staff expertise in delivery of PE curriculum. Develop PE portfolio / evidence to indicate CPD impact and monitor quality and breadth of provision across all stages

Investigate opportunities for becoming involved in CPD whenever possible. Organise cluster school/partnership school opportunities to share good practice and ideas for new teaching and learning in PE. Reorganise timetables to ensure teaching staff have timetabled PE teaching slots. Use WSSC to collaborate with staff. Continue to build up evidence of breadth and depth within the teaching of PE. Contribute evidence towards PE quality mark.

Attendance on training courses as required. Statutory guidance Teaching resources

CJ/NW Monteney Primary WSSC Cluster Schools Rotherhan Leisure David Walker Sheffield International Venues South Yorkshire Sport CJ/NW

AG AG

Staff confidence and skill when delivering PE is improved. As evidenced in PE portfolio and monitoring opportunities. Key Skills folders reflect children working at or beyond age-related expectations. Photographic evidence Survey responses

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Subject: RE Evaluation 2015/16 Strengths Areas for Development Evidence Priorities for Development

School prayer Assemblies Worship books display in library Key Skills assessments Strong subject knowledge Opportunities to talk about RE Church links Scheme of work Understanding and tolerance of other religions

. Central displays to continue reflect learning about other religions. Develop school sacred places/ practices. Develop stronger links with Church House. Clarity and coordination for coverage. Visits to other places of worship.

RE Portfoilio Assemblies, visitors, curriculum and resources. School environment.

To extend and embed opportunities to be reflective about own beliefs and interest in and respect for different people’s faiths, feelings and values To cultivate a sense of enjoyment and fascination in learning about themselves, others and the world around them Improve assessment and moderation.

Summary of action: 2016/17

Priorities for Development

To extend and embed opportunities to be reflective about own beliefs and interest in and respect for different people’s faiths, feelings and values

Update assessment and moderation materials and evidence.

Action

Continue to improve sacred area/ symbol in classrooms and central areas, improving opportunities for reflections and response. Renew and update resources as necessary. Establish curriculum linked visits to places of worship / visits linked to other faiths. Create electronic assessment system, with RE assessment accessible on track (class track) for teachers to use as an on-going informative tool Update portfolio of work linked to AT1 and AT2. Moderate RE work across all key stages.

Resources required

Time to liaise with staff as required (PPA time and staff meetings). O-track Staff meeting to moderate / discuss RE work samples.

Sources of support

Church House

Diocese Education

Links


AG

AG

Success Criteria

Evidence of AT1 and AT2 secure throughout the curriculum and learning environment. Outcomes for all pupils are judged as age related or above, and attainment in RE is at least in line with core subjects.

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Subject: Music Evaluation: 2015/2016 Strengths Areas for


Development Glee club. Wickersley music festival – performance in a range of productions One Voice and young voices initiative. Wide range of instruments in school. Key skills. Just sing. Resources (music, CD’s etc) Singing in the community, Sheff Arena. Recorders Ks1.

Instrument lessons

Opportunities for all children to learn and instrument. Ensure a clear progression of lessons being taught that are progressive in KS1 and KS2 and assessment is tracked more closely.

O’track attainment grids. Pupil progress reviews. Key Skills. Public displays/ events.

Purchase additional schemes to supplement school schemes in place and support teachers to deliver music curriculum Organise assessment (key skills) so that they are managed by staff on otrack and tracked more closely across year groups



support Monitoring

(By whom)

Success Criteria

Continue to improve teacher’s subject knowledge with the delivery of Music in order for all music lessons to be of a high quality

Improve assessment of Music across KS1 and KS2 in order to raise standards

Purchase additional schemes to supplement school schemes in place and support teachers to deliver music curriculum

Organise assessment (key skills) so that they are managed by staff on otrack and tracked more closely across year groups

Suitable schemes of work to cover Fs1 to Y6. Otrack PF

DN/AA PF/DN/AA

DN/AA DN/AA

Schemes of work successfully incorporated into current scheme and key skills and link to any changes in the new curriculum. Standards in music are raised and are at least in line with core subjects. Attainment is tracked across school and is highly effective by informing teachers of next steps.

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Subject: SEN Evaluation: 2015/2016 Strengths Areas for Development Evidence Priorities for

Development • Clear leadership and guidance • Strong links with parents and outside agencies. • Clear opportunities in the timetable for intervention groups to take

place without children being withdrawn from lessons. • Pupil reviews and parental attendance is very good. • TA knowledge is always developing and broadening. • Early identification and monitoring of children right from FS1. • Regular and careful monitoring of pupil attainment.

Ensuring children play a greater role in reviewing their progress.

Children to be present in some review meetings and where appropriate their progress is reviewed more informally with their teacher and TA.

• Pupil involvement in the review process. • New review process for all children who

are pupil [premium (termly) • Develop further the provision and

resources to cater for our most vulnerable children.



support Monitoring

(By whom)

Success Criteria

To ensure pupils play a part in reviewing their targets either before or during the meeting with professionals and parents. To review and monitor more carefully al children who are registered as pupil premium. To develop further the provision for our most vulnerable children. Those children will be identified and action plans created to monitor them. They will appear on our SEN register as vulnerable pupils.

Depending on the age and the needs of the child, we will review their targets with them before the meeting in an informal way, or where it is appropriate during the meeting to allow outside agencies to be involved in feeding back to the child. Pupils with high levels of SEN (EHCP) who are working below year group to be assessed on new pivats. Termly meetings with SLT and teachers to evaluate and discuss the child’s progress and development. Children who are considered to be vulnerable because of bereavement, loss, problems from home life or looked after children are to be identified and opportunities for them to be released to work with a designated adult for ‘time out’ to allow for opportunity for them to talk or share feelings/concerns etc.

Time and space for meetings and coverage for teachers to be present. Release time for teachers/ cover. Designated adults to be assigned to children. Teachers involved to have a good understanding of the child’s needs and improved liaison with parents where appropriate.

JM/AA/AG JM/AA/AG JM/AA/AG

JM/AA/AG JM/AA/AG JM/AA/AG

Children will have an enhanced experience because they will feel good about achieving their targets and how we can help them. Their thoughts can be taken into further consideration. All our pupil premium children will be more closely monitored and any concerns identified early. Those children who are experiencing difficulties in their personal lives will hopefully feel they have someone they can turn to or talk to when they need to.

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Subject: PSHE Evaluation: 2015/2016 Strengths Areas for


Development

• Allocated time and it has a high profile across school. • There are good cross curricular links in all key stages. • TA expertise is very good and they are confident to lead classes. • Good leadership of the subject and a breadth of resources. • Evidence in planning that it is taught regularly. • Resources available to support areas of learning.

• Key skills • Scheme of work • Assessing

Monitoring and assessment. • To develop key skills that link directly to the scheme of work.

• To ensure staff have a clear understanding of the coverage for their year group.

• Develop ways of monitoring and assessing PSHE regularly to ensure coverage.


Development Action Resources required Sources

of support

Monitoring (By

whom)

Success Criteria

To develop a scheme of work that ensures coverage over the year. To develop key skills that are closely linked to our scheme of work. To develop ways of monitoring and assessing pupils progress over the year.

To use the guidance from the DFE alongside the SEAL scheme of work to create a balanced and progressive scheme for years 1-6. Develop key skills that closely match our scheme of work to allow for objectives to be planned and taught across the year, making cross curricular links where possible. Devise a system for regular (termly) monitoring of children’s progress and attainment.

Relevant documentation. DFE guidance and SEAL resources. Time and discussions to best develop a system that works for all.

FB/AA AA/AG AA/AG

JM/AA JM/AA JM/AA

Staff will feel confident using a scheme of work that is highly prescriptive but also adaptable depending on their needs. Staff will be able to track the coverage of PSHE using the scheme of work alongside the key skills. Staff will be able to track children’s progress against the key skills and this will enable them to act on the data more regularly.

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Subject FRENCH Evaluation: 2015/16 Strengths Areas for


Development Key Skills updated Policy document updated High profile in KS2 well established Pupil enjoyment and confidence, especially in oral work Displays Strong co-ordinator – skills and knowledge, high quality teaching

Assessment Developing breadth of knowledge Role play Links to a French school KS1 French

Develop improved tracking of attainment

Summary of action: 2016/17 Priorities for Development Action Resources required Sources

of support


Success Criteria

Assessment

Assessment to be included on otrack in order for teachers to use as a formative tool and to track attainment of pupils in French across school.

Otrack

FB/PF

AA/AG

French is assessment accurately and tracked across school

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Parent Questionnaire Summer 2016

Strongly Agree

Agree Neither agree or Disagree

Disagree Strongly Disagree

My child enjoys school. 72 14 2 2 0 The school keeps my child safe. 64 32 2 2 0

The school informs me about my child’s progress.

38 59 3 0 0

My child is making enough progress at this school.

62 33 2 3 0

The teaching is good at this school. 71 22 7 0 0 The school helps me to support my child’s

learning. 53 36 11 0 0

The school helps my child to have a healthy lifestyle.

45 48 7 0 0

The school makes sure that my child is well prepared for the future (for example, changing

year group, changing school).

50 36 11 3 0

The school meets my child’s particular needs. 54 35 9 2 0 The school deals effectively with unacceptable

behaviour. 47 29 19 5 0

The school takes account of my suggestions and concerns.

41 29 25 5 0

The school is led and managed effectively. 53 35 9 3 0 Overall, I am happy with my child’s experience

at this school. 69 29 2 0 0

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Staff tasks towards DEP implementation

Alison Adair - Act as Executive Headteacher for St Albans and Flanderwell - Support AG in her role as Head of school - Act as Team Leader (Appraisal) for AG, JT, PF, KS, JM - Organise and lead INSET days and staff training with AG Monitor: - Teaching and learning Planning and assessment Targeted support - Analyse data at least termly and adjust provision accordingly - Work alongside Governors to improve Governance - Plan, organise and monitor training for and delivery of targeted support and reading partnerships. - Continue to work with the school’s partners (Trust/ Learning Community/ Learners First). - Act as safeguarding lead

Amy Gurner - Perform responsibilities as Head of School - Act as Team Leader (Appraisal) for DN, CW, LH, CH - Organise effective induction of staff new to school - Develop and monitor use of individual targets - Meet Teacher Assistants and school meals supervisory assistants regularly throughout the year, undertake their appraisal with FB - Support parent association - Co-ordinate Teaching and Learning and RE. - Support CJ with leadership of PE - Monitor teaching and learning with AA - Analyse Key Skills data end of Summer Term - Act as deputy safeguarding lead

Paul Frelich

- Act as Team Leader (Appraisal) for JC, CJ - Teach Y6 - Lead the KS2 team - Lead English in KS2 - Moderate assessments and standards in KS2 and literacy at KS2 - Coordinate assessment and computing - Support school with the continuing improvement of and development of the website - Lead parent workshop/talk for own class in Autumn Term - Conduct regular assemblies - Manage and organize KS2 assemblies (KS2 staff to take on a rota basis) - Rewrite policy for subject area - Monitor use of new assessment of subject area across school

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Janice T - Take on responsibilities associated with Assistant Head role - Teach Y2 - Act as Team Leader for (Appraisal) for BL, AC - Lead Key Stage 1 - Co-ordinate English at KS1/FS - Co-ordinate Art/ DT - Lead parent workshop/ talk for own class in Autumn Term - Monitor planning and standards in own subject areas - Monitor teaching of English in FS and KS1 to ensure consistency - Manage and monitor phonics (RWI) across FS and KS1 - Monitor and lead key stage to improve outcomes in SPAG - Rewrite policy for subject area - Monitor use of new assessment of subject area across school

Karen Staniforth

- Co-ordinate maths - Lead staff meetings linked to action for maths - Work with JC (Flanderwell) to develop maths hub - Ensure CHIPS maths. Using and applying strategies are embedded and used effectively - Ensure Abacus scheme is used effectively and abacus homework utilized across school - Monitor standards in own subject area - Review curriculum policy - Act as team leader (appraisal) for FB, NW - Lead parent workshop/ talk for own class in Autumn Term - Review policy for subject area - Monitor use of new assessment of subject area across school

Charlotte Hoole

- Co-ordinate FS - Teach in FS2 - Analyse entry and exit data F1 and FS2 - Lead parent workshop/talk for own class in Autumn Term - Act as team leader (appraisal) for SS

- Monitor and lead key stage to improve outcomes for all pupils, with a focus on less able boys - Review policy for EYFS - Moderate assessments in EYFS Jane Moore

- Coordinate PHSE and SEN - Teach in Y1 - Lead parent workshop for own class in Autumn term - Act as team leader (appraisal) for AP, C Habbin - Monitor coverage in subject across school - Rewrite policy for subject area - Monitor use of new assessment of subject area across school

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Christine Whyman - Teach in Y3 - Lead parent workshop/talk for own class in Autumn Term - Lead Humanities - Monitor coverage in subject across school - Rewrite policy for subject area - Monitor use of new assessment of subject area across school

Debbie North

- Teach in FS1 (liase with job-share, AMC) - Lead parent workshop/talk for own class in Autumn Term - Work alongside CH and AMC to manage effective transition into new role - Rewrite policy for subject area - Monitor use of new assessment of subject area across school

Laura Hayes-

- Teach in y5 - Lead parent workshop for own class in Autumn term - Lead science - Lead assessment - Monitor assessments across school and ensure consistency of practice/ standardization

Fiona Brotherton

- Co-ordinate French - Co-ordinate Buddy systems including new reward schemes - Support DN with co-ordinating music at KS2 - Support AG with school council where necessary - Act as Team leader (Appraisal for SMSAs) with AG

wickersley st. alban’s c of e primary school developing ... · 4 wickersley st alban’s c of e...

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