School Improvement 2014-2015

“Together we explore, discover, achieve and grow: developing

outstanding practice”

Welcome Back!

9.30 start

2014 Achievement over view

Progress and how we are measuring it

School Priorities for 2014/15

Outstanding Teaching and Learning

Break

Marking and feedback

Inspiring Curriculum

Involving Parents and Pupils

Subject Leadership

Lunch

Time in the afternoon to get organised!

Epilepsy Training is arranged for Red Class

There is much to be proud of!

Louise’s top three

1.Attainment and Achievement of pupils is

improving to good across the school

2.Teaching and learning has improved so that 80% is

good and 20% outstanding

3.Enhanced provision ( drop in, reading café,

homework club) and good support from skilled

teaching assistants helps vulnerable groups of

learners

Our Achievement

• End of Year R has 65% pupils meeting GLD from low

starting point on entry

• End of Y2 has 97%, 93% 93% reaching expected

outcomes in reading, writing and maths. Above national

average of 79% so our exit attainment is Good

• End of Y2 above expected has 38%,35%,35%

respectively – national average 29%

Concern

Y1 phonics was below average at 50%

Activity 1

• Talk about the progress of your class last year

• How much progress did your class make in each subject? How did you know? Was it enough?

• How did groups of learners do? Are there any gaps between learners?

Pupil premium/Non PP, girls, boys, Sen

• What are your expectations of progress and why are these important to attainment?

Progress last year

All found on pupil asset – do

you need to see how I found this?

CVA that is securely good is 101.5 so we must still keep making sure rapid progress is made to be higher this year and aim for 101.5+

Y2 Read Write Maths

APS from

end Y1

6.93 7.1 6.97

CVA 101 101.28 101.4

Y1 Read Write Maths

APS

from

end YR

7.2 7.1 6.79

CVA 101.29 101.1 100.7

Progress Y2 on Exit from

School Measured from Y1 start

• Read 101.86 CVA

13.86 APS

• Write 101.31 CVA

13.31 APS

• Maths 101.76 CVA

13.76 APS

Writing is lowest for all groups overall

• Pupil premium

• SEN

Read Write Maths

PP 101.5 101.5 101.3

PP

Not SEN

102.5

101

102.25

read write maths

action 100 100.5 101.5

plus 101.5 100 100

EYFS Progress is still measured through steps in Development matters into ELG – there is no summary page – you have to look at each strand separately.

Do you know how to do this? Its complicated!!

• Tracking progress through development matters is new since 2012

• Outcomes on entry to YN are typically 30-50 months though high need SEN much less

• Each stage has 3 steps ( beg, dev, embed)

• Expected outcome 40-60 beg end YN

• Expected outcome is ELG end YR

• So to keep sure that pupils will attain at high enough level

• last term to track development matters is Autumn Term when pupils should be 40-60 emerging/developing

• Use ELG (beg, dev, embed) for spring/summer

YR Read Write Maths

CVA

Measured

from start

of YN

101.79 102.7 102.8

YN Read Write Maths

CVA

Start of

YN

102.5 102.3 102.6

Accuracy and Moderation

Each year group counts to support overall

progress made by pupils in school

YR measured from start of YN to end YR

Y2 measured from start Y1 to end Y2

Teachers must be accountable for evidence /

judgements made

Books must show breadth and independence

Only Y2 is externally moderated for accuracy so

we must continue to work hard to standardise

our judgements in school and with other schools

to maintain professional confidence

Groups of learners • Key Issue that required/s improvement and high priority

• Y2 Pupil Premium children had big gap in achievement between them and non pupil premium in 2013 and 2014

• Gap is vastly reduced when SEN

• extracted

( less reduced in writing)

• All groups ( FSM/PP, SEN,EAL, Boys, Girls) did attain at higher levels than national average

• In Y1(2015) there was not a gap between PP and non PP which shows how some expectations and provision are working well!

• This must continue through Y2 to ensure we have GOOD outcomes and NO gaps with Current Y2 and Y1

Attainment Five Year Trend

• We have come a long way since 2010

• To secure good outcomes in our school

we still have lots of hard work to do!

0

20

40

60

80

100

2010 2011 2012 2013 2014

Read

Write

Maths

0

5

10

15

20

25

30

35

40

2010 2011 2012 2013 2014

Read

Write

Maths

School Priorities

• Ensure we have highest expectation of Pupil Premium and SEN so there are no gaps in learning groups

• Make better than expected progress for all pupils (7+ points each year) to keep attainment higher than average

• Embrace Inspire Curriculum to give pupils exciting, broad and fast paced learning that has learning ladders and passport for learning to keep pupils/parents informed

• Work effectively in Year groups and as Subject leaders to observe and deliver more features of outstanding teaching and learning

• Embed our Golden Rules to continue to establish

excellent learning and social behaviours around the

school and community in classrooms and at

play/lunchtimes

• Continue to take rigorous action to improve

attendance through Cluster Policy and with

attendance officer (Target is 96% )

Activity 2.

• What 10 essentials would make teaching

and learning outstanding in your

classroom?

• Make your list and share with someone in

your class

• What is in you practise already?

• What are your next steps?

What Ofsted thinks ‘outstanding’ means…

– Much of the teaching in all key stages and most subjects is

outstanding and never less than consistently good. As a result,

almost all pupils currently on roll in the school, including disabled

pupils, those who have special educational needs and those for

whom the pupil premium provides support, are making rapid and

sustained progress.

– All teachers have consistently high expectations of all pupils.

They plan and teach lessons that enable pupils to learn

exceptionally well across the curriculum.

– Teachers systematically and effectively check pupils’

understanding throughout lessons, anticipating where they may

need to intervene and doing so with notable impact on the

quality of learning.

What Ofsted thinks ‘outstanding’ means…

– The teaching of reading, writing, communication and mathematics

is highly effective and cohesively planned and implemented across

the curriculum.

– Teachers and other adults generate high levels of engagement

and commitment to learning across the whole school.

– Consistently high quality marking and constructive feedback

from teachers ensure that pupils make rapid gains.

– Teachers use well-judged and often inspirational teaching

strategies, including setting appropriate homework that, together

with sharply focused and timely support and intervention,

match individual needs accurately. Consequently, pupils learn

exceptionally well across the curriculum.

Marking, Feedback and

Mentoring • Each lesson give frequent feedback to

class on objective and individuals about

their next steps

• Use marking stickers and forms every 2/3

weeks in all books to evidence good A4L

• Update learning ladders, journeys and

passports every 2/3 weeks

• Do this with children and parents

Progress

• We will set highest targets in Sept 14

particularly for pupil premium

• Regularly check them to see how progress is

measuring- should be rapid and above 1

sublevel/step per term

• If not- plan intervention and record on pupil

asset ( set up group) and on intervention format

• How do we show progress in a lesson?

Effective Interventions

• 1. Sounds discovery

• 2. Additional jolly phonics

• 3. Homework club/reading café

• 4. Voluntary readers

• 5. Individual SALT

• 6. Fast sentence writing group work

• 7. Numicon

• 8. Social skills

Our New and Inspiring Curriculum

• EYFS to use Focus challenge curriculum as mid plan and work together to create a map

• KS1to have DRAFT 2 yr rolling programme with launch lesson, detailed mid term plans and skills/knowledge for every theme

• http://vimeo.com/79114210?autoplay=1

• Discuss thoughts/experiences

How can it work for us?

Principles for us are to deliver the mid

term plans in 4 weeks through weekly

differentiated planning (hand those to

Louise and Trish)

Next 2 weeks are to develop a learning

challenge for pupils to evidence skills and

knowledge taught- make your own or use

focus education history, geog, RE, science

How will pupils and parents know

what they are learning ?

• We will send home the overview every

theme

• We will use the Skills passport across the

curriculum

• Learning ladders for read/write/maths

Subject Leaders

• You must use the monitoring schedule (

SDIP) to complete regular

checks/curriculum meetings across the

school to monitor standards

• Keep a record of what you have done and

impact made in your Curriculum Diary.

Share with leadership/Governors

• Use your initiative- don’t wait to be

prompted- (Teaching Standards,

particularly UPS)

Lots of change!

• Commitment

• Team work and Collaboration

• Initiative

• Laughter

• Hard work

• Discuss