Fagley School Improvement Plan 2015-2016

No.

Objective

Responsibility

Actions

Timescales

Key Area: Effectiveness of leadership and management

Mathematics
A: Observing Lessons: teaching fosters
mathematical understanding of new concepts and
methods and develops depth of understanding and
Long term plan in each year group is used to ensure
Class teachers
readiness for the next stage of learning,
coverage and makes links to other areas of the
& NR
B: Discussions with pupils: ensures pupils acquire
curriculum.
mathematical knowledge appropriate to their age
KIRFs reintroduced to staff and used consistently across
NR
and starting points and enables rapid recall which
school to promote learning of instant recall facts.
is applied fluently and accurately,
NR learning
Maths areas rich in reasoning activities and using
C: Classroom Environment: resources and
walks and
equipment.
approaches enable pupils in the class to
discussions
Book scrutinies regularly completed (termly) with focus
understand and master the mathematics they are
with Class
on appropriate activities for ability and age and progress.
learning,
teachers.
Individual feedback given.
D: Book and planning scrutiny: enables pupils to
School council
Appropriate CPD offered to staff, responding to
solve a variety of mathematical problems and
learning walks
individual needs. (DP Year 6 courses)
enables pupils to apply their knowledge and skills
Bar Modelling Twilight and method adapted across year
in other subjects, where appropriate.
NR
groups 1 to 6
E: Further develop staffs mathematical
knowledge
F: Report to Governors
Term 1 Updates: Monitoring and Evaluating
F: Current maths policy reviewed and submitted to governors. Waiting for governors to approve.
E: Bar modelling training provided for all staff and follow up staff meeting for teachers to review bar modelling 18.11.15
F: Reported to governors in Autumn 1: re: new curriculum and maths at Fagley

Ongoing

Sept 15

Ongoing

Termly

Ongoing
Autumn Term

Spelling
Leaders communicate spelling action with staff
and governors.

English leaders

a. SG to check SPaG assessment with VR.

b. Leader to draft spelling resources and guidance for staff.

a. Autumn 2
b. Jan 16

Fagley School Improvement Plan 2015-2016

c. Leader to share resources and guidance with SLT

d. Leader to share above with staff at staff meeting and
generate end of term (spring, summer) or half term
(autumn 1 and 2) assessments with staff through guidance
during this time.
e. SLT to determine how this is passed on to support /
absent staff
f. Leader to inform governors of spelling action through
Spelling Policy.
g. Spelling Policy revisited at staff meetings to remind staff
of expectations and good practice

c.
d.
e.
f.
g.

termly

Jan 16
Wed 13th January 16
Wed 13th January 16
Feb 16
Spring 2 onwards

Term 1 Updates:

Assessment
1

Leaders to gathering evidence about the quality of

teaching, learning and assessment in the school.
Leaders to scrutinise pupils work, talk to pupils
about their work, gauging both their
understanding and their engagement in learning,
and obtain pupils perceptions of the typical quality
of teaching in a range of subjects.

HT

1) To perform termly lesson observations.

DHT

2) To collect data

AHT

3) To scrutinise pupils work.

Maths / English
leaders

4) To perform pupil interviews.

Leaders to evaluate evidence relating to the

achievement of specific groups of pupils and
individuals, including disadvantaged pupils, the
most able pupils, disabled pupils and those with
special educational needs.

HT

1) To collect data from termly assessments

DHT
AHT

2) To track the progress of the specific groups.

>Disadvantaged pupils
> The most able
> Disabled pupils
> SEN pupils

termly

Fagley School Improvement Plan 2015-2016

3) To identify pupils to receive intervention support.

3

Leader to scrutinise the schools records and

documentation relating, for example, to pupils
academic and vocational achievement and the
welfare and safety of pupils in alternative
provision

SLT

Leaders to perform joint observations of teaching

and learning carried out with the headteacher
and/or senior staff.

SLT

1) To scrutinise the school records for achievement, welfare

and safety.
2) To update the provision records

Subject
leaders

1) To perform joint observations and give feedback to staff

on their strengths and weaknesses of teaching, learning and
assessment.
2) To use professional development and performance
management to improve the quality of teaching.

Leaders to gather performance information on

progress, attainment, attendance and exclusion to
evaluate:
overall consistency in performance, trends of
improvement or decline, and differences
between groups
the accuracy of the schools assessment of
pupils progress and attainment
the robustness and accuracy of the schools
self-evaluation or equivalent, particularly
about pupils outcomes, teaching, learning and
assessment and pupils personal development,
behaviour and welfare.
To evaluate the curriculum, ensuring breadth and
balance and its impact on pupils outcomes and
their personal, development, behaviour and
welfare
How effectively leaders use additional funding,
including the pupil premium, and measure its

1) To collect performance information on Progress /

Attainment Attendance/ exclusion for all year groups
2) To carry out monitoring of assessment data.
3) To identify and challenge under achievement.

SLT

1) To monitor the Long term planning from year groups.

Maths / English
leaders

2) Staff to use a creative curriculum approach to learning to

help develop pupils outcomes.

SLT

1) To use the data to track pupil premium children.

termly

Fagley School Improvement Plan 2015-2016

impact on outcomes for pupils.

8

Improve staff practice and teaching, learning and

assessment through rigorous performance
management and appropriate professional
development

Teaching staff
SLT

1) Staff to improve their teaching, learning and assessment

through the lesson study approach to focus on AFL
2) Staff to have performance management meetings when
targets are set.
3) Staff having opportunities to have appropriate
professional development.

Term 1 Updates:

Key area: Quality of teaching, learning and assessment

Mathematics
A: Observing Lessons: Mathematics necessary to
function as an economically active member of
British society are promoted through teaching and
learning.
B: Discussions with pupils: Teachers embed
mathematics exceptionally well across the
curriculum, where appropriate.

NR and AL

NR and WA

Promote school bank and train some of the children in

Year 6 to complete paperwork each week.
Appropriate cross-curricular links in planning and books
(seen during book scrutinies)
Staff use NCETM reasoning activities and other
resources to promote fluency of knowledge and skills and
reasoning and problem solving.
Outdoor maths resources developed

Autumn Term

Whole class teaching when non-phonics children are a

majority (LKS2); small group teaching where non-phonics

Jan 2016 onwards

ongoing

ongoing

Term 1 Updates Monitoring and Evaluating

Spelling
All children beyond Phase 5 phonics tracking have
three weekly spelling lessons of 20 minutes or one

a.

Class
teacher; KB

a.

Fagley School Improvement Plan 2015-2016

1 hour lesson.

Children are regularly exposed to printed text to

consolidate their visual memory of spellings (the
ability to apply phonics skills and know if it looks
right)

b. Class
teacher
c. Class
teacher
d. Class
teacher
e. Class
teacher and
SG
f. SG
g. Class
teacher and
SG
h. Class
teacher; KB

a.

Class staff;
SG, DP.
b. Class staff
c. Class
teachers

children are a minority (KS1).

b. Class teachers initially teach and then regularly revisit
Phase 6 spelling content within these sessions.
c. Class teachers cease to teach from Support for Spelling
document following Phase 6 content: this document does
not cover the content of the new national curriculum.
d. Teachers ensure that children beyond Phase 5 phonics
are not expected to learn some spellings, but can
identify and apply spelling patterns. This may initially be
applied wrongly, e.g. runned.
e. Class teachers use the year-on-year spelling content
linked to grammar (in the Fagley Primary spelling policy)
to teach content to classs needs. Teachers regularly
revise and revisit content from previous year groups,
including from Year 1 to assess and maintain childrens
competence and exposure.
f. Children graded at 15/20 (75%) or above at end of term
assessment are working at ARE; children 0-14/20 are
below ARE and children 19-20/20 are expert spellers.
Children are not above ARE as children are taught in
depth at year group objectives only.
g. Class teacher (from daily teaching and termly test) and
SG (from termly test review) flag any children
overlooking Phase 5 spelling patterns intervention put in
place.
h. Children participating in other interventions during
weekly spelling lesson (e.g. C Blythe) are not children well
below ARE for spelling. Where this is unavoidable, class
teachers reiterate spelling patterns throughout week.
a. Check that children have access to and choice of a broad
range of colour-banded books.
b. Children have Reading Records that travel to and from
home with them. These are completed with suitable and
engaging challenges and regularly checked (signed) by

Spring 1

Fagley School Improvement Plan 2015-2016

Class staff ensure children copy spellings

correctly

a. Class staff
b. Class staff;
SG

Ongoing share in
Wed 13th January
staff meeting

a.

Class staff adopt colour scheme (grammar) for

display of words to allow children to practise
writing these (correctly) when applying them to
their own writing.

Term 1 updates:

SG; CP/KB
to allocate
slot; class
teachers to
inform
TAs?
b. SG. HE to
order; can a
TA label?
c. SG to send.
Class
teachers to
adopt /
adapt to
preferred
appearance.

class staff to encourage this behaviour. Guided Reading

sessions are text-based the majority of the time.
Audio/visual narratives to be based in English sessions.
a. Develop expectation to copy the title (if displayed clearly
and consistently so the children know where to find it)
correctly.
b. Display key words (that children will regularly use within a
topic) prominently so they can be read from childrens
seats apply above expectation
c. HFWs, common/familiar words to be regarded as positive
learning behaviour skills.

a.

SG to discuss impact on Speech and Language system with

Aoife
b. SG does reminder of this system (meeting). TAs attend
or class teachers inform TAs,
c. SG provides range of marker pens (two sets) for each
class in pencil case, labelled e.g. blue pen has NOUN
sticker on it. Class staff to introduce new vocabulary
using appropriate colour.
d. SG provides templates (electronic) and photocopies of
her resources for static display to support above.

a. Autumn 2
b. Wed 13th January
2016
c. Order from Helen
Autumn 2 provide
Wed 13th January
d. Wed 13th January

Fagley School Improvement Plan 2015-2016

Assessment
To improve the good practice for assessment for
learning through a consistent approach to marking,
feedback and improvement of work. Teachers
provide adequate time to pupils to help embed
knowledge, understanding and skills securely.

Teachers

1) Staff meetings
2) Book scrutiny to ensure children are responding to
feedback (using green pens) AFL
3) Pupil interviews with their work.
4) To use Chris Quigley milestones to help set targets and
show progress.

To develop a new system for assessing pupil

progress in Maths and English to replace current
levels

AHT

To monitor pupil progress to identify

underachieving individuals / groups to target
teach to raise standards.

SLT

1) Data to be collected and analysed

Teachers

2) Underperforming children to be identified during pupil

progress meetings and interventions to be performed to help
them achieve ARE.

Teachers to use assessment for learning to

establishing pupils starting points, teacher
assessment and testing to modify teaching so
that pupils achieve their potential by the end
of a year or key stage.

Teachers

1) Teacher to use assessment for learning strategies through

skilful questioning and assessment.

Teachers

1) To ensure the use of the Chris Quigley milestone for the

assessment of English

On-going throughout
the year

2) To train staff on the new assessment tracking program.

2) To use Blooms taxonomy to ask questions to ensure higher

order thinking skills are applied.
3) To ensure that work is differentiated accurately
4) Interventions within teaching are applied so that pupils

termly

termly

Fagley School Improvement Plan 2015-2016

make good progress.

Term 1 updates:

Key area: Personal development, behaviour and welfare

Mathematics
B: Discussions with pupils: Pupils are confident
with their age appropriate times tables and maths
facts.

Celebration assembly maths focus and times tables

challenge every two weeks.

Term 1 Updates Monitoring and Evaluating

Spelling
Children embed knowledge of the more common
spelling patterns in English, helping them to
become clear and confident writers
Term 1 updates:

QoT 1-3
All staff

QoT 1-3

Fagley School Improvement Plan 2015-2016

Assessment
To develop pupils attitudes to learning to have a
positive impact on their learning. To help pupils to
develop their self- confidence and self-belief in
their learning so they are proud of their
achievements.

Pupils

1) To use The leader in me / seven habits within school

SLT

2) Celebration assembly

Teachers

3) Focus on learning behaviour with the behaviour policy.

On going

Term 1 updates:

Key area: Outcomes for pupils achievement

Mathematics

A: Observing Lessons: Throughout each year

group, pupils make substantial and sustained
progress
B: Discussions with pupils: pupils develop excellent
knowledge, understanding and skills
C: Classroom Environment: The progress of the
most able pupils matches or is improving towards
that of other pupils nationally.

Discuss with
teachers at
next staff
meeting

Trialling use of stickers in the book for AFL (basic,

advancing, deep)

Report on maths attainment every half term (instead of

termly) and include data for all groups including
disadvantaged children
Purchase assessment scheme to assist teachers assessing
with no levels. Introduce at staff meeting.

Support and materials used for children introduced to

new concepts and methods and chdn struggling to grasp
concepts and methods.

Term 1 Updates: Monitoring and Evaluating

Stickers printed and being used in Years 1 to 6
B: Assessment scheme (Rising Stars) purchased and used for Autumn 1 data collection to inform teacher
judgement.

Autumn Term

Half termly

Fagley School Improvement Plan 2015-2016

Spelling
Children write with greater fluency and
confidence as the most common spelling patterns
are known to them.

Spring 2016+

All staff
Children witness progress in their results from
their Autumn 1 spelling assessment to their final
Summer assessment.
Childrens consistent exposure to and
understanding of the grammar colour scheme
enables them to understand and apply new
spellings in the correct context in their own
writing.

a. Staff teach from spelling guidance

b. Staff assess children per term (half term in autumn)
c. Staff feedback to children and arrange suitable
intervention (additional to lessons or within lessons) to
address gaps in knowledge.

As QoT 4
All staff

As QoT 4.

SLT

To track the progress of pupils to reach the national

standards of 85% at ARE

Term 1 updates:

Assessment
Leaders will take account of current standards
and progress and make a relevant judgement on
academic and other learning outcomes for children
and learners by evaluating the extent to which
they:

progress well from their different starting

points and achieve or exceed standards
expected for their age
attain relevant qualifications so that they can
and do progress to the next stage of their

Teachers

Year 1 phonics to achieve 74%

termly
End of year data

Fagley School Improvement Plan 2015-2016

education
Term 1 updates: