Untitled

School Strategic Development Plan 2015

Cheshire Academies Trust Communities Achieving Together

Boughton Heath Academy

‘Together Everyone Achieves More’

Boughton Heath Cheshire Academies Academy Trust

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GRADE AREA

1

ACHIEVEMENT OF PUPILS AT THE SCHOOL

1

THE QUALITY OF TEACHING

1

THE QUALITY OF LEADERSHIP IN & MANAGEMENT OF THE SCHOOL

1

BEHAVIOUR & SAFETY OF PUPILS

2

EARLY YEARS FOUNDATION STAGE

1

OVERALL EFFECTIVENESS

1

MULTI ACADEMY TRUST


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B. To increase the rates of progress and raise attainment in mathematics to ensure the proportion making ‘more than expected progress” from the end of key stage 1 is high compared with national data. Mathematics AT1 Display New Curriculum Planning Numicon CPD Assessment without levels

VISUAL PRIORITY REPRESENTATION

A. To increase the rates of progress and raise attainment in writing to ensure the proportion making ‘more than expected progress” from the end of key stage 1 is high compared with

national data.

Reading & Writing ALAN PEAT SENTENCE

CONSTRUCTION

Moderation

Handwriting

Cross curricular Writing

Assessment without Levels

E. To collaborate with MAT schools to forge personnel links, developing protocols and procedures to ensure efficient and effective working practices in all 3 schools. M.A.T Link HT/SLT/SENCO/EYFS/ Maths/English /SLs Joint working on 11 by 11 vision. Curriculum without levels

D. To raise the GLD in EYFS so that children

make consistently high rates of progress from their starting points, academically,

socially and emotionally.

EYFS Good Level of Development Indicator

Environment update Rates of Progress from below on entry

C. To develop a curriculum which promotes a thirst for knowledge by teachers using tangible experiences to enhance children’s understanding and

love for learning. Tangible Curriculum

Post it Note Science

Learning Wheel link

History/Geography CPD

Assessment without Levels


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LINK TO OFSTED SCHEDULE AND PRIORITIES 2015

Grade Descriptor School Judgment 2015 Leadersh

ip a

nd

Managem

ent

Pursuit of Excellence to maintain highest standards 1 A B C D E

Securing commitment and monitoring for improvement 1 D E

Governance 1 E

Improving teaching and learning 1 A B C

School’s Curriculum 1 C

Engagement and involvement of all leaders 1 E

Behavio

ur a

nd

Safe

ty

Displaying thirst for knowledge and love of learning 1 C

Attitudes to learning 1 C

Parents, staff and pupils attitudes 1

Pupils conduct 1

Impact of anti- bullying approaches 1

Attendance and punctuality 1

Safety 1

Quality

of te

ach

ing

Quality of Teaching and its impact on learning 1 A B C

High Expectations 1

Use of Assessment 1

Teaching of reading, writing and mathematics across curriculum 1 A B C

Impact of teaching and engagement in learning 1 C

Quality of marking 1

Matching pupils need to teaching strategies

1 C


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Ach

ievem

ent

Progress across school 1 A B E

Progress: Expected and Exceeding 1 A B E

Attainment of disadvantaged pupils 1 A B C E

Pupils reading standards 1 A

Skills in reading, writing and mathematics 1 A B

EYFS 2 D

Disadvantaged, most able and SEN 1

Attainment of all pupils 1 A B

Early

Years F

oundatio

n

Sta

ge

Progress for all pupils and groups of pupils 2 D

PPG groups 1 D

Environment 2 D

Quality of teaching 2 D

Assessment 1

Attides to learning 1

Safety 1

Parental Engagement 1

Leadership and Management 2 D

Overa

ll

Effe

ctiveness

Groups and their educational experiences 1 A B C D E

Literacy and Mathematical knowledge 1 A B

High Expectations 1

Continuous Improvement 1

SMSC 1

Multi

Aca

dem

y

Tru

st

Vision E

Collaborative Practices E

Governance E

Linked Priorities E


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Overview 2015

Priority Spring Summer Autumn Achievement A. To increase the rates of progress and raise attainment

in reading and writing to ensure the proportion making ‘more than expected progress” from the end of key stage 1 is high compared with national data.

Subject leader to create and distribute APP moderation proforma which groups levelled children together for the purpose of grading

Subject leader to provide training to staff related to new moderation procedures

Revised handwriting policy is distributed to staff

Teachers to use a maximum of 3 WILF during any given lesson and to allow for one blank WILF to provide an opportunity for individual targets.

Teachers to plan and provide opportunity for one piece of independent writing within each unit from a previous genre

Teachers to use Alan Peat sentences structures within WALT/WILF grids

Display drafting and presentation code in poster format in every class

Subject leader to undertake lesson observations

Subject leader to monitor assessment procedures (moderation)

Subject leader to hold termly moderation meetings with staff to ensure the reliability of assessments

Link Year 2 and Year 6 with MAT schools and EIP to moderate assessment grading

Monitor books to ensure consistency and quality of handwriting for both children and teachers.

Monitor the consistency of school wide read and respond procedure to ensure that it impacts on children’s learning

Long Term Plans for curriculum units of work demonstrate opportunities where English and in particular writing have been incorporated into the units of work (cross curricular links)

Develop structured CPD plan for all staff in relation to Alan Peat which gives each member of staff a bespoke CPD experience depend on their needs.

Analyse staff subject knowledge in relation to Alan Peat and purchase additional supportive resources







Review and analyse the effectiveness of the APP reading proforma

Undertake library book and guided reading audit and purchase further banded books where necessary.

Link year groups together to share CPD experiences in relation to Alan Peat to allow for collaborative sharing

Provide staff CPD relating to progression within a unit of work







Review phonics teaching structures and schemes of work

B. To increase the rates of progress and raise attainment in mathematics to ensure the proportion making ‘more

Analyse current attainment and progress of all cohorts in mathematics to judge whether the proportion of

External validation of learning of time by First for Maths consultant

To purchase further Numicon resources as required by a staff audit


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than expected progress” from the end of key stage 1 is high compared with national data.

pupils making ‘more than expected progress’ (3 NC levels) across key stage 2 is high compared with national data

W to L3; L1 to L4 ; L2 to L5 and L3 to L6

Complete RAISEonline transition matrixes for KS2 cohorts, based on EoKS1 prior attainment & Autumn term 2014 attainment

Identify those pupils who are likely to make 3 national curriculum levels across Key Stage 2 in mathematics

Identify and provide additional support to children expected to achieve level 4 and level 6

SLT meetings including mathematics lead to share outcomes of data analysis

Write a whole school mathematics display policy focused on mathematical model and images

Create and implement a new calculation policy which is shared with staff and parents

PPG children to receive targeted support by ‘learning mentor’ which ensures that their progress is in line with school expectations


To monitor planning across the year in all classes to identify AT1 activities and how these have been rigorously inserted into logical progressive schemes of work.

Undertake book scrutiny every 3 weeks to ensure AT1 activities have been planned and implemented

Staff continue to develop their understanding of updated national curriculum and how AT1 can be logical planned into a scheme of work

Agree with staff how profile of AT1 will be raised within each class and school community

Plan and deliver training to parents which details the changes to the calculation policy and how Numicon

Monitor the effectiveness of teaching strategies for SEND children across the school, specifically focusing on providing mathematical models and images to support number understanding

Investigate end of term tests that give a standardized score in line with national curriculum testing at the end of key stage 2.





Monitor quality of teaching by undertaking lesson observations jointly with the Principal





D. To raise the GLD in EYFS so that children make consistently high rates of progress from their starting points, academically, socially and emotionally.

Staff to use 2Simple software to ensure coverage of FS profile

Use 2simple software to provide high quality assessments through observations, linked to the FSP

Learning Journey profiles to hold a copy of 2 simple assessments as well as relevant evidence of writing and children’s work.

Production of transition matrices for, reading, writing, number, SSM, to demonstrate expected and more than expected progress across FS

Attainment grids produced to reflect on-entry and exit attainment

To ensure communication with parents ensures learning opportunities are passed on to school, assessments are shared with

Staff to attend moderation meetings with MAT, EIP and LA schools to ensure reliability of judgements.

To ensure communication with parents ensures learning opportunities are passed on to school, assessments are shared with parents and information from class trips etc. is known by the use of:


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EYFS planning to reflect objective led approach, which responds to children’s ideas and interests.

Ensure provision within Reception class allows for all 13 areas of learning, particularly during continuous provision timetabling

To ensure writing and phonics opportunities permeate the continuous provision to make certain those children who enter below typical in writing reach Early Learning goal in writing

To implement a continuing rigorous approach to phonics teaching to ensure that the vast majority of children reach ELG in reading demonstrating links within continuous provision so that children can apply their knowledge independently.

Rigorous implementation of on-entry, baseline assessments that indicate sig below, below, typical or above.

Complete internal and external refurbishment to Reception class including:

New sinks and wet area to replace old Internal wall and windows to be built All woodwork to be renovated New storage units to replace old Old furniture to be replaced Outdoor fence to be replaced and

moved to encompass the adventure playground

New surface (3G turf) to be laid underneath the canopy.

Container to be moved to increase floor space

Cloak room to be renovated. Purchase 6 ipads for Reception class. Update outdoor risk assessment post

renovations to the Reception outdoor area.

parents and information from class trips etc. is known by the use of: a termly newsletter 2Simple assessments to be

emailed each half term Share the learning- Parents to

view children learning journeys Play and stay sessions open

once a half term with parents To provide professional development

opportunities to new Reception teacher including: Stage 1 Forest School training Block play 5 day course Moderation training with CWAC

LA advisors Early excellence Centre training-

New baseline assessment methods for 2015

a termly newsletter 2Simple assessments to be

emailed each half term Share the learning- Parents

to view children learning journeys

Play and stay sessions open once a half term with parents

To provide professional development opportunities to new Reception teacher including: Stage 1 Forest School

training Block play 5 day course Moderation training with

CWAC LA advisors Early excellence Centre training-

New baseline assessment methods for 2015

Quality of Teaching C To develop a curriculum which promotes a thirst for knowledge by teachers using tangible experiences to enhance children’s understanding and love for learning.

Each class teacher to develop a whole year overview for their year group, which includes all subjects demonstrating a termly or half termly central theme that is cross curricular. (Writing emphasis)

Science coordinator to lead PDM in post it investigation, from experiment to write-up, monitoring evidence available in topic books

Computing coordinator to lead PDM on use of Purple Mash and other

Monitor the effectiveness of planning with particular reference to tangible experiences and cross curricular links

Monitor learning journey books once per half term


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All staff to consistently apply the curriculum marking policy and begin to use gold, silver or bronze stars at the same time providing constructive feedback which is responded to by children.

To provide staff development on the use and application of acrylic paint and mixed media and how these can be taught.



Learning walk to monitor children’s attitudes to learning during topic work and to ensure teachers have high expectations.

To create a termly unit Medium Term Plan which is question driven to deliver the unit of work.

To provide staff development on improving the quality of teaching within history and geography by using tangible experiences to engage children.

To devise and implement an effective assessment system to use pupil assessment information and data to improve learning in the classroom and at key points of transition between key stages (EY to Year 1; Year 2 to Year 3) in each school

Staff to plan, teach and assess independent writing throughout topic units of work to enable effective and accurate moderation.

When constructing schemes of work, teachers use the learning wheel cycle to ensure higher order thinking skills are planned and taught effectively.

Learning wheel displays are updated as a working wall throughout the year reflecting high quality pieces of work from each section of the wheel.

software to deliver the computing curriculum

Agree expectation of topic book presentation with all staff and monitoring this through book scrutiny.








When constructing schemes of work, teachers use the learning wheel cycle to ensure higher order thinking skills are planned and taught effectively. Learning wheel displays are

updated as a working wall throughout the year reflecting high quality pieces of work from each section of the wheel.


Highlight national curriculum planning and essential and desirable experiences to colour coordinate with learning wheel sections.


When constructing schemes of work, teachers use the learning wheel cycle to ensure higher order thinking skills are planned and taught effectively. Learning wheel displays are

updated as a working wall throughout the year reflecting high quality pieces of work from each section of the wheel.

Leadership and Management (Multi Academy Trust) E. To collaborate with multi academy trust schools to

forge personnel links, developing protocols and

HT/Principals to review current assessment practices from EYFS to end of Key Stage One; Year 3 to end of Key Stage 2

Research new best practice models of assessment available (e.g. FOCUS education materials, Opitmum etc)

Jointly hold INSET to draft 11 by 11 experience document


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procedures to ensure efficient and effective working practices in all 3 schools.

Develop protocols for working at all strategic levels creating a protocols document to be shared with staff

HT/Pp to hold meeting fortnightly to determine actions in relation this action plan

Link individual schools leadership overviews to ascertain a timetable of support and meetings across the year, which is broke into levels and terms.

Create an agenda/evaluation document for staff to use when working together in order to demonstrate impact of collaborative working

School council leaders in each school to arrange for pupils to attend joint sessions at each school across the year

SBM to liaise with HT/Pp to book speaker and venue for joint INSET.

Map out agenda for INSET day with all 3 schools working together to formulate 11 by 11 experiences.

To create CAT page on individual school website which details shared vision and principles.

Identify relevant training courses to further knowledge re: assessment practices

Evaluate and agree the effectiveness of new assessment models

Create a whole school curriculum overview to clearly outline what pupils are expected to know, understand and do in each year group for every subject (school level)

Write an effective assessment system using formative and summative assessment to ensure that pupils, teachers and parents know if pupils are achieving the expected standard (termly tracking, reporting progress to parents, subject leaders to ascertain performance in their subjects)

Write PDM materials with DHT to inform teaching staff of the new assessment procedures

Devise an assessment monitoring and moderation cycle to support teaching staff to use new materials effectively

Collate assessment headlines to support teaching staff to modify teaching so that the vast majority of pupils achieve at least expected standards by the end of the year or key stage

Coach & mentor colleagues within school

Monitor & evaluate implementation process

Establish monitoring opportunities across Cheshire Academies Trust


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A. To increase the rates of progress and raise attainment in writing and reading to ensure the proportion making ‘more than expected progress” from the end of key stage 1 is high

compared with national data.

Reading & Writing Alan Peat Sentence Construction Moderation Handwriting Cross curricular Writing Assessment without Levels (MAT)


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Strategic Achievement Improvement Action Plan 2015 – Achievement of Pupils and Quality of Teaching

Lead people accountable for driving improvement and securing outcomes Lisa Williams Link Governor Keith Scargill Priority: A. To increase the rates of progress and raise attainment in writing and reading to ensure the proportion making ‘more than expected progress” from the end of key stage 1 is high compared with national data.

Link to Ofsted Evaluation Schedule Achievement (attainment & progress) Quality of Teaching Leadership and Management

Finance Plan

Budget £1900 £600- MAT FUNDING

Funding Source Training - 19001 Supply - 18001

Schools current position (January 2015)

Achievement Attendance is high 98.1% Prior attainment at KS1 for KS2 cohorts in previous Year 6 and 5 is Sig+ Phonics screen check demonstrates 97% of children met required standard with 100% of Year 2 retaking the check meeting the required standard Attainment at KS1 is significantly higher than national, particularly at 2a+ and L3+ (All subjects APS for 2014 is 17.3) DSEN children at KS1 achieve well compared to national comparisons in all areas % of children achieving L4+ is high compared to national in Reading (97%), Writing (97%) and Mathematics (97%) % of children attaining L5+ is significantly higher compared to national in Reading (70%), Writing (58%) DSEN and Non DSEN children achieve very well compared to national comparators. No sign gender gap in any subject in KS1 Attainment at KS2 is sig+ for all subjects Reading (30.9) Writing (30.3) Value added APS scores are high Reading (13.3), Writing (14.01)

Children achieving expected progress are high. Children achieving more than expected progress on DfE measure compare favourably. However, sublevel more than expected (i.e. 14pts or more progress) demonstrate

64% of children in writing and 36% in Reading. High proportions of 2b/2a children in writing and reading progressed to L5 GAPS APS is high compared to national and has significantly improved on 2013 results. Quality of Teaching Teaching is outstanding. This is based on the triangulation of lesson observations, rigorous and externally validated book scrutiny and progress data. The teaching was judged to never be less than good in all lesson observations undertaken between 2012-2014. School evaluation of areas of development in that time, concerned the use of SPAG teaching models, sentence level work and modeling of texts during guided writing. Leadership and Management The subject leader provides outstanding leadership by supporting members of staff with their own English teaching. Her knowledge of the role of English subject is excellent as well as her detailed analysis of school and government data. She has an outstanding understanding of how well the school is performing against national data and has a clear

action plan to further drive forward improvement in outcomes. Supported by the Principal the impact of her work has revolved around: Ensuring consistency within marking procedures Ensuring analysis of data leads to robust plans to address areas of development Monitoring for standards- lesson observations, book scrutiny and learning walks Leading PDMs Using pupil discussions to analyse impact of whole school policy and procedures


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Success criteria: Social, Moral, Spiritual and Cultural Awareness

Attainment Attainment in reading and writing to continue to be significantly above national expectation of 29.0

and 27.9 by the end of key stage 2 in 2015 Increase the percentage of children attaining level 6 in reading and writing Increase the percentage of level 3 writers to above 23% (previous 2014 %) Attainment in Writing is high across the school compared to national data. PPG children attainment compares favourably to those children in their respective cohort and is higher

than national data in both Reading and Writing Almost all pupils with prior attainment at L2a attain L5 in 2015 in writing and reading The majority of pupils with prior attainment L2b attain L5 in 2015 in writing and reading

Progress RAISEonline 2015 end of Key Stage 2 data evidences that the proportion of pupils making ‘more than

expected progress’ (3 national curriculum levels) across Key Stage 2 is high compared with national data

Increased rates of progress ensures that at least 30% of pupils are making ‘more than expected progress’ across Key Stage 2

RAISEonline 2014 end of Key Stage 2 data evidences that the proportion of pupils making ‘expected progress’ (2 national curriculum levels) across Key Stage 2 is never less than 90%

Analysis of school held data indicates that all pupils make at least ‘good progress’, or better in reading and writing

Quality of Teaching

Lesson observation demonstrate all teaching is never less than good and majority is outstanding Use of Alan Peat sentence level structure evidenced through planning and book monitoring SpAG displays reflects Alan Peat sentence level structures Teachers plan and teach writing throughout the curriculum Teachers plan opportunities for independent writing a minimum of 8 times year Teachers planning reflects a structured progression from reading through to independent writing for

each unit of work demonstrated by clear evidence of learning in English and/or topic books Teachers and children’s handwriting across the school reflects the highest standards and school

policy. High quality marking and constructive feedback focused upon how pupils can improve their work is

ensuring pupils make at least good progress by reading and responding consistently adhering to the marking policy.

Teachers will compile 8 pieces of independent work for a selection of children across the year in order to gain an accurate and reliable levelled judgement.

The appraisal process is holding teachers to account for increasing the rates of progress in English

Pupils learn to read exceptionally well by the use of levelled home reading books, specific guided reading teaching with is consistent across the school. Outstanding phonics teaching.

Increased opportunities for all pupils to enjoy and engage with reading with extreme reading experiences and world book day buddy reading as well as numerous author visits to inspire a love for reading.

All pupils access an enriching curriculum by being able to read enthusiastically and with confidence

All pupils are equipped with skills for English beyond

primary school The wider school community is engaged purposefully in

supporting the development of Writing in particular Families are actively engaged through twitter feed. School forums, drop-ins and English parent information

workshops Children are given opportunities to develop moral concepts

across the curriculum with links to philosophy for children teaching.

Through the use of KAGAN cooperative learning children

share views, opinions and advice during speaking and listening lessons, as well as on the carpet in homebays.

Units of work and books chosen by teachers reflect cultural differences and similarities. They recognise new ideas and have a willingness to modify their cultural values.


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Action Lead person Time Scale CPD Resources/Costs/Time

Writing

Subject leader to create and distribute APP moderation proforma which groups levelled children together for the purpose of grading

LW Spring Term None PDMx1

Subject leader to provide training to staff related to new moderation procedures

LW Spring Term PDMx1

Revised handwriting policy is distributed to staff LW Spring None None

Teachers to use a maximum of 3 WILF during any given lesson and to allow for one blank WILF to provide an opportunity for individual targets.

LW From Spring Term

None None

Teachers to plan and provide opportunity for one piece of independent

writing within each unit from a previous genre

LW Spring Term

onwards

None None

Teachers to use Alan Peat sentences structures within WALT/WILF grids

LW Spring Term None None

Display drafting and presentation code in poster format in every class LW From Spring Term

None None

Long Term Plans for curriculum units of work demonstrate opportunities where English and in particular writing have been incorporated into the units of work (cross curricular links)

LW Summer Term None None

Develop structured CPD plan for all staff in relation to Alan Peat which gives each member of staff a bespoke CPD experience depend on their needs.

LW, Alan Peat associates

Summer Term None None

Analyse staff subject knowledge in relation to Alan Peat and purchase additional supportive resources


Link year groups together to share CPD experiences in relation to Alan Peat to allow for collaborative sharing

LW Autumn Term None PDM x1

Provide staff CPD relating to progression within a unit of work CR Autumn Term C. Richardson x1 day

First for Literacy £400x1 day

Subject leader to undertake lesson observations LW/SE Spring or Summer Term

None 4x1/2 day supply £600

Subject leader to monitor assessment procedures (moderation) LW Spring and Summer terms

None None


LW Spring, Summer and Autumn

None PDM x1 per term


AL/SS/LF/SE Spring and Summer

None 3 x ½ per year group Supply costs £900


LW Spring, Summer and Autumn

None SLT Meeting: x3


SE/AL/MAT HT/DHT

Spring and Summer Terms

None 4x L and M day for DHT £600 MAT funded


LW Spring, Summer and Autumn 2015

None None


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Reading

Review and analyse the effectiveness of the APP reading proforma LW Summer Term None None

Undertake library book and guided reading audit and purchase further banded books where necessary.


Review phonics teaching structures and schemes of work LW Autumn Term None None


AS/SM Spring, Summer and Autumn 2015

None Learning Mentor Cost: £13,323

Monitoring

Person Responsible Focus Time Scale Evidence External Validation

Lisa Williams Subject Leader Joanne Lucy Link Governor

Progress Does the school held Key Stage 2 data evidence that the

proportion of pupils making ‘more than expected progress’ (3 national curriculum levels) across Key Stage 2 high compared with national data?

Attainment Are standards in attainment for reading above national at

the EoKS2 & across KS2? Has the attainment gap been narrowed with identified

groups? Has any under attainment been identified? If so, what

actions have taken place to secure improvement? Have these been effective?

Quality of teaching Is learning and teaching consistently ‘good’ across the

school in mathematics? Does the curriculum provide highly positive, memorable

and rich experiences for high quality learning in mathematics?

Does the planned curriculum contribute very well to pupils’ achievements?

Does mathematics have a high profile in the school?

Spring Summer and Autumn Terms

PDM material; HT termly reports to Governors; newsletters; curriculum information to families; school website; pupils’ writing assessments; pupil voice questionnaire findings; fundraising events; learning environment photographs; CPD records for staff; RAISEonline 2014 and school held data; data dashboard; teacher assessments; underachievement class action plans; Learning Walk moderations;

evaluations of quality of teaching; moderation of pupils’ work & teachers’ planning; external validation; DfE performance tables

First for Literacy consultant undertaking book scrutiny in Summer term £400

Impact: What will the outcomes be? Evidenced by/ through Evaluation Have the intended outcomes been achieved?

Attainment

Attainment in reading and writing to continue to be significantly above national expectation of 29.0 and 27.9 by the end of key stage 2 in 2015

RAISEonline

Increase the percentage of children attaining level 6 in reading and writing

RAISEonline

Increase the percentage of level 3 writers to above 23% (previous 2014 %)

RAISEonline

Attainment in Writing is high across the school compared to national data.

RAISEonline BHA data booklet


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PPG children attainment compares favourably to those children in their respective cohort and is higher than national data in both Reading and Writing


Almost all pupils with prior attainment at L2a attain L5 in 2015 in writing and reading


The majority of pupils with prior attainment L2b attain L5 in 2015 in writing and reading


Progress

RAISEonline 2015 end of Key Stage 2 data evidences that the proportion of pupils making ‘more than expected progress’ (3 national curriculum levels) across Key Stage 2 is high compared with national data




RAISEonline 2014 end of Key Stage 2 data evidences that the proportion of pupils

making ‘expected progress’ (2 national curriculum levels) across Key Stage 2 is never less than 90%


Analysis of school held data indicates that all pupils make at least ‘good progress’, or better in reading and writing

BHA data booklet

Quality of Teaching

Lesson observation demonstrate all teaching is never less than good and majority is outstanding

Teaching overview document, lesson observation records

Use of Alan Peat sentence level structure evidenced through planning and book

monitoring

Planning, Book scrutiny

SpAG displays reflects Alan Peat sentence level structures

SPAG displays

Teachers plan and teach writing throughout the curriculum

English planning

Teachers plan opportunities for independent writing a minimum of 8 times year

Book Scrutiny

Teachers planning reflects a structured progression from reading through to independent writing for each unit of work

English planning and book scrutiny


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demonstrated by clear evidence of learning in English and/or topic books

Teachers and children’s handwriting across the school reflects the highest standards and school policy.

Book scrutiny

High quality marking and constructive feedback focused upon how pupils can improve their work is ensuring pupils make at least good progress by reading and responding consistently adhering to the marking policy.

Book scrutiny

Teachers will compile 8 pieces of independent work for a selection of children across the year in order to gain an accurate and reliable levelled judgment.

Book scrutiny, moderation evidence from PDMs

The appraisal process is holding teachers to account for increasing the rates of progress in English

Appraisal records


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B. To increase the rates of progress and raise attainment in mathematics to ensure the proportion making ‘more than

expected progress” from the end of key stage 1 is high compared with national data.

Mathematics AT1

Display New Curriculum Planning

Numicon CPD Assessment without levels (MAT)


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Strategic Achievement Improvement Action Plan 2015 – Mathematics Lead people accountable for driving improvement and securing outcomes Alison Speckley Link Governor Joanne Lucy

Priority: B. To increase the rates of progress and raise attainment in mathematics to ensure the proportion making ‘more than expected progress” from the end of key stage 1 is high compared with national data.


Finance Plan

Budget £2400 Learning Mentor: £13,323



The objective of this plan is to continue to improve the APS in mathematics by delivering on 4 main objectives. One, develop AT1 further throughout the school. Two, to enhance

the learning in mathematics by providing mathematical models and images in each classroom. Three, to develop the use of numicon to support the understanding of number. Four, To continue to provide training to all staff with regard to the new national curriculum so that planning is rigorous and structured. Achievement Attendance is high 98.1% Prior attainment at KS1 for KS2 cohorts in previous Year 6 and 5 is Sig+ Attainment at KS1 is significantly higher than national, particularly at 2a+ and L3+ (All subjects APS for 2014 is 17.3) DSEN children at KS1 achieve well compared to national comparisons in all areas % of children achieving L4+ is high compared to national in Mathematics (97%) % of children attaining L5+ is significantly higher compared to national in Mathematics (55%) DSEN and Non DSEN children achieve very well compared to national comparators. No sign gender gap in mathematics Attainment at KS2 is sig+ for Mathematics (31.1) Value added APS scores are high in Mathematics (13.8) Children achieving expected progress are high. High proportion of level3 children progressed to Level 6 in mathematics Quality of Teaching Teaching is outstanding. This is based on the triangulation of lesson observations, rigorous and externally validated book scrutiny and progress data. The teaching was judged to never be less than good in all lesson observations undertaken between 2012-2014, with the exception of one. School evaluation of areas of development in that time, concerned the use of mathematical models and images to further provide children with an understanding of number concepts. Leadership and Management The subject leader provides good leadership by supporting members of staff with their own mathematics teaching. Her knowledge of the role of mathematics subject is excellent as well as her detailed analysis of school and government data. She has an outstanding understanding of how well the school is performing against national data and has a clear action plan to further drive forward improvement in outcomes. Supported by the Principal the impact of her work has revolved around:

Ensuring consistency within marking procedures

Ensuring analysis of data leads to robust plans to address areas of development Monitoring for standards- lesson observations, book scrutiny and learning walks Leading PDMs Using pupil discussions to analyse impact of whole school policy and procedures


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Attainment Attainment in mathematics to continue to be significantly above national expectation of 29.0. Increase the percentage of children attaining level 6 to beyond 15%. Attainment in mathematics is high across the school compared to national data. PPG children attainment compares favourably to those children in their respective cohort and are

higher than national data Almost all pupils with prior attainment at L2a attain L5 in 2015 The majority of pupils with prior attainment L2b attain L5 in 2015

Progress RAISEonline 2014 end of Key Stage 2 data evidences that the proportion of pupils making ‘more than

expected progress’ (3 national curriculum levels) across Key Stage 2 is high compared with national data



Analysis of school held data indicates that all pupils make at least ‘good progress’, or better in mathematics

Quality of Teaching Develop the use of AT1 with a particular focus on number throughout curriculum Use Numicon in KS1 to enhance learning and understanding of number and for interventions in lower

KS2. Teaching and support staff to develop and agreed policy for mathematical displays and an

understanding of visual images and models that are displayed all year round and those which are inter-changeable.


The appraisal process is holding teachers to account for increasing the rates of progress in mathematics

Curriculum to provide cultural opportunities to extend

learning and how mathematics can encompass other cultures as well

Provide specific experiences for children to engage their particular gifts and talents.

Philosophy for Children and the wider curriculum to provide opportunities for moral debate and discussion around respect, thoughtfulness, honesty and integrity.

All pupils access an enriching curriculum by being able to

use mathematical skills enthusiastically and with confidence All pupils are equipped with skills for Mathematics beyond

primary school The wider school community is engaged purposefully in

supporting the development of Mathematics in particular Families are actively engaged through twitter feed. School forums, drop-ins and Maths parent information

workshops Children are given opportunities to develop moral concepts

across the curriculum with links to philosophy for children teaching.

Through the use of KAGAN cooperative learning children share views, opinions and advice during speaking and listening lessons, as well as on the carpet in homebays.

Units of work and books chosen by teachers reflect cultural differences and similarities. They recognise new ideas and have a willingness to modify their cultural values.


Analyse current attainment and progress of all cohorts in mathematics

to judge whether the proportion of pupils making ‘more than expected progress’ (3 NC levels) across key stage 2 is high compared with national data W to L3; L1 to L4 ; L2 to L5 and L3 to L6

SE Aut 2014 None None

Complete RAISEonline transition matrixes for KS2 cohorts, based on EoKS1 prior attainment & Autumn term 2014 attainment

SE Autumn 2014 None None

Identify those pupils who are likely to make 3 national curriculum levels across Key Stage 2 in mathematics

SE/AS Autumn 2014 None None

Identify and provide additional support to children expected to achieve level 4 and level 6

AL/SE/AO January 2015 None None


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SLT meetings including mathematics lead to share outcomes of data analysis

SLT/AS January 2015 None 1 x SLT meeting: Cost £0

Write a whole school mathematics display policy focused on mathematical model and images

AS Spring 2015 None None

Create and implement a new calculation policy which is shared with staff and parents

AS Spring 2015 None None

Provide CPD to all staff including teaching assistants on Numicon AS/TR INSET day Easter 2015

INSET day Easter

1x INSET day Toni Reid- Maths Consultant £400

External validation of learning of time by First for Maths consultant TR Summer term

None £400

taff continue to develop their understanding of updated national

curriculum and how AT1 can be logical planned into a scheme of work

AS Summer

2015

None None

Agree with staff how profile of AT1 will be raised within each class and school community

AS Summer 2015

1xPDM None

Plan and deliver training to parents which details the changes to the calculation policy and how Numicon

AS/LW Summer Term

None None

Monitor the effectiveness of teaching strategies for SEND children across the school, specifically focusing on providing mathematical models and images to support number understanding

AS/SG Summer 2015

None None

Investigate end of term tests that give a standardized score in line with national curriculum testing at the end of key stage 2.

AS Summer 2015

None 3x1/2 day L and M time SL Maths £225

To purchase further Numicon resources as required by a staff audit AS Autumn Term 2015

None TBC Max: £500

Monitor quality of teaching by undertaking lesson observations jointly with the Principal

AS/SE Spring and Summer 2015



AS/SM Spring, Summer and Autumn 2015

None Learning Mentor Cost: £13,323


AS Spring, Summer and Autumn 2015

None None


AS Spring, Summer and Autumn Term



AS/SE Spring, Summer and Autumn 2015

None 10x ½ day L and M time SL Maths £750

Monitoring


Alison Spreckley Mathematics SL


proportion of pupils making ‘more than expected progress’


PDM material; HT termly reports to Governors; newsletters; curriculum

First for Mathematics consultant


22 | P a g e

Joanne Lucy Link Governor

(3 national curriculum levels) across Key Stage 2 high compared with national data?

Attainment Are standards in attainment for reading above national at

the EoKS2 & across KS2? Has the attainment gap been narrowed with identified

groups? Has any under attainment been identified? If so, what

actions have taken place to secure improvement? Have these been effective?

Quality of teaching

Is learning and teaching consistently ‘good’ across the school in mathematics?

Does the curriculum provide highly positive, memorable and rich experiences for high quality learning in mathematics?


Does mathematics have a high profile in the school?

information to families; school website; pupils’ writing assessments; pupil voice questionnaire findings; fundraising events; learning environment photographs; CPD records for staff; RAISEonline 2014 and school held data; data dashboard; teacher assessments; underachievement class action plans; Learning Walk moderations; evaluations of quality of teaching; moderation of pupils’ work & teachers’

planning; specialist teaching assistant timetable; external validation; DfE performance tables

undertaking book scrutiny in Summer term £400


Attainment

Attainment in mathematics to continue to be significantly above national expectation of 29.0.

RAISEonline and BH data booklet

Increase the percentage of children attaining level 6 to beyond 15%.


Attainment in mathematics is high across the school compared to national data.

BH data booklet

PPG children attainment compares favourably to those children in their respective cohort and is higher than national data


Almost all pupils with prior attainment at L2a attain L5 in 2015


The majority of pupils with prior attainment L2b attain L5 in 2015


Progress

RAISEonline 2014 end of Key Stage 2 data evidences that the proportion of pupils making ‘more than expected progress’ (3 national curriculum levels) across Key Stage 2 is high compared with national data



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BH data booklet



Analysis of school held data indicates that all pupils make at least ‘good progress’, or better in mathematics

BH data booklet

Quality of Teaching

Develop the use of AT1 with a particular focus on number throughout curriculum

Teacher’s planning, Work Scrutiny, lesson observation and pupil discussion

Use Numicon in KS1 to enhance learning and understanding of number and for interventions in lower KS2.

Teacher’s planning, Work Scrutiny, lesson observation and pupil discussion

Teaching and support staff to develop and agreed policy for mathematical displays

and an understanding of visual images and models that are displayed all year round and those which are inter-changeable.

Display around the school and in each classroom


Book scrutiny and pupil discussion

The appraisal process is holding teachers to account for increasing the rates of progress in mathematics

Appraisal documentation


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C. To develop a curriculum which promotes a thirst for knowledge by teachers using tangible experiences to enhance children’s

understanding and love for learning. Tangible

Curriculum Post it Note Science

Learning Wheel link

History/Geography CPD

Assessment without Levels (MAT)


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Strategic Achievement Improvement Action Plan 2015 – Curriculum Development Lead people accountable for driving improvement and securing outcomes Andrew Lucas Link Governor Richard Nutt

Priority: C. To develop a curriculum which promotes a thirst for knowledge by teachers using tangible experiences to enhance children’s understanding and love for learning.


Finance Plan

Budget £1050 £600 MAT FUNDED



Quality of Teaching

Evidence in topic books demonstrates that learning over time is never less than good in all year groups. In the majority of classes it is outstanding. Currently, linked to the sections of the learning wheel, evidence in books suggests that higher order thinking skills are not being planned and taught consistently throughout the school. This resulted in the instigation and implementation of whole school learning wheels. The predicted impact will see teachers plan and teach activities which relate to hypothesizing, comparing and evaluating. Half termly book scrutiny demonstrates never less than good feedback in relation to marking. The presentation of work has improved dramatically in the last year as evidenced by the use of water colour, organization and setting out as well as the quality of handwriting. Teachers expectations as a result of the above have risen which has impacted on the quality of learning and children’s attitudes to work. Achievement Based on in school tracking data, the majority of pupils exceed age related expectations in all foundation subjects as well as science. Leadership and Management The school’s ethos and principles with regard to our evolving curriculum relate solely to providing tangible experiences to drive learning. This single tenant has driven the work the school has undertaken from redrafting our whole year overviews to creation of our bespoke learning wheel. We believe children should ‘do ‘rather than research on the internet or complete undifferentiated worksheets. We have provided staff INSET training, staff meetings, reflection time and external courses to enable them to plan, teach and assess our curriculum based on experiential and tangible learning. Staff have been led through an enormous period of change which has included:

Changes in planning New Curriculum coverage and topics Use of a tangible experience to drive learning and engagement Creation of the learning wheel to structure the cycle of learning Increase teacher’s subject knowledge and skillset Non-negotiable expectations have been created for handwriting, presentation codes, WALT/WILF grids etc.


Attainment By the end of key stages the majority of children exceed age related expectations Analyse attainment of all cohorts and groups to ensure that attainment is never less than the national

expectations Progress

The vast majority of pupils make at least expected progress and majority make more than expected progress against national age related expectations.

Quality of Teaching The quality of teaching is consistently good with much outstanding Teachers and teaching assistants have high expectations of pupils achievement and are successful at

planning and teaching lessons which enable pupils to learn extremely well High quality marking and constructive feedback focused upon how pupils can improve their work to

ensure they make at least good progress over time.

Children to visit a range of community partners and locations to extend pupils cultural, spiritual and social understanding. For example, Chirk Castle, Hilbre Island, Delamere Forest, Tattenhall, Conway, Museums, sites of historical interest in Chester etc.

Curriculum to provide cultural opportunities to extend learning beyond immediate locality.

Design Technologists and Artists visiting the children to reinforce a love for learning around these specific subjects.

Provide specific experiences for children to engage their particular gifts and talents.

Philosophy for Children and the wider curriculum to provide opportunities for moral debate and discussion around respect, thoughtfulness, honesty and integrity.


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Evidence within topic books demonstrates clear links between curriculum subjects, with particular reference to writing

Post it note science is delivered at least once per curriculum area to ensure children have experience of At1

Computing is delivered during discrete teaching once per fortnight. Evidence within topic books reflects clear differentiation for all groups within cohorts. The learning wheel is used to ensure that teachers plan, deliver and assess against each section to

ensure higher order thinking skills The planning of work demonstrates that tangible first hand experiences begin learning to engage

children’s interest and curiosity.

Provide opportunity for life skills to be learnt e.g., bikeability, first aid, forest school, map reading, charity fundraising, event organisation and monetary understanding etc.

Learning wheel promotes and creates independent learners

Curriculum begins with questions and values input from pupils giving them space for their own thoughts, ideas and concerns.


Each class teacher to develop a whole year overview for their year group, which includes all subjects demonstrating a termly or half termly central theme which is cross curricular. (Writing emphasis)

AL Jan 16th 2015 Chris Trevor 1x PDM

£300 per day

All staff to consistently apply the curriculum marking policy and begin to use gold, silver or bronze stars at the same time providing constructive feedback which is responded to by children.

AL Spring 2015 None None

To provide staff development on the use and application of acrylic paint and mixed media and how these can be taught.

JC Spring Term 1xTwilight Jon Clayton- Kelsall Artist £0

Science coordinator to lead PDM in post it investigation, from experiment to write-up, monitoring evidence available in topic books

KB Summer Term

1xPDM None

Computing coordinator to lead PDM on use of Purple Mash and other software to deliver the computing curriculum

SS Summer Term

1xPDM None

Agree expectation of topic book presentation with all staff and monitoring this through book scrutiny.

AL Summer Term

None None


AL ½ termly None DHT 6x1/2 day L and M

Monitor learning journey books once per half term AL ½ termly None DHT 6x1/2 day L and M


AL ½ termly

None None


AL Spring and Summer Term

Chris Trevor 2xPDM

2 x L and M day CT x3 days= £750


CT Spring and Summer Terms

See above Christ Trevor

See above Christ Trevor


SE/AL/MAT HT/DHT Spring and Summer Terms

None 4x L and M day for DHT £600 MAT funded

Highlight national curriculum planning and essential and desirable experiences to colour coordinate with learning wheel sections.

AL Autumn Term 2015

None 1x PDM


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AL Spring, Summer and Autumn Terms

None None

When constructing schemes of work, teachers use the learning wheel cycle to ensure higher order thinking skills are planned and taught effectively.


None None

Learning wheel displays are updated as a working wall throughout the year reflecting high quality pieces of work from each section of the wheel.


None None

Monitoring


Subject Leader Andrew Lucas Link Governor Richard Nutt


proportion of pupils making ‘more than expected progress’ (3 national curriculum levels) across Key Stage 2 high compared with national data?

Attainment Are standards in attainment above national at the EoKS2 &

across the school? Quality of teaching Is learning and teaching consistently ‘good’ across the

school for topic lessons? Does the curriculum provide highly positive, memorable

and rich experiences for high quality learning based around tangible experiences?


Does the learning wheel have a high profile in the school?


PDM material; HT termly reports to Governors; newsletters; curriculum information to families; school website; pupils’ writing assessments; pupil voice questionnaire findings; fundraising events; learning environment photographs; CPD records for staff;

school held data; teacher assessments; Learning Walk moderations; Evaluations of quality of teaching; moderation of pupils’ work & teachers’ planning; external validation.

Chris Trevor- External Advisor and Primary Education Consultant


Attainment

By the end of key stages the majority of children exceed age related expectations

BHA data booklet, % expected and exceeding SL sheets

Analyse attainment of all cohorts and groups to ensure that attainment is never less than the national expectations


Progress

The vast majority of pupils make at least expected progress and majority make more than expected progress against national age related expectations.



28 | P a g e

Quality of Teaching

The quality of teaching is consistently good with much outstanding

Teaching overview document, lesson observation records

Teachers and teaching assistants have high expectations of pupils achievement and are successful at planning and teaching lessons which enable pupils to learn extremely well

Teaching overview document, lesson observation records, Teacher’s planning

High quality marking and constructive feedback focused upon how pupils can improve their work to ensure they make at least good progress over time.

Book scrutiny

Evidence within topic books demonstrates clear links between curriculum subjects, with particular reference to writing

Book scrutiny

Post it note science is delivered at least once per curriculum area to ensure children have experience of At1

Book scrutiny, Lesson observations, Teacher planning

Computing is delivered during discrete teaching once per fortnight.


Evidence within topic books reflects clear differentiation for all groups within cohorts.

Book scrutiny, Lesson observations

The learning wheel is used to ensure that teachers plan, deliver and assess against each section to ensure higher order thinking skills


The planning of work demonstrates that tangible first hand experiences begin learning to engage children’s interest and curiosity.



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D. To raise the GLD in EYFS so that children make consistently high rates of progress from their starting points, academically,

socially and emotionally.

E.Y.F.S. Good Level of Development Indicator

Environment update

Rates of Progress from below on entry


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Strategic Achievement Improvement Action Plan 2015 – Achievement and Quality of Teaching Lead people accountable for driving improvement and securing outcomes Lisa Williams/Rachael Sharp Link Governor Sinead Blythin

Priority: D. To develop a curriculum which promotes a thirst for knowledge by teachers using tangible experiences to enhance children’s understanding and love for learning.


Finance Plan

Budget £17000

Funding Source Training - 19001 Supply - 18001 Tenants Maint - 24001 Ed Materials - 40006 Furniture - 40005


Achievement From on an entry starting point which is typical for their chronological age, 73% of children reached a good level of development in 2014. Therefore, the achievement of the 2014 cohort has been judged to be good. School leaders have therefore judged EYFS to be good overall as a consequence. The main limiting factors to the Good Level of Development were reading and writing where 8 children across those two areas did not reach the target of the Early Learning Goal (ELG). The prime areas of learning continue to be a strength of the school with 90%+ children reaching the ELG in those areas. Likewise in specific areas which are not Literacy or Mathematics children’s progress and attainment are outstanding. Transition matrixes for Reception indicate that in Literacy and Mathematics 80%+ children made expected progress with 17% of children making more than expected in mathematics, 20% in reading and 10% in writing. Quality of Teaching A new Reception teacher has started at Boughton Heath Academy (January 2015). The previous overall quality of teaching was judged as good as a consequence of the 2014 achievement. Leadership and Management School leaders currently judge EYFS to be good, as a result of standards which have fallen from 2013. Coupled with issues such as the outdoor learning space and internal environment needing renovation, the organization of education programmes in reception, such as writing across the curriculum, need evaluating to ensure that they are never less than outstanding. Use of assessment systems in school need further evaluation to ensure that children are tracked by Foundation Stage leaders more rigorously. This should be linked to coverage of development matters bands and foundation stage profiles. Senior leaders within the school have been quick to identify potential areas of development within EYFS and although achievement is good (2014) the school’s pursuit of excellence is such that leaders feel that grading is not acceptable.


Attainment The percentage of children achieving a GLD (Prime plus Reading, Writing, Number and SSM) to be

above 90%. Gaps between the attainment of groups of children and all children nationally, including those for

whom the school receives additional funding are either not in existence or are closing rapidly.

Progress For vast majority (95-100%) of children to progress to and achieve the ELG whose starting points are

below their chronological age on entry For the vast majority (95-100%) of children to progress to and demonstrate elements of the ELG

whose starting points are significantly below their chronological age on entry. Almost all children (97-100%) to progress to and a small minority (20%-40%) exceed the ELG whose

starting points are typical for their chronological age on entry. For all children to exceed the ELG whose starting points are above their chronological age on entry. In all FSP areas the percentage of children making expected progress to be above 95% and more

than expected to be above 20%.

Children have educational programmes throughout the year where they are challenged to engage in open ended activities, working together and collaboratively.

Curiosity and fascination in unusual objects, places and abstract concepts such as respect and concentration.

Children are inducted into the school using the moral compass to raise issues such as rights of children and teachers, respect and responsibility.

The use of the outdoor area and forest school provides excellent opportunities to exercise, collaborate, use good social skills and development personal skills.

Children are provides with a range of cultural opportunities in which they explore attitudes, values and traditions, particular within philosophy for children sessions.

Weekly yoga opportunities provide excellent opportunities for spiritual development training children’s bodies to be calm, thoughtful and reflective.


31 | P a g e

Quality of Teaching Lesson observations demonstrate outstanding teaching over time and this is reflected in outstanding

achievement The environment is highly stimulating and is consistently updated to reflect changes in planning and

children’s ongoing learning Planning demonstrates objective led, imaginative experiences that meet the needs of all children Use of 2simple software enables an accurate assessment picture which record high quality

observations which are sharply focussed on children’s learning and development Children are highly motivated and eager to join-in, consistently demonstrating the characteristics of

effective learning, due to high quality provision Clear strategies and policies are in place to engage with parents and carers

Support assistants are deployed effectively to support on-going learning within class by effective communication of planning objectives

Children have opportunities to appreciate artwork visiting galleries.

Philosophy for children allows pupils to voice questions and give them space for their own thoughts and ideas. It also allows them to think through consequences morally and gives them confidence to understand other’s needs, interests and views.

Staff model interactions and relationships to ensure children have a good understanding of fairness, respect and care.


Staff to use 2Simple software to ensure coverage of FS profile RS September 2014- July 2015

None None

Use of 2simple software to provide high quality assessments through observations, linked to the FSP

RS September 2014- July 2015

None None

Learning Journey profiles to hold a copy of 2 simple assessments as well as relevant evidence of writing and children’s work.

RS From Jan 2015 None None

EYFS planning to reflect objective led approach, which responds to children’s ideas and interests.

RS From Jan 2015 None None

Ensure provision within Reception class allows for all 13 areas of learning, particularly during continuous provision timetabling

RS From January 2015

None None

To ensure writing and phonics opportunities permeate the continuous provision to make certain those children who enter below typical in writing reach Early Learning goal in writing


None None

To implement a continuing rigorous approach to phonics teaching to ensure that the vast majority of children reach ELG in reading demonstrating links within continuous provision so that children can apply their knowledge independently.


None None

Rigorous implementation of on-entry, baseline assessments that indicate sig below, below, typical or above.

RS Jan 2015 None None

Complete internal and external refurbishment to Reception class including:

New sinks and wet area to replace old Internal wall and windows to be built All woodwork to be renovated New storage units to replace old Old furniture to be replaced Outdoor fence to be replaced and moved to encompass the

adventure playground New surface (3G turf) to be laid underneath the canopy. Container to be moved to increase floor space

SE Easter 2015 None £15,000 Breakdown: £4000- Fence £5000- internal refurbishment £4500- Astroturf £1500- furniture


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Cloak room to be renovated.

Purchase 6 ipads for Reception class. DW Easter 2015 None £1000

Update outdoor risk assessment post renovations to the Reception outdoor area.

RS Easter 2015 None None

Production of transition matrices for, reading, writing, number, SSM, to demonstrate expected and more than expected progress across FS

RS July 2015 None None

Attainment grids produced to reflect on-entry and exit attainment RS July 2015 None None

Staff to attend moderation meetings with MAT, EIP and LA schools to ensure reliability of judgements.

RS Spring and Summer Term

None None

To ensure communication with parents ensures learning opportunities are passed on to school, assessments are shared with parents and information from class trips etc. is known by the use of:

a termly newsletter 2Simple assessments to be emailed each half term Share the learning- Parents to view children learning journeys

Play and stay sessions open once a half term with parents

RS Spring and Summer Terms

None None

To provide professional development opportunities to new Reception teacher including:

Stage 1 Forest School training Block play 5 day course Moderation training with CWAC LA advisors Early excellence Centre training- New baseline assessment

methods for 2015

SE Spring and Summer Terms- possibly into Aut 15

See courses opposite

£1000

Monitoring


Rachael Sharp and Lisa Williams Reception Teacher and Year 1 Teacher (SLT member) Sinead Blythin Link Governor

Progress Does the school hold Reception data evidence that the

proportion of pupils making ‘more than expected progress’ (e.g., below to Exceeding) is high compared with national data?

Attainment Is the GLD high compared to national data? Is there a gap between disadvantaged and non?

Has any under attainment been identified? If so, what actions have taken place to secure improvement? Have these been effective?

Quality of teaching Is learning and teaching consistently ‘good’? Does the curriculum provide highly positive, memorable

and rich experiences for high quality learning in all areas of the Foundation Stage?



PDM material; HT termly reports to Governors; newsletters; curriculum information to families; school website; pupils’ writing assessments; pupil voice questionnaire findings; learning environment photographs; CPD records for staff; Learning Journeys; 2 simple profiles School held data; teacher assessments;

underachievement class action plans; Learning Walk moderations; evaluations of quality of teaching; moderation of pupils’ work & teachers’ planning; external validation; LA data summaries

EYFS learning review, LA moderation, ECCERs Test


33 | P a g e


Attainment

The percentage of children achieving a GLD (Prime plus Reading, Writing, Number and SSM) to be above 90%.

BH data Booklet and LA data analysis

Gaps between the attainment of groups of children and all children nationally, including those for whom the school receives additional funding are either not in existence or are closing rapidly.

BH data Booklet

Progress

For vast majority (95-100%) of children to progress to and achieve the ELG whose starting points are below their chronological age on entry

BH data Booklet

For the vast majority (95-100%) of children to progress to and demonstrate elements of the ELG whose starting points are significantly below their chronological age on entry.

BH data Booklet

Almost all children (97-100%) to progress to and a small minority (20%-40%) exceed the ELG whose starting points are typical for their chronological age on entry.

BH data Booklet

For all children to exceed the ELG whose starting points are above their chronological age on entry.

BH data Booklet

In all FSP areas the percentage of children making expected progress to be above 95% and more than expected to be above 20%.

BH data Booklet

Quality of Teaching

Lesson observations demonstrate outstanding teaching over time and this is reflected in outstanding achievement

Lesson observations and pupil discussions

The environment is highly stimulating and is consistently updated to reflect changes in planning and children’s ongoing learning

Environment audit and ECCERS audit

Planning demonstrates objective led, imaginative experiences that meet the needs of all children

Teacher’s planning


34 | P a g e

Use of 2simple software enables an accurate assessment picture which record high quality observations which are sharply focused on children’s learning and development

2Simple profiles and learning journeys

Children are highly motivated and eager to join-in, consistently demonstrating the characteristics of effective learning, due to high quality provision

Lesson observation, learning walks

Clear strategies and policies are in place to engage with parents and careers

Parent feedback and questionnaires

Support assistants are deployed effectively to support on-going learning within class by effective communication of planning objectives


35 | P a g e

E. To collaborate with MAT schools to forge personnel links, developing protocols and

procedures to ensure efficient and effective working practices in all 3 schools. M.A.T.

Link HT/SLT/ SENCO/EYFS

/Maths/English SLs Joint working on 11 by 11 vision.

Assessment without levels


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Strategic Achievement Improvement Action Plan 2015 – Leadership and Management Lead people accountable for driving improvement and securing outcomes Steven Ellis Link Governor Joanne Lucy (chair LGB) Harry Ziman (Chair MAT)

MAT ACTION PLAN 2015

Priorities E. To collaborate with MAT schools to forge personnel links, developing protocols and procedures to ensure efficient and effective working practices in all 3 schools.


Finance Plan

Budget

Est. £6000 including supply demands where approp.

Finding Source

CAT BUDGET

Schools Current Position:

Boughton Heath Primary School, Mill View Primary School and Kelsall School will be forming a multi academy trust named Cheshire Academies Trust. This joint venture will see BH and MV convert to academy joining Kelsall on 1st January 2015. Each school will be recognised as an individual and their own core values and ethos will remain. However all 3 schools understand the benefits of shared and collaborative working practices to improve effectiveness in each school. On that basis, two main priorities have been established as CAT is formed. One; refers to how the MAT schools will be linking their staff to benefit CPD and working practices and two; developing an assessment system which is not linked to National Curriculum levels.

Success criteria: Leadership and Management

To develop and implement MAT wide protocols for communication, collaboration and shared working practices to improve staff practice and outcomes for children. Success Criteria – (note strategic levels include HT/DHT/SLT/SENCO/EYFS/ Ma/Eng)

Creation of a document outlining shared practice and communication protocols Creation of timetables and schedules for MAT personnel to link together Shared policies and procedures at CAT level agreed and implemented At each strategic level, staff to write an evaluation demonstrating impact on practice and outcomes for children. At all strategic levels identified staff will meet at least once per term working on agreed agendas/outcomes School Councils in CAT schools to meet termly To implement a joint INSET creating 11 by 11 document. To provide stakeholders with a link to CAT vision and documentation on individual websites.

Quality of Teaching

To devise and implement an effective assessment system to use pupil assessment information and data to improve learning in the classroom and at key points of transition between key stages (EY to Year 1; Year 2 to Year 3) in each school Success Criteria

A review of school assessment practices and changes to the curriculum by senior leaders have informed a new whole school system for assessment across CAT

The assessment system is linked to the school’s curriculum and sets out what pupils are expected to know, understand and do, and by when

The assessment system uses formative and summative assessment to ensure that pupils, teachers and parents know if pupils are achieving the expected standard

Teachers make consistent judgments and adopt the best practices of working together to moderate assessments for year groups and end of keys stages

Assessment practices are accurate through both internal and external standardisation and moderation Any assessment is used to modify teaching so that the vast majority of pupils achieve at least expected standards by the end of the year

or key stage


37 | P a g e

Action Lead person accountable for the action

Time Scale Start and End dates

Training/CPD needs

Resources/Costs/Time

Leadership and Management

Develop protocols for working at all strategic levels creating a protocols document to be shared with staff

SW, SE, DW Spring Term None Fortnightly Meeting between HT/Pr

HT/Pp to hold meeting fortnightly to determine actions in relation this action plan


Link individual schools leadership overviews to ascertain a timetable of support and meetings across the year, which is broke into levels and terms.

SW, SE, DW Spring Term None None

Create an agenda/evaluation document for staff to use when working together in order to demonstrate impact of collaborative working


School council leaders in each school to arrange for pupils to attend joint sessions at each school across the year

School Council coordinators

Spring Term None Mini bus to transport children to one school

SBM to liaise with HT/Pp to book speaker and venue for joint INSET. LJ Spring Term None Fortnightly Meeting between HT/Pr

Map out agenda for INSET day with all 3 schools working together to formulate 11 by 11 experiences.

LJ SW, SE, DW Spring Term None Fortnightly Meeting between HT/Pr INSET day venue and speaker £4000- CAT BUDGET

To create CAT page on individual school website which details shared vision and principles.

SW, SE, DW Spring Term None Website costs £500

Quality of Teaching

HT/Principals to review current assessment practices from EYFS to end of Key Stage One; Year 3 to end of Key Stage 2

SW, SE, DW Spring Term None None

Research new best practice models of assessment available (e.g. FOCUS education materials, Opitmum etc)

SW, SE, DW Summer Term None Leadership Time for leaders across each school Supply costs

Identify relevant training courses to further knowledge re: assessment practices

SW, SE, DW Spring Term None Relevant training events £1000

Evaluate and agree the effectiveness of new assessment models SW, SE, DW Summer Term None Leadership Time for leaders across each school Supply costs

Create a whole school curriculum overview to clearly outline what pupils are expected to know, understand and do in each year group for every subject (school level)

SW, SE, DW Summer Term None None

Write an effective assessment system using formative and summative assessment to ensure that pupils, teachers and parents know if pupils are achieving the expected standard (termly tracking, reporting progress to parents, subject leaders to ascertain performance in their subjects)

SW, SE, DW Summer Term None Leadership Time for senior leaders across each school Supply costs

Write PDM materials with DHT to inform teaching staff of the new assessment procedures

SW, SE, DW Summer Term None None

Devise an assessment monitoring and moderation cycle to support teaching staff to use new materials effectively

SW, SE, DW Summer Term None Leadership time for Ht/Pr to work together


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Collate assessment headlines to support teaching staff to modify teaching so that the vast majority of pupils achieve at least expected standards by the end of the year or key stage

SW, SE, DW Summer Term Leadership time for Ht/Pr to work together

Coach & mentor colleagues within school SW, SE, DW Summer Term None None

Monitor & evaluate implementation process SW, SE, DW Summer Term None None

Establish monitoring opportunities across Cheshire Academies Trust SW, SE, DW Summer Term None Leadership time for Ht/Pr to work together

To jointly hold an INSET day to draft 11 by 11 experiences SW, SE, DW Autumn Term None £4000 venue, speaker and stationary

Monitoring

Who What Where When External Validation

Steve Ellis- Principal at Boughton Heath Academy Susan Walters- Headteacher at Mill View David Waring- Principal at Kelsall Primary Link Governors

Joanne Lucy- Chair at BHA Moira Connelly- Chair at Mill View Harry Zimann- Chair at Kelsall Primary

Collaboration and sharing outstanding practice: Do senior leaders work

collaboratively to share and extend outstanding leadership and practice across all 3 schools?

Do leaders within school collaborate termly?

Have children from all 3 schools had a chance to

interact? Have staff within the trust

collaborated to create a shared vision and 11 by 11 practice?

Do all 3 schools have a systematic and rigorous approach to assessment without levels?

Spring Summer and Autumn Terms HT termly reports to Governors; newsletters; curriculum information to families; school website; pupils’ writing assessments; pupil voice questionnaire findings; learning environment photographs; CPD records for staff HT, Trustee and LGB minutes

Across all 3 MAT schools.


Leadership and Management

To develop and implement MAT wide protocols for communication, collaboration and shared working practices to improve staff practice and outcomes for children.

Creation of a document outlining shared practice and communication protocols

Protocol and shared practice document

Creation of timetables and schedules for MAT personnel to link together

Timetables lined to leadership overviews

Shared policies and procedures at CAT level agreed and implemented

Policies and procedures implemented


39 | P a g e

At each strategic level, staff to write an evaluation demonstrating impact on practice and outcomes for children.

Evaluations from staff

At all strategic levels identified staff will meet at least once per term working on agreed agendas/outcomes

Minutes of meetings

School Councils in CAT schools to meet termly Minutes of school council meetings

To implement a joint INSET creating 11 by 11 document. INSET day minutes 11 by 11 document

To provide stakeholders with a link to CAT vision and documentation on individual websites.

CAT website

Quality of Teaching


A review of school assessment practices and changes to the curriculum by senior leaders have informed a new whole school system for assessment across CAT Teachers make consistent judgments and adopt the best practices of working together to moderate assessments for year groups and end of keys stages

School/CAT Review

The assessment system is linked to the school’s curriculum and sets out what pupils are expected to know, understand and do, and by when

Assessment system in place and used by staff

The assessment system uses formative and summative assessment to ensure that pupils, teachers and parents know if pupils are achieving the expected standard

Assessment system in place and used by staff

Teachers make consistent judgments and adopt the best practices of working together to moderate assessments for year groups and end of keys stages

Assessment system in place and used by staff Moderation Minutes between CAT schools

Assessment practices are accurate through both internal and external standardisation and moderation

Moderation Minutes between CAT schools

Any assessment is used to modify teaching so that the vast majority of pupils achieve at least expected standards by the end of the year or key stage

Data booklets KPI measurements across CAT schools

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