Documenti di Didattica
Documenti di Professioni
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No.
Objective
Responsibility
Actions
Timescales
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
English leaders
e.
f.
g.
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)
g.
Share policy after Summer 2.
Assessment
1
HT
DHT
2) To collect data
AHT
Maths / English
leaders
HT
DHT
AHT
termly
termly
>Disadvantaged pupils
> The most able
> Disabled pupils
> SEN pupils
3) To identify pupils to receive intervention support.
SLT
SLT
termly
Subject
leaders
SLT
Maths / English
leaders
SLT
Teaching staff
SLT
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
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.
Term 3 Updates:
1. HT / DHT lesson observations
2. Scrutinised Year 2 writing books.
3. Staff meeting with teacher monitoring their own feedback to ensure that children are giving examples / models to follow
4. Pupil progress meetings have taken place with a focus on the progress trackers. Groups have been identified for intervention.
5. HT / DH carried out observations of all teaching across the school. Feedback has been given to members of staff.
6. Support has been given to those who have been identified.
7. Performance information including progress and attendance has been shared with staff during pupil progress meetings. Focus children for underachievement
have been identified and interventions are in place.
8. LTP and MTP has been collected. During a staff meeting we look at the curriculum and highlighted the outcomes with the summer term. (Olympics topic)
9. Continued to track the progress of pupil premium children.
10. Lesson observations have taken place to identify any needs. Professional development training - outdoor maths provision.
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
Autumn Term
ongoing
ongoing
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.
a.
Class staff;
SG, DP.
b. Class staff
c. Class
teachers
a. Class staff
b. Class staff;
SG
Spring 1
a.
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.
a.
a. Autumn 2
b. Wed 13th January
2016
c. Order from Helen
Autumn 2 provide
Wed 13th January
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.
AHT
SLT
Teachers
On-going throughout
the year
termly
Teachers
Teachers
termly
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.
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.
Term 3 Updates:
1. Staff meeting looking at the quality of feedback given to children. Staff given time to make improvements.
2. Staff given time to look at the KPIs and the curriculum expectations. To ensure that they are assess within the new curriculum expectations.
3. KS1 and KS2 SATs completed data to be collected during Summer 2
4. KS1 under achievement identified and target teaching is in place.
5. Interventions are taken place following pupil progress meetings.
Key area: Personal development, behaviour and welfare
Mathematics
B: Discussions with pupils: Pupils are confident
with their age appropriate times tables and maths
facts.
QoT 1-3
QoT 1-3
Pupils
On going
SLT
2) Celebration assembly
Teachers
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.
Term 2 Updates:
Celebrations assemblies and maths celebrations take place which have a focus on learning behaviour.
Term 3 Updates:
Celebration assemblies and maths celebrations have taken place.
Key area: Outcomes for pupils achievement
Mathematics
Discuss with
teachers at
next staff
meeting
Autumn Term
Half termly
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.
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
SLT
termly
Teachers
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.
Term 3 Updates:
1.
Progress trackers are in place to help identify the children who have not made sufficient progress from their starting points. This will be evaluated during
summer 2 when the end of year data is collected.