To improve the effectiveness of the Governing Body To ensure Pupil Premium children make accelerated progress to narrow the gap, particularly in Writing Action required Success criteria including interim milestones Personnel delivering Personnel monitoring Time Cost Impact Measure Analyse national test data and support KS2 staff in knowing their key focus areas. Core SLs and KS2 leader use FFT Aspire to analyse KS2 data to identify strengths and weaknesses in T&L. Share analysis with the phase. Discuss focus areas. Teachers plan for the key areas. Phase leaders check planning and monitor teaching. DH KS2 leader leaders DH DH SL time Phase meetings LT time FFT course 29.9.17 £100 Phase meetings None Areas for improvement are highlighted, suitable provision is in place. Gaps in teaching & knowledge will be filled. All children will achieve. Governors to hold SLT to account.
Continue to develop teachers understanding of what ‘Expected’ and ‘Greater depth’ looks like for their year group. The End of KS1/KS2 Interim document and target checklists given by the English subject leader are used to assess children’s progress in Writing. Development Matters and Early learning exceeding outcomes to assess in EYFS. Allocated time in Phase meetings will be given to moderating. Continue with cluster moderation and inset moderation to ensure accuracy of the schools assessments. Year 1-6 teachers EYFS teachers Phase leaders AH KS1/KS2 phase leaders EYFS leader SLT AH From September 25th 2017 None High expectations are set for all; children are suitably challenged and a higher percentage of pupils Greater depth at the end of Reception, Year 2 and Year 6. Judgements to be agreed with a phase leader/senior leader. LT holding teachers to account. Monthly CTG meetings to hold SLT to account. Regular focussed learning and peer observations are in place to improve the quality of teaching across the school. NQTs are timetabled to watch Good/Outstanding lessons on a weekly basis as part of their CPD. Learning walks to monitor new staff and NQTS have been carried out within the first week. Paired learning walks have been scheduled with senior leadership and middle leaders. Books and planning are regularly monitored. KS1 and KS2 phase leaders SLT LT Middle leaders DH SLT SLT AH From Sept ‘17 Friday 8th September (New staff observations) Learning walks w.b. 2nd October None All teachers deliver stimulating, challenging lessons where all pupils make good or better progress. Teachers develop their skills and confidently deliver lessons. Pupil progress is more rapid within lesson because teaching is good or better All groups of pupils are challenged and make at least
walks with SLT and Paul Wiggins expected progress seen in learning walks. Monthly CTG meetings to hold SLT to account. Governors to hold SLT to account. LT holding teachers to account. Regular modelling and team teaching are in place to improve the quality of teaching and learning across the school. Lessons or elements of lessons are modelled to all teachers as a way of driving improvement. Some staff will need more guidance than others. Learning walks to monitor improvements in T&L. All phase leaders LT DH SLT W.b 18.9.17 Ongoing each week Release time for some teachers All teachers deliver stimulating, challenging lessons all pupils make good or better progress. Teachers develop skills and confidently deliver good lessons. SLT hold LT to account in weekly LT meetings. Monthly CTG meetings to hold SLT to account.
Pupils to receive consistently good teaching over time New lesson observation template using Perspective Staff to be observed for shorter periods and more often through learning walks of 15 - 20 minutes. Teachers to receive high-quality guidance and support Clear expectations of all staff Half termly peer observations for all teachers. CPD opportunities enable to develop a better understanding of quality teaching and learning Continue to support Middle Leaders to carry out joint learning walks DH LT AH LT SLT Phase leaders DH October ‘17 Phase leaders and Eng/Maths SLs Learning walks demonstrate that teachers have made progress towards addressing their targets from previous LWs Teachers see high quality T&L in practice through peer observations and visiting outstanding local schools PP children achieve in line with their peers showing the impact of the funding Monthly CTG meetings to hold SLT to account. Governors to hold SLT to account. To improve the effectiveness of the Governing Body Recruit a clerk to the GB Recruit new governors and chair to build capacity Then move to 3 committee structure Develop a Governor code of conduct Governors to develop financial management so that it is strong, with a particular focus on ensuring the pupil premium is used effectively of Govs HT By Oct ‘17 None GB reduced to 14 members Good attendance at committees and FGB Governors to hold HT to account and play the role of critical friend Monthly CTG meetings to hold SLT and of Govs to account. Trial
QUALITY OF TEACHING, LEARNING AND ASSESSMENT All pupils need to be achieving equally well. Teaching is consistently good across the school. Refine formative and summative assessment practices in the school to inform teaching and learning. Action required Success criteria including interim milestones Personnel delivering Personnel monitoring Time Cost Impact Measure Develop a comprehensive CPD programme with a focus on effective pedagogy to raise teaching standards. Evaluate CPD provision for to determine what has been a success, what carrying forward and to identify any on-going or new training priorities for Create a Google Doc to facilitate monitoring of whole school CPD planning and monitoring Complete schedule for September and Autumn term T&L sessions in light of the above AH DH by Sept ‘17 Jean £500 a day (2.1.18) £350 twilight session (Nov ’17) LWs demonstrate that lessons are all routinely of a good standard or above. PP children achieve as highly as their peers and make at least the expected levels of progress. 2018
progress made in lessons. Organise peer observations which link to teachers areas for development feedback and identify teacher’s strengths so that other teachers can observe and develop their own practise. Share peer observation timetables with staff. AH All teachers SLT W.b. 9.10.17 Cover Higher quality of teaching and increase challenge for all learners. Middle leaders to hold teachers to account. All teachers to teach weekly handwriting sessions and model the Nelson font in all examples. Discrete handwriting lessons are taught weekly in every class to embed joins. TAs/teachers/parents to mark and record the correct style. LOs, titles and messages are typed in this font to help model expectations in our environment. Examples of good practice are shown on the handwriting heroes display. English subject leader to see each teacher teaching handwriting to identify strengths and weaknesses. Teachers English subject leader T&L session 26.9.17 October ‘17 KS2 leader Week beginning from 11/9/17 None Release time for CI Standards in handwriting are raised and book looks reveal that pupils’ handwriting is of a consistently high standard across different curriculum areas. All pupils correctly forming letters and joining by the end of KS1.
Develop the teaching sequence to ensure children are producing higher quality pieces. Children’s spelling and grammar should improve as a result of carefully planned spelling lessons. English lead to introduce fortnightly cycle of planning a teaching sequence to develop higher-quality, extended written outcomes. Teachers are routinely planning for grammar, spelling, handwriting, reading comprehension and writing in a coherent way that enthuses children. Children will show extended writing in other areas of the curriculum. Writing will be a key at phase meetings. English SL SL Phase leaders w.b. 11/9/17 Training for Cherrie £30 High quality extended written outcomes evident in all children’s books across the school and across the curriculum. Book scrutinies reveal that all children receive a regular, rich diet of handwriting, spelling, grammar, reading and writing which follow on from each other. SLT hold LT to account in weekly LT meetings. Monthly CTG meetings to hold SLT to account. TAs to observe effective utilisation of TA during whole class teaching time to help enhance their own effectiveness and maximise children’s progress. Regular peer observations to be timetabled. Regular feedback to TAs. Teachers to deploy TAs effectively using the following strategies: Inclusion Leader Teachers TAs SLT W.b. 18.9.17 Autumn 1 Cover None TAs will be well deployed and move children’s learning on. Drop ins demonstrate
TAs to be proactively engaged in supporting and challenging learners during whole class teaching. Planning clearly shows deployment of TAs TAs to be proactively engaged with children during whole class input TAs to start a group off early during whole class sessions Training provided for TAs on a fortnightly basis Inclusion Leader Inclusion Leader during LWs Autumn 2 None effective TA deployment across the school SLT hold Inclusion Leader to account in weekly LT meetings. Work with teachers to identify key children who are not making expected progress and implement strategies to move learning on. Identify key children. Work with class teachers to derive children’s needs. Discuss children in Autumn term pupil progress meetings. Phase leaders LT SLT W.b. 30.10.17 None Suitable provision will be in place and the gap will narrow. All children will achieve. LT holding teachers to account. Pupil targets are regularly updated and demonstrate children’s progress in a subject area. New target system for English and Maths introduced by SLs during September Inset days. Targets are appropriately selected from relevant documents Targets are reviewed at the end of each unit of work or more regularly Work in demonstrates where children have met targets All future work demonstrates that a child is secure in that area Core SLS Teachers LT and Subject Leaders during book scrutinies Autumn 1 Target sheets relevant to individual year group Books reveal steady progress against targets and children being moved on the more challenging ones on a regular basis LT hold Core SLs to account in weekly LT meetings.
Feedback against 5 key areas – pupil progress, quality of T&L, behaviour for learning, challenge and questioning SMART targets to work towards Targets to be reviewed in the next drop-in and followed up necessary. Supportive, collaborative book sharing in phase meetings to allow sharing of good practice Book scrutinies (new Perspective template) to generate targets for teachers to work towards and reviewed in the next book scrutiny. Core SLs meetings before Oct half term demonstrate impact of effective in-house CPD. SLT hold LT to account in weekly LT meetings. Monthly CTG meetings to hold SLT to account. Governors to hold SLT to account. Teachers to use assessment for learning strategies to review learning and progress and redirect learning accordingly to ensure that all children are consistently challenged. To ensure the marking policy is consistently applied Revisit assessment for learning strategies with teachers in T&L session Teachers conduct mini plenaries and plenaries to inform teaching Questioning is used throughout the lesson to assess and extend learning and progress Teachers plan for AfL opportunities including use of partner talk and mini whiteboards. AH in T&L session LT LWs and meetings 10.10.17 How children learn T&L session None Drop ins and book scrutinies show that teachers have redirected a child’s learning in light of AfL strategies SLT hold LT to account in weekly LT meetings. Develop staff confidence and skills in assessing attainment and progress of all learners accurately and use this information to inform planning and teaching. Introduce new assessment system – RouteMAP to progress and attainment Teachers to confidently assess their class against the KPIs DH Teachers LT LT book scrutiny RouteMAP training for teacher 28.11.17 £300 Data is accurate Work in books reflects teachers’ judgements of
EYFS Lead conducting regular learning and observations EYFS leader weekly teaching commitment in both Nursery and Reception. their future schooling at RGS EYFS leader to hold EYFS teachers to account To narrow the gender gap by improving outcomes for boys so they are achieving in line with the girls Reviewing our provision through audits SLT looking at how children access in learning walks and observations Phase meeting discussions and training CPD EY Leader Teachers EY Leader SLT End of Summer Term 2018 Cost of CPD Children achieving equally regardless of gender SLT hold EYFS leader to account in weekly LT meetings. Governors to hold SLT to account. Ensure consistency in phonics provision In-house tailored T&L sessions to focus on EY-specific phonics training Regular teaching of phonics and basic letter formation in Nursery EY leader to conduct drop ins and learning walks during phonics teaching time to monitor level of challenge across groups Peer observation conducted internally EY leader Teachers EY leader supporting in planning Literacy Lead to run training LT monitoring through LW To be in place by October 2017 Cost of CPD Children in all phonics groups across Nursery and Reception are being suitably challenged EYFS leader to hold EYFS teachers to account
Inspiration from CPD and current training To raise the standard of writing across Early Years, setting high standards and ensuring correct letter formation, pencil grip and writing stance from the beginning of the children’s writing journey. In house T&L sessions to focus on EY-specific writing training Regular teaching of letter formation on a basis External CPD across Nursery and Reception EY Leader Teachers EY Leader English Leader to run training To be in place by October 2017 Nil Children are taught correct letter formation initially which provides a good basis for their writing and presentation in their future schooling at RGS English SL to hold EYFS teachers to account Develop a new assessment and tracking system to ensure rigorous and accurate assessments Review of current assessment of a different online profile system (Tracker) for the first two weeks of July Consolidating current attainment data Devising a new, clear and robust assessment system in place with start and end of year data evident by the end of this academic year EY leader Teachers EY and LT Summer 2 A more refined tracking system from Nursery through to Reception which clearly identifies groups
SLT to hold EYFS leader to account To develop high quality learning environments in Nursery and Reception in both the indoor and outdoor environments, ensuring all types of learning styles are catered for and to monitor these closely Half termly audits Regular reviews of usage of areas Consideration for the environment in LWs and observations CPD Viewing other settings with outstanding environments to be inspired EY Leader Teachers EY Leader Ongoing Careful to High quality environments which provide children with fantastic learning opportunities. EYFS leader to hold EYFS teachers to account To ensure all staff in EYFS have relevant CPD training that is consistent across the phase and reflective of current initiatives. To compile a questionnaire to assess staff needs To review the courses available and deem people appropriate to attend training To provide in house, tailor made training along with different subject leads EY Leader Teachers TAs NNs Subject Leads EY Leader SLT Ongoing Cost of CPD Staff up to date on current research and initiatives and raising professional standards across EYFS.