Embed pedagogical approaches to ensure ‘every teacher is a teacher of SEN’. Introduce SEN Passports for all staff access to pupils, needs Embed Dyslexia specialist provision and expertise for screnning and testing. Establish ASD hub to support ASD provision across the school Ensure all staff are training and have developing expertise in AET level 1 training and above KW/AV AV AV/KW KW KW Oct + Aug+ Oct + Oct + Jan + Sept Inset day 25/8 SEN time/ SEN surgeries through ‘token time’ Staffing costs Staffing costs + resources (Alderman Newton?) Training Inset day time (diss agg) Milestone Pupil interviews Learning conversations re SEN pupils and removing barriers Milestone Feedback from stakeholders SEN surgeries Milestone Feedback from stakeholders Progress and attainment data Learning conversations re ASD provision Learning Lesson Obs Systematic targeting of gap closure and consistent quality teaching ensures that all groups of pupils make progress that is at least good, with some that is outstanding G&T and more able pupils sustain high levels of performance as they continue to be challenged and so make progress that is at least good across the school.(RWM) SEN Code of practice is refreshed after one year to ensure effective SEN provision enables all pupils to reach pathway progress goals. PPG & HSC Embed pedagogical approaches to ensure effective removal of barriers to learning Join OLP Research group to further embed best practise to remove barriers Introduce Neglect Tool Kit for hard to reach families Introduce and embed targeted work with families to support basic skill and pupils’ homework. Embed PPG Health checks with staff AV KT JLM JLM/KT AV/KW KT Aug + Sept Aug+ Jan Nov Token time embedded DHT time Staff mtg time./Nurture Panel FLW time Token time Learning conversations re PPG pupils and removing barriers PPG Health checks Pupil interviews Progress and attainment data Data dives termly Uptake of mtgs Progress and attainment data Learning conversations re PPG/HSC pupils and removing barriers PPG i) 90% of PPG pupils make at least 6 steps progress or show mastery in their band. KW/
c) Writing i) 90% of pupils make at least 6 steps progress or show mastery in their band. ii) “Attainment in writing in is within 3% for each cohort target and gender gap overall is reduced by 3 percentage points from Autumn 1 to summer 2. OFSTED Improve teaching and accelerate achievement by ensuring more consistency in feedback to pupils on how to improve their skills in spelling, punctuation and handwriting. d) CLLD/Phonics 85% meet phonic standard in Year 1 e)Maths 90% of pupils make at least 6 steps progress or show mastery in their band. ii) and explore various approaches to embed maths mastery so that by July 2017 there is a an increase in pupil independence in applying reasoning in Maths Join Teacher Research Group to develop Mastery approach to teaching mathematics (Shanghai model), Introduce development of pedagogy Review tracking materials and develop assessment in line with a mastery curriculum Review materials and resources to support teaching and learning Embed maths challenge to raise status of mental arithmetic. Revisit, and make consistent strategies to teach and apply number bonds and multiplication/division facts Through further embed reasoning and problem solving teaching strategies to enhance and apply maths skills and pedagogical mastery Extend TA skills in supporting pedagogical mastery and maths functions. Carefully track progress in maths to identify where gaps might be appearing (Girls/FSM&PPG/SEN) KT Jan Oct/Nov By Dec Sept+ Jan Jan/Feb Data dive Dec/Mar DHT time CB release (TA) Staff meeting time DHT time £500 DHT time (+CB) Milestone, 1:1 supervisions Progress and attainment data – reviewing impact Book Scrutiny Lesson Obs Milestone, 1:1 supervisions Use of new materials, Learning conversations re use of text books /apparatus and other new materials Learning walks Learning conversations re development of maths mastery CPD feedback Progress and attainment data Book Scrutiny Lesson Obs Data dives termly Mastery strategies are introduced across the school and impact on outcomes indicates next for development. Pupils, skills in handling place value and basic functions support confidence in developing problem solving and reasoning. Pupils’ skills in reasoning improve as pedagogical mastery Teaching of reasoning and opportunity for curricular reasoning increases as evidenced in books. Maths vocabulary and use of language improves and this shows because pupils are able to discuss mathematical reasoning with confidence. Exceptional pupils are specifically challenged and benefit from maths mastery enrichment.