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

Term 2 Updates:
E: S. Rutherford (Y3), S. Greif (Y4), C. Kells (Y4) and E. Parfitt begun Y3/Y4 subject knowledge training hosted by White Rose Maths Hub.
C: School council learning walk taken place: focus on maths area in each classroom.

Ongoing

Sept 15

Ongoing

Termly

Ongoing
Autumn Term

Fagley School Improvement Plan 2015-2016

D: Maths book scrutiny in the triad and planning discussions.

E: Early years staff attended maths twilight.
Spelling
a.
b.
c.
d.
Leaders communicate spelling action with staff
and governors.

English leaders

e.
f.
g.

SG to check SPaG assessment with VR.

Leader to draft spelling resources and guidance for staff.
Leader to share resources and guidance with SLT
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.
SLT to determine how this is passed on to support /
absent staff
Leader to inform governors of spelling action through
Spelling Policy.
Spelling Policy revisited at staff meetings to remind staff
of expectations and good practice

a.
b.
c.
d.
e.
f.
g.

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

Term 1 Updates:
a.
15.12.15 SPaG assessment ordered by VR but not arrived to date. VR advises this therefore cannot be assessed until SPRING 1.
b.
Meeting with CMurray 16.12.15 to inform and discuss continuity from phonics system.
c.
SG discussed with CP January prior to staff mtg date.
d.
Date changed to 27.1, completed.
e.
No teaching staff absent from mtg. Further mtg scheduled Spring 2. Discuss then.
f.
SG to pass on Spelling Strategy after Spring 2 mtg and generate a Spelling Policy (Summer term)
Term 2 Updates:
a.
Rising Stars SPaG assessment now in place. Class teachers have carried out two (half-termly, Spring 1 and 2) assessments and will report data to VR.
Assessments have begun from Aut1 test so that they increase in difficulty gradually.
b.
Fagley Spelling Strategy initial stages (Phase 6 Phonics; Stage 1; Stage 2) complete and shared with staff. SG to complete Stages 3, 4, 5 and 6 and share with
staff and governors prior to end of academic year for full implementation from Sep 16.
c.
Initial resources shared Term 1. SG to pass on resources from (b) to SLT prior to sharing with staff.
d.
Spring 2 mtg cancelled. Summer 1 staff meeting used to share further timescale.
e.
Further meeting Summer 1 address then.
f.
SG met with governors Spring 2 and summarised progress with spelling improvements. Shared action plan. Spelling Policy to follow (Summer term)

Fagley School Improvement Plan 2015-2016

g.

Share policy after Summer 2.

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.

termly

termly

>Disadvantaged pupils
> The most able
> Disabled pupils
> SEN pupils
3) To identify pupils to receive intervention support.

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

termly

Fagley School Improvement Plan 2015-2016

management to improve the quality of teaching.

5

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
impact on outcomes for pupils.
Improve staff practice and teaching, learning and
assessment through rigorous performance
management and appropriate professional
development

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.

Teaching staff

1) Staff to improve their teaching, learning and assessment

through the lesson study approach to focus on AFL

SLT

2) Staff to have performance management meetings when

targets are set.
3) Staff having opportunities to have appropriate
professional development.

Term 1 Updates:
1) Autumn term updates
Data collected using the new assessment criteria. Teachers are looking at children who are working below, at or above ARE

Fagley School Improvement Plan 2015-2016

Scrutinised pupils work during the SEN book review and during a staff meeting with a focus on ARE expectations and the assessment of different subjects
2) Autumn term updates data has been collected. We have tracked the progress of the groups (the most able, disadvantaged and SEN pupils)
Data has been tracked on the trackers for each year group and targets have been set for each year group.
Intervention have been carried out following pupil progress meetings and the data outcomes.
Autumn 1 data results have been analysed looking at the different groups for each year and across the school. This data has been shared with the governors.
3) Autumn term : the school records have been scrutinised and provision records have been updated within the SEN files. (intervention records are clear)
5) Observations have been carried out during the LA school review.
Feedback was given by the HT and the DHT.
Assessment data has been updated for all year groups.
Performance management carried out with all teachers by the HT and achievement targets have been set.
7) Autumn term all pupil premium children have been tracked within the year groups. This data is available within the trackers and the data analysis reports.
The data has been shared with the governors during the school improvement committee.
Other information was also shared with the governors from the Raise online data.
8) Autumn term : AFL staff meeting with a focus on marking, feedback and making improvements.
Maths hub training and support to improve the teaching and learning of maths across year 3 / 4 (lesson study approach)
Term 2 Updates:
1) Data has been collected for the Spring term. Scrutinised work during a maths staff meeting to ensure that children are working within the new expectations.
2) The progress of the individual groups has been tracked and the data analysis had been completed for each year group.
We have also looked at the difference between girls and boys.
The data has been shared with governors and staff with a focus given to each year group for next half term.
3) Provision records have been updated and shared with staff.
4) Raise online data was shared with the other leaders within school. This data identified and challenged any under achievement.
5) LTP and MTP have been collected and teachers are following the new curriculum. They have a better understanding of the end of year expectations for their
year group
6) all pupil premium children have been tracked within year groups. The data of Pupil premium children is included within the data analysis report for spring 1.
The results of the data has been shared with the governors and teachers.
7) The maths hub has continued this half term with maths observations with Parkland and Holybrook. Looking for assessment and challenge opportunities within
maths.
Key area: Quality of teaching, learning and assessment
Mathematics
A: Observing Lessons: Mathematics necessary to

NR and AL

Promote school bank and train some of the children in

Autumn Term

Fagley School Improvement Plan 2015-2016

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 WA

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

ongoing

ongoing

Term 1 Updates Monitoring and Evaluating

Ongoing
Term 2 Updates Monitoring and Evaluating
Outdoor area being developed.
Nicky, Abi, Sarah, Lynne, Nicola & Keira attended maths and early years twilight.
Spelling
All children beyond Phase 5 phonics tracking have
three weekly spelling lessons of 20 minutes or one
1 hour lesson.

a.

Class
teacher; KB
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.

Whole class teaching when non-phonics children are a

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

Jan 2016 onwards

Fagley School Improvement Plan 2015-2016

g.

h.

a.
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)

a.

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

b.

a.
Class staff ensure children copy spellings
correctly

a. Class staff
b. Class staff;
SG

b.

c.
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.

a.

SG; CP/KB
to allocate
slot; class
teachers to
inform
TAs?

a.
b.
c.

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.
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.
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.
Check that children have access to and choice of a broad
range of colour-banded books.
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
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.
Develop expectation to copy the title (if displayed clearly
and consistently so the children know where to find it)
correctly.
Display key words (that children will regularly use within a
topic) prominently so they can be read from childrens
seats apply above expectation
HFWs, common/familiar words to be regarded as positive
learning behaviour skills.
SG to discuss impact on Speech and Language system with
Aoife
SG does reminder of this system (meeting). TAs attend
or class teachers inform TAs,
SG provides range of marker pens (two sets) for each
class in pencil case, labelled e.g. blue pen has NOUN

Spring 1

Ongoing share in Wed

13th January staff
meeting

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

Fagley School Improvement Plan 2015-2016

b. SG. HE to
order; can a
TA label?
c. SG to send.
Class
teachers to
adopt /
adapt to
preferred
appearance.

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.

d. Wed 13th January

Term 1 updates:
QoT 1 and 2 Staff informed of this in mtg 27.1. Ongoing.
QoT 3 Continue to reemphasise. Ongoing.
QoT 4 Spring 2 Grammar meeting will outline this. Changes to current displays communicated in 27.1 so new expectations are not a burden on peoples time.
Term 2 Updates:
QoT 1 and 2
Ongoing.
QoT 3
Continue to reemphasise. Ongoing.
QoT 4
Spring 2 meeting cancelled. Summer 1 meeting outline this. SG to monitor and meet with staff to advise so this is implemented consistently from Sep 16.

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.

Fagley School Improvement Plan 2015-2016

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.

termly

termly

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
make good progress.

Term 1 updates:
1) Autumn term : staff meeting to improve assessment, marking, feedback and improving work. Children to develop their own self- assessment using
green pens to make improvements. Teacher ensure that pupils are given time to make improvements to their work.
All classes are using the Chris Quigley milestones to assess work looking for basic, advancing and deep learning skills (assessment stickers are in place)
2) September chris Quigley stickers and mile stones are introduced to staff
Staff have been given information on the ARE for each year group.

Fagley School Improvement Plan 2015-2016

3) termly data has been collected for all year group.

Assessment data has been analysed and pupils have been identified as working below, at or above ARE.
Pupil progress meetings have been carried out by the HT and DHT.
4) Autumn term: staff meeting to check that teachers are using blooms questioning to help assessment within the classroom. Teachers are using formal
assessments for maths, writing and SPAG termly.
Term 2 Updates:
1) staff are using the assessment stickers within writing and maths books.
2) The data collection sheets have been updated to give more information about the ratio of girls to boys and pupil premium children.
3) Term termly data has been collected for all year group.
4) Assessment data has been analysed and pupils have been identified as working below, at or above ARE.
5) Children have been placed onto a progress tracking sheet to check they are making progress. Children who have not made sufficient progress
have been identified for focus group work and interventions.
6) Teachers have used TA and formal assessments for Spring 1. Children have been identified for interventions.
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.

Fagley School Improvement Plan 2015-2016

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.
Term 2 Updates: Monitoring and Evaluating
B/C: Half termly data being handed in and collated for various groups. Teachers have their classes information and Vicky/ Keira also have data which
is discussed at pupil progress meetings. Groups include disadvantaged, free school meals, most able and SEN.
Spelling
Children embed knowledge of the more common
spelling patterns in English, helping them to
become clear and confident writers

QoT 1-3

QoT 1-3

Pupils

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

On going

SLT

2) Celebration assembly

Teachers

3) Focus on learning behaviour with the behaviour policy.

All staff

Term 1 updates:
Ongoing

Term 2 Updates:
Ongoing
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.
Term 1 updates:
Celebration assemblies are carried out weekly. These are a perfect opportunity to celebrate pupils attitudes towards their learning.
Learning behaviour was updated and the behaviour policy was updated.

Fagley School Improvement Plan 2015-2016

Term 2 Updates:
Celebrations assemblies and maths celebrations take place which have a focus on learning behaviour.
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.

Autumn Term

Half termly

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.
Term 2 Updates:
B/C: Half termly data being handed in and collated for various groups. Teachers have their classes information and Vicky/ Keira also have data which
is discussed at pupil progress meetings. Groups include disadvantaged, free school meals, most able and SEN.
Spelling
Children write with greater fluency and
confidence as the most common spelling patterns
are known to them.

All staff

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.

Spring 2016+

Fagley School Improvement Plan 2015-2016

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.

As QoT 4
All staff

As QoT 4.

Term 1 updates:
OP1 SG to meet with class teachers re interim spelling assessment from 27.1 and help to interpret results and focus teaching.
OP2 Pending Spring 2 grammar meeting.
Term 2 Updates:
OP1
SG to arrange meetings with all KS1/2 teachers regarding this. Summer 1.
OP2
Pending postponed grammar meeting Summer 1.
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

SLT
Teachers

To track the progress of pupils to reach the national

standards of 85% at ARE

Year 1 phonics to achieve 74%

termly
End of year data

Fagley School Improvement Plan 2015-2016

attain relevant qualifications so that they can

and do progress to the next stage of their
education
Term 1 updates:

Data is tracked and targets have been sets so that teachers are aware of the national standards.
Raise online data looks at the different starting points.
Autumn 1 data has been evaluated.
Term 2 Updates:
Raise online has been shared with the leaders within the school.
Spring 1 data shared with governors.
Progress grid have identified different starting points for children and show the expected progress they should make. Phonics screening assessment has taken place
with year 1.