Subject leaders to complete action plans for their subjects which all contain Policy review Observations Work sampling Pupil surveys Planning checks Subject leaders to track pupil progress and attainment and track against new curriculum standards – gather data to analyse our standards against these benchmarks. All subject leaders to present to staff termly at staff metings to increase knowledge and skills Now that there is capacity to delegate foundation subjects across staff we can enable higher levels of monitoring across non core subjects Make staff accountable for sharper understanding and evidence of progress across subjects SL release half termly across the year in addition to PPA – use SW to cover across the school as YN is reduced to morning sessions – when Yn is FT cost in cover for additional PPA £200 summer term Twice yearly monitoring of subject diaries (focused on actions and impact). Subject leaders responsible for subject as middle and senior leaders- Trish Young – Maths, RE, Science/IT Mandy Graves – English, Music Waters- EYFS, Art Catherine Tuckwood – phonics and Humanities Naomi Cater – PE Monitoring reports provided to HT. Verbal and written report provided to Governing body by Core Subject Leader. Staff to have well thought out plans that they monitor and action. - Core leaders clear and knowledgeable about the progress of the children and areas for development and under achieving groups. - Non-core leaders have a good understanding of their subject and the standards of the children in their subject. - HT training as ECP and AHT as lead moderator for NCC to assess standards and develop improvement across schools Work collaboratively with Trust to share skills and procedures to improve our systems involving visits to each other’s schools to identify strengths and weaknesses : offer challenge and support To increase our effective strategies to recognise, describe and deliver school improvement in wider contexts Income Paid £200 a day for moderator and £300 a day for ECP – likely 3 days for each role over year. Feedback from NCC/other schools Reports to Govs and Trust Trained staff as system leaders/ECP Evidence of supporting other schools In collaboration with our Trust network and with Governors to establish a firm future as a smaller school Restructure before Sept 17 ( 1 tch/lead /TA) Opportunities to link with Junior School due to low numbers children born in village for next 4 years Louise start planning process in Autumn 16 with consultation starting Jan 17 Complete restructure and avoid deficit over the 1st yr- repeat for next year. Maintain good provision for pupils
training with Pie Corbett. Planned phonics sessions in Nursery as well as Reception class. 16, Jan 17 and March 17. Jolly Phonics resources To develop the outside area. All children can be engaged in meaningful learning outside as well as inside. They can access resources and tidy them up! Outside area to be broken down into zones where resources can be stored and easily accessed. We are aiming for free flow, not free for all! Set up in Summer holidays 2016 but developed throughout the year. Tyres or fences to create zones, boxes and baskets for storage. Other resources to be assembled by staff. Hopefully old will be free. Resources sourced from charity shops and car boot sales. Baskets may be donated by Tesco. Independent activities to be well planned and link to the theme of the lesson, showing clear differentiation and progression. There is a clear development of these activities and resources from September through to July. Planning of independent activities shows clear progression. - Children engaged in their learning and can talk about what they are doing. - The EYFS staff are assessing the continuous provision and altering to the children’s needs. PPA time HT & SLT Planning scrutiny, talking to the children and observations. On going EYFS network meetings and additional Subject leader time - That baseline for YN and YR is implemented through NFER and TA and that data is accurate and used to move the children’s learning forward. Termly updates completed on time and analysed for groups of learners NFER is planned for and implemented in Autumn 1. - Data is entered onto pupil asset. - Data is scrutinised and used to move the children’s learning forward. - Data is used to set targets for children. - SEN is identified and forwarded to SENDCO. time HT & SLT Planning scrutiny, talking to the children and observations, scrutiny of data. Autumn 1 2016 - Quality of ongoing assessment improves for learning journeys and planning to make them outstanding across EYFS Sticker system – marking updates- home every three weeks – wow progress - clear links with planning Class tme EYFS staff meetings HT/SL Bought advisor
Independent and guided reading and writing are taught in the classes at appropriate during the year.To link with Talk for writing stories Resources are in place to help children with independent reading (non -word books) - Children can access phase 2 and are able to segment and blend words to read. - Phonics bug books are used to teach guided reading. Class time HT & SLT Planning scrutiny, talking to the children and observations On going - Subject Leader Action Plan Subject Maths Subject leader Trish Young Academic year2016/17 Objective (Taken from self-evaluation) Success criteria Actions (who) Timescale Resources/ training Cost Monitoring Note when actioned & how To keep parents informed of how maths is taught across the school Maths workshops carried out in September for both EYFS and KS1 parents Trish Young Beginning of Autumn term None Refreshments by L/Cat To embed language for learning and use of resources throughout classes Consistency throughout school- maths trugs on tables- key vocab displayed- children talking and reasoning in sentences TY to monitor and observe in classes and drop ins termly None None To ensure increased attainment of Girls continue to attain at greater depth. TY to monitor attainment and progress termly and ensure any gaps are quickly addressed termly None
girls at greater depth continues and no gaps between learners appear through year in KS1 There are no significant gaps between learners at end of year To ensure there are no gender gaps in EYFS particularly with regards to girls attainment and progress is on a par with boys or better Ty to monitor throughout year Girls to be targeted and intervention to be set up accordingly termly None Reading - Mandy Graves and Catherine Tuckwood 2016/17 Action Personnel Resources Monitoring Time Scale Success criteria Evaluation of Progress To refresh staff in planning and assessment of guided reading. To train staff in questioning techniques for group work. SL Class Teachers Staff Meeting Time Release time for SL to train TAs SLT & SL Through observations of guided reading sessions and group work. November 2016 - Staff will show greater confidence when delivering guided reading sessions. - Staff will be using a range of open and closed questioning. - Staff will be using higher level questioning techniques. - All children will access quality guided reading sessions. Children to have increased opportunities to write stories of quality based on Talk 4 writing training Class teachers Whole school stories that increase oracy and depth SLT Through observations and work scrutiny. More examples of children responding to the taught comprehension skill of the week through independent guided reading. On going - Children will respond to comprehension questions to challenge their understanding of the text. - A variety of retrieval, inference and text feature strategies will be planned for. - Children will be equipped with the skills to answer comprehension questions in sufficient detail through direct modelling from the main teaching input. Intervention groups to support in teaching the gaps. In particular for SEN and pupil premium children. Class teacher/SLT Intervention time SL/SLT to monitor data for impact. - Reading comprehension scores will go up in weekly lessons. - Test scores will improve at the end of term 1.