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1 Christ the King Primary School Post Inspection Action Plan January 2015 – 2016

Post Inspection Action Plan Christ the King Catholic Primary School Jan 2015- Jan 2016


Christ the King Catholic Primary School

Vision

Learning to love, loving to learn

We are: A worshipping community that holds and celebrates Christ as the centre of its faith and life. A learning community that values and fosters learning for the whole community. A respecting community that follows the teaching of Christ to love our neighbour as ourselves. A welcoming community that recognises and welcomes the presence of Christ through our respect and love for one another. A serving community that enables its pupils to serve each other, their families and wider world.

Our mission is to develop this vision by: Worshipping: Celebrating through participation in prayer, reflection and worship so that our community feels inspired, rewarded and challenged in its faith journey. Giving our children hope for their future through an understanding that they are unique and that God loves them for who they are and who they will become. Learning: Enabling our children to become confident, skilled, enthusiastic lifelong learners. Developing thoughtful, questioning, creative and collaborative attitudes to learning. Respecting: Fostering respect for all people, celebrating the wonder of God’s creation and understanding the need to share our planet with all in sustainable ways. Respecting the unique God-given gifts that each member of the school community has to offer and promoting fairness, care and courtesy. Welcoming: Instilling a culture of inclusivity, encompassing our pupils, parents and the wider community. Nurturing a sense of honesty, openness and self-worth in ourselves and others. Serving: Encouraging our children to serve each other through friendship, kindness and sharing in work and play. Developing an awareness of the role of our school within our parishes and the wider community.


Christ the King Catholic Primary School

Estyn Recommendations

Recommendation 1:

To raise standards in literacy, numeracy, Welsh and ICT across the school

Recommendation 2:

Improve the quality of teaching so that it consistently challenges pupils of all abilities, especially the more able.

Recommendation 3:

Strengthen assessment procedures and assessment for learning

Recommendation 4:

Improve the quality of leadership and management at all levels

Recommendation 5:

Ensure that self-evaluation is a systematic and rigorous and focuses strongly on pupil outcomes

Recommendation 6:

Develop the role of the Governing Body in self-evaluation, school improvement and strategic leadership and ensure governors

meet statutory requirements.


Recommendation 1 Post Inspection Action Plan

Recommendation 1: To raise standards in literacy, numeracy, Welsh and ICT across the school

Source of priority: SCA, CA Report and Self- Evaluation Report, Inspection Report KQ 1.1 2.2.1, 2.2.2, 2.3.4, 3.1.1, 3.2.1, 3.2.2

Evidence: LA review, Estyn Inspection Report

Link Governors: P Parsons, L Bicker, T Walsh

Targets: Increase the CSI to 100% at KS 2 (increase of 7%), thus moving the school to at least Quartile 2

Maths Level 4+ 100%

English Level 4+ 100%

LLC Outcome 5+ 97%

MD Outcome 5+ 97%

Increase by at least 10% the number of pupils achieving Level 5 in Maths, English and Science- 115+ pupils to achieve Level 5

Increase by at least 4% the number of pupils achieving Outcome 6 in Mathematical Development and Language, Literacy and Communication skills - 115+ pupils to achieve Outcome 6

FFT D targets are to be set to ensure maximum challenge for all pupils

Ensure that all groups of learners(FSM, EAL etc,) reach their challenging targets

Improve the standards of work in books to ensure that it reflects Teacher Assessment standards, particularly at Key Stage 2

Increase amount of extended writing in books in both English and Literacy across the curriculum – at least one piece of extended writing per week.

Improve standards of extended writing in literacy and across the curriculum which reflect challenging pupil targets

Improve pupils application of numerical knowledge and skills across the curriculum through weekly planned opportunities across the curriculum.

Improve standards of presentation across the school.

To improve standards of Reading throughout the school focusing specifically on decoding strategies (FP) and the use of inference and deduction (FP and KS2)

Direct Links from SER KQ1 relates to standards, the focus; KQ2 is the provision i.e. the areas in which the changes will be made KQ3 will be the framework in which leadership ensures this will happen i.e. resources, training, PLCs, Monitoring and evaluation.

Key Strands (Continua)

A Teaching and Learning B Literacy / Numeracy C Intervention – some pupils / target groups D Assessment (AfL, TA, Moderation), testing, tracking & transition E Leadership, professional development, partnership working and resource management


Strategically-planned tasks How are you going to achieve your targets? What will you actually do?

Lead person

& others

involved

Time scale Resources Costings /

budget

source

Evidence that actions are impacting on Learners.

Monitoring Evidence of Outcomes

from Actions Start Date End Date

A1 Half termly progress meetings to discuss cohorts and groups of learners progress.

RW / SM/ JW/

BW

All staff

29th

Jan April 25

th

Sept date TBC

Termly Non Contact Time for Staff

SEG grant

£1265.00

10 X supply

Standards of achievement in individual and groups of learners raised. Pupils will be on track to reach predicted target at end of year. % of FPO5 / 6 targets reached. % of level 4/5 targets reached by end of year. 29/01/15- All pupils on track to reach predicted targets.

Evidence in progress tracking file and SLT minutes 6/02/15

A2 Interventions and pupil support within class is aligned with needs specified in findings from progress tracking meetings.

RW/BW/CT See dates above

Ongoing Termly

PPA time ALeNCo time

Provision for pupils will be strategic and accurate – raising standards. 30/01/15: LSA intervention timetable realigned.

Evidence: Timetables and data held in ALN intervention file

A3 Review target cards with a view to ensure consistency across the whole school from Rec – Y6 with specific targets to address the needs of all pupils.

All staff

30th

Jan 1

st June

Sept date TBC

6th

Feb 5

th June

Termly

Non Contact Time for staff

3 X £126.50 1 day per term

Target cards reviewed in Autumn term to check for accuracy and appropriate targets set. Reviewed in an ongoing process however time set aside each term to check on progress. Target cards reviewed 6/02/15

9th

Feb 2015 Target cards monitored and evidence kept in monitoring files.

A4 Differentiation – What does good differentiation look like? Training and monitoring (see R2)

Gareth Coombes/HT and all staff

11th

Feb 11th Feb then ongoing obs and clinics

Inset time and costs for G Coombes

Cost TBC Nearly all pupils learning will be differentiated appropriately. An ongoing priority monitored regularly. MAT pupils sufficiently challenged.

Evidence re differentiation in progress report March 16

th

A5 Book scrutiny - focus upon AfL to ensure all pupils are receiving appropriate assessment for learning comments. (R2 – Written Feedback and AFL)

HT and all staff

5th

Jan for initial inset WILLWIG Book Scrutiny Wed 11

th

Feb, 22nd

, 23

rd June

with CA

Obs on monitoring timetable

Pupils books Listening to Learners

Inset time Most (90%) pieces of work are marked before the next lesson in that subject, red pen, (dated in FP). Incorrect spellings must be highlighted and corrected – maximum of 3 for FP, 5 for KS2 which should be key words and subject specific vocabulary. To use agreed marking language ie must, should or could at the end of the piece of work. Marking is linked to the success criteria. A green mark will be used as a way forward (Green for Growth) on a separate line to the general comment which should begin with Welsh eg da iawn gwaith dda. Highlight in pink where pupils achieve. Diagnostic comments are made in most (90%) pieces of work. Children are given the opportunity to regularly respond to written/oral feedback. MAT pupils. Use the word ‘Challenge’

Initial Inset delivered – see Inset minute file. Dec 2014 M Austin JW and RW book scrutiny report in monitoring file as benchmark. Book scrutiny took place Feb 11

th 2015. Books were

marked in line with the new marking policy. Most pupils respond to marking.


A6 Staff training to highlight how to identify MAT pupils – looking at whole school expectations–‘no lids on kids’ COsborn – Holy Family

All Staff

Feb 9

th

Feb 9

th

Staff Inset Time

All Staff able to identify MAT pupils and Most able pupils. Plan appropriately challenging learning experiences.

Inset delivered – see minutes MAT policy to be reviewed

A7 Professional network with link school Marlborough Primary – to discuss meeting the needs groups of learners.

ALeNCo

06/01

06/01

Non Contact time

1 x supply day £126.50

Professional networks with other schools established. Roles and practices shared – improved leadership role.

Report of visit to Marlborough and Impact on practice in Prof networks file. Jan 2015 Pathfinder Action Plan in Prof Network File Jan 2015

A8 Tracking and monitoring of data of pupils including the most able pupils. NRT, NNT, NRT

Lead JW Meet with all staff

Initial analysis 12

th Jan

Meet staff 22

nd Jan

SEG Grant

2 X £126.50 termly

Data will be utilised by CT and Assessment Coord to ensure all pupils are on track for challenging targets. Tracking is ongoing – assessment weeks timetabled throughout the year, progress tracking using diagnostic tool and levels July, Sept.

Evidence in progress tracking files.

A9 Introduce ‘Continua for Kids’ (Gareth Coombes) – how pupils perceive their own learning. Building on Habits of mind development Sept 2014

HT / All Staff

Jan 2016

Feed into next years

SIP

Continua for Kids

Staff Training

£500.00 Pupil led excellent learning and teaching

A10

Listening to learners – how are the children extended and enriched through in class opportunities

HT/ DHT/ JW/BW all staff

May 2015 Feed into next years

SIP

Non Contact

4 X .05 X

£80

Questionnaire for pupils – pupils can verbalise how they feel challenge by the learning opportunities provided for them by CT and support staff.

LITERACY

Person responsible Joe Wright and Sue Miles Supported by Senior Leadership Team Link Governor Monica Maddox/Tania Walsh Strategically-planned tasks for Reading

Reading Lead person

& others

involved


budget

source


Monitoring Evidence of Outcomes

from Actions

Start Date End Date

A11 Monitor GGR in FP and KS2 as a learning walk. Identify areas of strength and weakness. Listen to 2x readers to assess fluency. Re-monitor after half a term. Revise GGR planning format to include specific teaching for inference and deduction as well as decoding skills.

JW and SM 19/1/15 9/3/15 Half a day supply cover for YR and Y6

Supply teacher for Y6 £75 Mrs Mc Grane for YR £0

Monitoring notes from GGR observations in January and March. 2 readers from each class to show improved fluency based on PM benchmark between January – March. Fluency will improve. 2 readers in Y3-6 to discuss what inference and deduction are. Video discussion about a text to highlight understanding of what inference and deduction are. Monitoring Completed 19/01/15Actions arising will feed into further inset training and be monitored Sept 2015 JW and SM met to standardise FP planning proforma in line with KS2 proforma.

GGR Monitoring report in Evidence file 15/9 – GGR planning formats consistent across FP and KS2. Carousel is consistent. Work in pupil book monitoring shows evidence of follow up tasks on carousel. November 2015 Date set for monitoring GGR December 16

th focus on

inference and deduction and comprehension


A12 INSET training on structuring guided reading sessions Developing questioning for

inference and deduction across the school

Developing fluency in FP Structuring GGR across the week

Assessing GGR and using the GGR files

Using follow up tasks Exploring and responding to class

data from NRT Preparing for the NRT

JW and SM 26/01 26/01 N/A £0 Action points from INSET meeting to be shared with all teaching staff Completed on 26

th Jan –

Actions arising shared with Staff and are now in practice. Further monitoring to evidence actions planned for. Subsequent monitoring to demonstrate improvement related to action points.

Report in SL and evidence file July 2015 – book monitoring of all classes in KS2 show evidence of inference and deduction tasks as GGR follow up. July 2015 – Standardised scores in National Reading Tests show improvement across the school. See data files Sept 2015 Gordon Bell INSET on inference and deduction ACTION COMPLETED

A13 Research and purchase new reading resources for Y2-6. Identify appropriate resources to use: To extend and stimulate the more

able in each class. To develop standards of inference and deduction

To prepare pupils for reading comprehension in the National Reading tests

JW March 2015

July 2015 to measure impact

£1300 (approx)

Monitoring of specific children to show impact on inference and deduction skills Reading test style comprehension materials purchased Spring 2015. Used by all classes from Y2-6. Used to prepare children for tests. April 2015 – Ruth Best shared test question templates shared with all staff. Used in test preparation planning. Monitor use of new resources in guided reading sessions across the school

National Reading tests show improved scores. See data files Reading resources to prepare for tests used in each class from Y3-6 to prepare children for test style questions Reading scheme materials not yet purchased. JW to meet RW to identify cost

A14 Professional Networks with other schools to identify good practice in teaching reading. Identify a school, through Consortium Share good practice with staff at INSET.

JW 10th

Feb 10th

Feb Half a day supply cover for JW

Supply teacher for JW £75

Action points developed from network observations. INSET notes to demonstrate good practice has been cascaded to all staff. Subsequent monitor to reflect this. Eng SL visited MarlPrimary to see good practice and moderate levels of English writing in Y2,4 and 6 JW worked with G Bell and R Best to moderate writing across the school

Evidence in SL and recommendation file in the form of SL report Visit to Woodland Community School planned.

A15 Hold KS2 reading evening to share ways of developing reading with parents (focus on inference and deduction).

JW and all KS2 teaching staff

April 28th

2015

April 28th

2015

N/A £0 Parent questionnaires from reading evening demonstrate better understanding of how reading is taught in KS2 and how parents can support their children. KS2 Reading evening held April 2015.

Parent responses show improvement in understanding of types of reading strategies (retrieval and inference and deduction) also format of tests and format of GGR session. See notes in Literacy folder ACTION COMPLETED


A16 Revise reading assessment systems to incorporate additional reading tests (e.g. NFER in FP). Research which tests are appropriate. Monitor data and intervention groups as a result.

JW and SILT February 2015

ongoing Half a day supply cover for Y6

Supply teacher for Y6 £75

New reading assessment timetable in place Children assessed using new timetable and data used to inform interventions and classroom teaching New assessment policy formulated July 2015 with approval by governors pending in Sept 2015.

Past paper tests from National Reading test in April 2015 used to identify children in need of interventions and booster support. Reading tests show improvement. Action plan to be created based on diagnostic tool Diagnostic tool completed. ACTION COMPLETED

Writing A17 Revise teaching timetable for KS2 to

ensure uniformity of time allocation. Specific times attached to guided reading, spelling, handwriting, grammar/punctuation teaching

SILT January

2015

Ongoing NA £0 Evidence in books to show appropriate coverage of

identified areas.

Inset delivered in Jan 5th

2015. See Inset minutes.

September 2015, FP weekly planning proforma

standardised to ensure consistency across the

school.

Inset minutes in SL and Recommendation file. Spring 2015 monitoring of books demonstrates increased time allocation for reading, spelling, handwriting and grammar/punctuation ACTION COMPLETED

A18

New literacy planning format in KS2 to include systematic formal teaching of grammar, spelling and handwriting. Planning format to be shared with KS2 teachers at INSET. Impact of new planning format to be monitored at KS2 meetings

JW 5th

January 2015

INSET session £0 New planning format used by teachers Work samples to show extended teaching of spelling, handwriting and grammar/punctuation skills in KS2 Inset delivered in Jan 5

th 2015. See Inset minutes

Inset minutes in SL and Recommendation file. FP planning format introduced in Sept 2015. ACTION COMPLETED

A19 Improve standards of spelling: Weekly spelling session in KS2 to systematically improve standards of spellings. Spelling session to take place on Monday. Weekly spelling tests from Y1-6 to include spelling at home as part of focus. Spelling lists for Reception to Year 6 to be uploaded on the school website for parents to access. Spelling assessments to be developed and data used for intervention. Spelling teaching to be resourced from the ‘Spellits’ scheme of work KS meeting time to be used to develop spelling

JW and all

staff

January

2015

Ongoing Yearly spelling lists

£0 Evidence in books to demonstrate that rigorous spelling teaching has taken place monitored summer and autumn 2015. Spelling tests to take place weekly and pupils demonstrate that these words have been used in extended writing. Completed all classes from Y2 upwards carry out weekly spelling tests using lists of words across the year. Spelling lists uploaded on website. Completed Parent questionnaire regarding usage Not yet completed Sept 2015

Evidence in English books of spelling tasks completed in books. Evidence on website and in evidence file of spelling words. Evidence on website of learning logs uploaded with spelling lists included. Autumn 2015 monitor the quantity of spelling work in books and audit the use of spelling test words in extended writing.


A20 Moderate standards of writing in each class. To take place in KS meetings. Moderation to ensure writing in books reflects levels that the children have been assessed as working at. To ensure that children are making good progress. To ensure that teachers are confident in assessing pupils. Moderation to be timetabled in the school diary and teachers to be aware of timings for moderation sessions. Portfolio of moderated work to be collected by coordinator.

JW and all staff

20th

April 2015

Ongoing KS meetings to be used

£0 KS meeting notes to demonstrate moderation has taken place Moderation to demonstrate accuracy of TA levels Work samples in books to reflect the level that pupils are working at Moderation KS2 and FP meetings took place spring 2015 Moderation twilight INSET for writing took place summer 2015 INSET day took place summer 2015 to standardize assessment procedures for reading, writing and oracy run by Gordon Bell Writing moderation has taken place at Marlborough with KS2 phase leader March 2015 Ruth Best moderated writing samples April 2015

Writing moderation meetings collated in file showing evidence of pupils work at different levels. Moderation of work by Ruth Best evidenced on visit notes. Writing assessment from first assessment week monitored by Gordon Bell. Accurate judgments found within one sublevel. ACTION COMPLETED

A21

Monitor standards and quantity of extended writing in book across the school. Findings to be shared with all staff in KS meetings. File of samples to be produced. Literacy audit with Advisory Service Literacy Leader

JW March 2015 March 16

th 2015

One day supply cover

Supply teacher cover for SL £125

All class books to demonstrate one identified ‘big write’ each week. All class books to demonstrate extended writing in other curriculum area each week. Autumn 2015 revised English curriculum overview covers the same genre in all years. Expectation is weekly big write in English as well as weekly writing across the curriculum in the same genre. All extended writing to be fully marked using agreed marking policy Most writing in books to reflect the assessed NC level/FP outcome that the child is working within based on incerts

Spring 2015 extended writing audit showed increase in quantity between autumn 2014 and spring 2015. New whole school overview with focus in autumn term on recounts and reports. Set date to monitor writing across the curriculum Collect writing samples for portfolio of writing across the curriculum in the recount genre.

Improve standards for pupils of higher ability in Literacy A22 Develop tracking for MAT pupils in all

classes. Class tracking grids to identify

all children working at a higher level for

reading, writing and oracy. Class

planning to reflect the ability level of

these children.

JW and SILT March

2015

Ongoing NA £0 Work scrutiny to demonstrate that MAT pupils

display work at appropriate level in books

Writing for MAT pupils sessions with Damien

Clarke Spring-Summer 2015

Increased percentage of L5 writers in Y6 from 50% 2014 to 67% 2015 Challenging targets set for 2015-16 ACTION COMPLETED


NUMERACY

Person responsible Mr L Mussa Supported by Senior Leadership Team Link Governor Priya Parsons Strategically-planned tasks Lead person

& others

involved


budget

source


Monitoring Evidence of Outcomes from

Actions Start Date End Date

A23 INSET delivered to staff regarding how to plan and differentiate a week of mathematics. Reviewed the structure of a week of mathematics and time management of different areas of mathematics.

LM All teaching staff

Jan 12th

2015 (1Hr duration)

Jan 12th

2015 (1Hr duration)

INSET time N/A Monitoring of planning for week beginning 19.01.15. Continued monitoring of planning half termly to ensure mathematics is planned for according to policy and is consistent within key stages and essentially across the school. Ongoing monitoring

Monitoring report in SL and recommendation file Jan 2015 Book scrutiny report for autumn term in SL and recommendations file.

A24 Implement ALFIE as a diagnostic tracker system in y2 -6 (MAT from y1).

LM, GR and another training provider CT

March 2015

On going Electronic ALFIE tracker

WG funded All pupil progress will be tracked using online tracking system. Diagnostic tests carried out half termly to ensure accurate provision for pupils. Not received from WG for whole school use 26/03

A25 Focused groups to be highlighted in y3 and y4 based on standardised scores. Nippers training attended to raise standards.

PD and J McG to attend Nippers training course.

Jan 15th

2015

Ongoing 5 ½ days support from Consortium.

£1000 from school match funded and doubled

PD and JMcG to keep evidence folders of children’s learning and MALT test and national test scores to show improvement comparable to previous testing. Pupils identified and MALT test completed.

Evidence in Nippers File PD and JMcG and evidence file

A26 Progress tracking meetings to analyse data and pupil progress.

SM (Head of KS) LM

On going throughout the year. See dates in prev plan

Ongoing Meeting/KS meeting time

SILT meeting minutes and evidence of CT highlighting children within class assessment folders. Pupils at risk of achieving both higher and age expected levels are once again highlighted depending on progress made. New targets and support put in place. Ongoing half termly meet

Jan 26th Progress tracking sheets completed and kept in assessment files. Evidence also in Recommendation file.

A27

Twilight INSET to be delivered to staff regarding structure of mathematics throughout a week, e.g. 3 maths sessions, 1 maths session through another subject and final session specifically focusing on reasoning. (SL to adjust policy to reflect this).

LM All teaching staff

9th March 2015

9th March 2015

INSET time Updated policy to reflect new weekly structure. All staff following the outlined way to plan and structure a week following policy. In place – monitored by SL

Report in evidence file

A28

Enrich training – feed into Mathematics Policy review and curriculum map devised.

LM Feb 3rd

2015

Feb 3rd

2015

Supply LM £125 LM will have attended training and feed training into Maths across the school plan. LM attended training. Maths Policy planned date in diary for review, curriculum map reviewed for maths.

Minutes of feedback meeting in recommendation and HT meetings file.


A29

Whole school tracker for BIG Maths beat mathematics scores. (email to follow from GR) INSET provided for staff. (SIMS)

LM

March 15 March 15 INSET time N/A Consistent whole school approach to recording BIG math scores. Ability to track pupils across several year groups.

Active Learn has taken over Big Maths for autumn term at least and therefore this is not a working target.

A30

Badger maths and other resources ordered to support development of reasoning skills across the schools. (Enrich training link)

LM 23rd

Feb 2015

23rd

Feb 2015

Badger maths CDs y2-y6 Test sample materials

£387.00 (SEGWEG budget) £198.00 (SEGWEG budget)

LM to monitor reasoning sessions and time is given to reasoning in weekly planning. National test scores will reflect this; comparable to previous years. Monitored by SL

Monitoring report in evidence file and reported to SLT Reasoning is planned in weekly as part of the Active Learn scheme.

A31

Professional development of SL to work with GR – Maths adviser and other staff as a working party.

LM Jan 2015 Ongoing Time Supply 2x days £253.00

Lm, AHT and GR discussion re Maths across the school. Completed: See GR report

G R report in Maths SL file and recommendation file LM attended 10 week Outstanding teacher course.

A32

Class teacher to receive support with delivery of mathematics sessions and planning of such sessions. – Intensive Maths training

LM, GR, RW Jan 2015 July 2015 Training days Cost of supply for 4x days £506

VJ complete training course – results of pupils increase and support pupils in getting back on track for achieving age expected levels.

Copies of Consortium reports in recommendation file and CT file.

A33 Meeting with Gina Ray – scrutiny of Maths books – Maths audit

January 15

th 2015

Jan 15th

Time Cost £85.00 Half day supply

Discussed funds available and how they will be dispersed. Completed Put together items to inform PIAP. Completed

Maths report from G Ray in evidence file

A34 CAME training for years 5/6 JW 2 days Spring term 2015 1 day summer term dates TBC

2 days supply cover funded by consortium

Focused literature for reasoning and teaching of problem solving in years 5 and 6. Reasoning test scores will reflect the impact. LM to discuss with children strategies they are using or have been taught.

Completed

A35 Staff to be given training in ‘target getting’ y2 and 6.

CT y2 and 6 Feb 9th

2015

Feb 13th

2015

2 days supply cover funded by WG

More accurate approach to providing evidence in Maths books to level pupils. Completed

Inset to follow for all staff to enable whole school ‘Target Getting’ Timetabled for early Summer term.

A36 Staff to attend BIG maths training day(s) and provided with the opportunities to observe outstanding practitioners of CLIC sessions y1 + y5

BW and LW Jan 27th

2015

Feb 9th 2015

2 days supply cover @£126.50 each

Consistent approach to teaching Big Maths across the school. Consistent provisions for pupils. Completed

Record of attendance in Professional development file

A37 Electronic visual aids made for staff to support with the delivery of CLIC sessions.

LM Sept 2015 LM 4 days non contact

£126.50 x 4 Not needed as BIG Maths is not a priority.

A38 Observations of CLIC sessions by CSC to address moderation of standards.

All staff GR

Summer term 2015

Dec Autumn term 2015

LM 1 day non contact

£126.50 Not needed as BIG Maths is not a priority.

A39 Scrutiny of books with Consortium to build capacity of SL and develop SL ability to continue such monitoring in future.

LM and GR After Spring half term 2015

LM 1 day non contact

£126.50 To ensure there is a consistent approach to marking and AfL in maths and teachers marking is in line with school policy.

See two day progress review report. Reports in SL file


A40 Twilight INSET delivered to share exemplar books and clearly display WILLWIGS.

GR and LM Date TBC INSET time N/A LM to revisit and monitor books after INSET to see if standards have been impacted upon. Ongoing

Inset minutes November 30

th 2015

A41 Development of a clear monitoring diary to ensure time is planned into school diary for rigorous monitoring agendas.

LM Feb 26th

2015

Feb 26th

2015

N/A LM to have a list to follow from the main whole school timetable, to allow teachers to know what will be happening in regards to maths and when so that all are accountable. Ongoing

Evidence on monitoring timetable and in SL file.

A42 NFER test results to be scrutinised with class teachers.

LM and CT Spring term 2015

Cover for LM and floating supply

2 x £126.50 Groups of pupils targeted where underachieving with appropriate interventions. Interventions began week beginning 22

nd March – 6 week s then

measure impact. Groups of learners will change after 6 weeks where necessary.

Evidence in progress tracking file and Assessment files.

A43 Further INSET for staff on reasoning and problem solving lessons and how to access resources that are available. Provide good examples and WILLWIGs GR to forward PDF of MAT booklet.

LM and CT Summer

Term

2015

A3 paper Manilla files for groups throughout y2-y6

Clear guidance on when and how reasoning and

problem solving is taught throughout the school.

Curriculum map for

reasoning and

incorporated as part of

whole school assessment

weeks.

WELSH

Person responsible Mrs M Cowley/Mrs L Watts Supported by Senior Leadership Team Link Governor P Parsons and L Bicker

Strategically-planned tasks Lead person & others involved

Time scale Resources Costings / budget source


Monitoring Evidence of Outcomes from Actions

Start Date End Date

Welsh Second language

A44 MC, LW and EA (Welsh Adviser) meeting to discuss PIAP for Welsh. Follow up meeting with RW to agree PIAP. Create timetable of actions from PIAP document.

RW, MC, LW, EA

6/1/15 -Meeting with AHT

Time Supply 2 x half day. WEG Funded

PIAP for WSL. Timetable for actions to be completed. Staff aware of required actions and when completion is required. Completed

Plan in SL file and recommendations file

A45 Centralise all WSL data – To be kept in WSL Co-ordinators file to track ongoing progress of all pupils in both Key Stages. Ensure WSL data is updated half-termly. MC and LW to have refresher training on using Incerts to collect and analyse data.

RW, MC, LW All staff

6/1/15 July 2015 Time

Half day each half term.

Data will inform subject co-ordinators and staff – areas for development. Timetable for data updates monitored by WSL Co-ordinators. Ongoing (Timetable of data update deadlines to be shared with staff.)

Report deadlines need to be added to the monitoring and evaluation timetable.


A46 Staff training - Standardising in 3 areas of Welsh. (In school) 1st standardizing INSET – ORACY provided by Welsh in Education Officer, Esther Attree (WEO) All staff to bring examples of WSL Oracy to INSET for standardisation – Foundation Phase to bring an example of each Outcome. Key Stage 2 to bring an example of Oracy at levels 2,3,4,5,6. Reception – Outcomes 1,2,3 Year 1 – Outcomes 3,4,5 Year 2 – Outcomes 4,5,6Year 3 – Levels 1,2,3 Year 4 – Levels 2,3,4 Year 5 – Levels 3,4,5 Year 6 – Levels 4,5,6 (Elements) Use examples to develop Portfolio

RW, MC, LW, EA All staff.

6/1/2015 July 2015 Time Twilight INSET

No cost

Examples of evidence shared and standardised at INSET. (Oracy and Writing) Completed Oracy (2

nd session) and Reading standardising Inset

booked for 19th

October 2015. Ongoing Staff aware of requirements for each level. (AfL – feed into planning and assessment of WSL) Completed Portfolio developed as a reference for all staff to use when assessing WSL. (Oracy and Writing) Ongoing High expectations of learners. Completed

Inset minutes in evidence file and inset minutes file. Evidence in whole school portfolio.

A47

WSL Electronic Portfolio developed by all staff. Staff to upload evidence of WSL Oracy, Reading & Writing to a shared area on the server. Staff to provide level and contextual information for each example.

RW, MC, LW All staff.

6/1/15 July 2015 Time Half day each half term – Same half day as data.

Portfolio developed as a reference for all staff to use when assessing WSL. Ongoing (Timetable of evidence upload deadlines to be shared with staff.) High expectations of learners. Timetable of example uploads monitored by WSL Co-ordinators.

Portfolio (hard copy – not electronic copy) located with evidence file. Dates entered into school diary. To be added to monitoring and evaluation timetable.

A48 Individual staff training – KS2 Staff questionnaires/audit to assess attitudes and confidence levels in Welsh – Whole staff INSET to address any areas of low confidence and skill. (INSET - with EA in FEB) training where needed or provide further school INSET

RW, MC, LW, EA

26/2/2015 March 2015

Time Twilight INSET

No cost WSL coordinators informed of areas for development in staff training. Staff more confident following INSET – impact on teaching and assessment of learners. Completed

Staff training evaluations located in evidence file. S.L file.

A49 Pupil and parent questionnaire to assess attitudes and confidence levels in WSL. Continue to provide ‘Welsh for Parents’ afternoons – 1 per term. Introduce Welsh Language element to the ‘Language and Play’ and Maths sessions for Reception parents and pupils.

RW, MC, LW, SM

26/2/2015 March 2015

Time

No cost Questionnaire will inform the focus of the parents’ afternoons. Parents will feel more confident to support their children in WSL. Completed

Questionnaires and analysis located in evidence file and S.L file.

A50 Audit reading materials in every class. Develop Cwtch Cymraeg in each classroom – Teachers to be supported with reading material at appropriate levels, phrases to be displayed and resources to aid and encourage reading of Welsh materials.

RW, MC, LW, SM

26/2/2015 March 2015

Time No cost Learners will have more confidence when choosing and reading WSL materials. Completed

Cwtch Cymraeg areas in each class. Reading materials audit to be added to evidence file and S.L file.


A51

Daily reading and oracy activities (10 Muned) KS2 timetables to ensure consistency of teaching of 10 mins a day WSL. Classes to have a WSL text to read throughout the week as a whole class. Big books, poetry, Boreda Magazine or online resources suggested in the SOW. Daily/Weekly monitoring across the school to ensure that 10 mins a day is used to reinforce the phrases from the Continuum that have already been taught (including previous years) Criw Cymraeg and Helpwr Heddiw to support monitoring of 10 mins a day and record sessions using an Ipad. Criw Cymraeg and digital leaders to use footage to create QR codes for newsletter and display on praise wall in foyer.

RW, MC, LW All staff

6/1/2015 July 2015 Time No cost Consistent daily Welsh will raise standards of oracy and reading of all learners and staff. Completed Evidence to be added to portfolios for teacher reference. Ongoing Sharing good examples to raise the profile of Welsh with the wider community. Completed

Monitoring evidence needs to be placed in SL and recommendation file

A52 SH and MF to share WSL expertise across KS2 – Visiting classes 8:55-9:05, 9:05-9:15 to converse in Welsh with learners. Use Continuum to practice sentence patterns with learners – learners are timetabled for time with SH and MF.

RW, MC, LW SH, MF

6/1/2015 July 2015 Time No cost Daily practice of the continuum phrases with each year group. Audit of pupil skills completed fortnightly Monitoring impact on Tues 31

st March. Completed

Audit and monitoring evidence need to be placed in evidence file and S.L file.

A53 Weekly writing in WSL – Books and planning monitored by WSL co-ordinators half termly.CriwCymraeg and Helpwr Heddiw to collect good examples of writing from classes for display on the praise wall in the foyer.

RW, MC,

LW

July 2015 Time No cost Consistent daily Welsh will raise standards of writing of all learners. Evidence to be added to portfolios for teacher reference. Completed Sharing good examples to raise the profile of Welsh with the wider community.

Book monitoring reports to

be added to evidence files

and S.L files.

A54 INSET to revisit Scheme of Work for WSL – ensure all staff are aware of all high quality resources available to them online. Discuss planning proforma with headteacher – inform staff of any changes.

RW, SM,

JW, BW &

6/1/15 January

2015

Time Twilight INSET

No Cost High quality resources used in class will raise

standards in all 3 areas of WSL. Completed

Inset minutes located in

evidence file and inset

minutes file.


A55 Develop Pupil Profiles for learners in Y2,4,and 6 (3 pupils from each year group) Class teachers to complete pupil profiles electronically. (4 pieces for each area) Each half term 1 piece of reading, writing and oracy for each child to be added to their electronic pupil profile. Timescale of deadlines shared with relevant staff. Class teachers to work with WSL co-ordinators to develop the profiles.

All

teaching

staff

6/1/15 Ongoing

until July

2015

Time Inset

No cost Pupil profiles developed as a reference for all staff to use when assessing WSL. Completed High expectations of learners. Uploads monitored by WSL Co-ordinators. Ongoing

Pupil profiles for 2014-

2015, Y2, Y4, Y6 (hard

copies – not electronic) are

located in evidence file.

Pupil profiles for 2015-

2016, Y1, Y3, Y5 (hard

copies – not electronic are

located with Class Teacher.

A56 Visit another school to look at good practice in WSL and Bilingualism. Observe 10 mins a day welsh sessions and look at reading areas, pupils’ books, portfolios and pupil profiles if available.

RW, MC,

LW

March

2015

March

2015

Time Half day x 2

Supply Sharing good practice will raise standards. WSL co-

ordinators are informed and can develop the

subject.

Visit planned.

Bilingualism Evidence that actions are impacting on Learners.

Monitoring - Evidence of

Outcomes from Actions

A57

Whole staff training to improve the standards of Welsh oracy across the school – using the Continuum, ensuring progressive phrases used appropriately in other subjects. (EA to train Whole staff – Bilingualism – Staff to collect evidence of their use of bilingualism across the curriculum and feedback as a whole staff. EA– to support staff in class (team teaching following discussion about subject area to work on)

RW, MC,

LW, EAAll

staff

Lower

KS2

Lower

KS2

March

2015

March

2015

Time Twilight INSET

No cost WSL being used consistently and at the appropriate

level in each class across the curriculum. Ongoing



minutes file.

Evaluation of impact of

team teaching forms to be

added to evidence file and

SL file.

A58 All classes to display phrases from the Continuum for the topic/theme that they are currently working on. Include past and present phrases from the Continuum in all displays around the classroom and the school. Staff to be provided with index boxes containing phrases on cards from the Continuum for their current year group as well as previous years (for consolidation) These cards to be displayed on a daily rotation – children to use this phrase with staff and peers to earn ‘Pwyntiau Ty’.

RW, MC,

LW,

March

2015

March

2015

Time Boxes

Printing /

Laminating

cost

£100

WSL being used consistently and at the appropriate

level in each class across the curriculum.

Learners will consistently reinforce and use

previous language patterns learned. Completed

Continuum sentence

patterns on display around

the school.

Continuum phrases from

previous years to current

year are on display in

classrooms.


A59 Subject leaders to support staff in refreshing and maintaining their resource boxes for their 10 mins a day.To include – lollipop sticks/loop games/games booklets/flashcards/phrases/language mats.

RW, MC,

LW

January

2015

February

Half Term

Time Half day Boxes Laminating resources

Colour

printing

costs.

Resources are easily accessible for learners to lead

the 10 mins a day sessions. Completed

Resources suggested by

CSCJES SoW printed and

disseminated to each year

group.

A60 Criw Cymraeg – Continue to work with Criw Cymraeg to develop use of WSL on the playground and around the school. Order tabards for Criw Cymraeg to wear on the playground.

RW, MC,

LW

January

2015

July 2015

February

2015

Time Tabards

No Cost

£50

Easily visible tabards will continue to raise the

profile of WSL and remind learners and staff to use

WSL on the playground and around the school at

all times. Completed

Evidence in Criw Cymraeg

folder – Minutes from

meeting

Criw Cymraeg rota

ICT

Person responsible Miss V Jenkins Supported by Senior Leadership Team Link Governor Priya Parsons

Strategically-planned tasks Lead person

& others

involved


budget

source



Actions Start Date End Date

Information Technology

A61 PIAP Create timetable of actions from PIAP document. VJ

RW, VJ Feb 2015 6/ 2/ 15 Time PIAP for ICT. Timetable for actions to be completed. Staff aware of required actions and when completion is required. Completed

PIAP in recommendation file and SL file

A62 Staff training – Introduce new scheme of work – Rising Stars Computing Reception to Year 6 Includes assessment tool for FP Incerts need to be updated every Half term and examples in folder for portfolio

All staff.

March 2015 Feb 2015

July 2015 Time Twilight INSET

£980.00 – Scheme

Staff aware of requirements for each level. (AfL – feed into planning and assessment of IT) Portfolio developed as a reference for all staff to use when assessing IT. High expectations of learners New Cardiff Scheme (Computing Switched On) introduced and staff have completed 1

st unit.

Rising Stars used for MAT pupils and ICT club (MAT invited to attend)

Needs to be placed into



minute file

A63

IT Portfolio developed by all staff. Staff to provide level and contextual information for each example. (Timetable of evidence deadlines to be shared with staff.)

VJ All staff.

March 2015

July 2015 Time Half day each half term – Same half day as data.

Portfolio developed as a reference for all staff to use when assessing IT. High expectations of learners. Timetable of example uploads monitored by IT Coordinators. Ongoing

Portfolio begun Inset to moderate work for the portfolio – Nov 2015

A64 Pupil and parent questionnaire to assess attitudes and confidence levels in IT. Begin adult afternoon – internet safety, model how school website can be accessed at home using tablets and laptops,

VJ Digital Leaders All staff.

April 2015 June 2015 Time

No cost Questionnaire will inform the focus of the parents’ afternoons. Parents will feel more confident to support their children in IT. Ongoing

Sent to parents awaiting returns – results to be analysed by VJ


A65 Weekly cross curricular IT lesson – Books and planning monitored by IT coordinator half termly. Digital Leaders to collect good examples of writing from classes for display on the praise wall in the foyer.

VJ

All staff

July 2015 Time No cost Evidence to be added to portfolios for teacher reference. Sharing good examples to raise the profile of IT with the wider community. Evidence in Planning ICT and Cross Curricular. Monitored by VJ




minute file

A66 INSET to revisit Scheme of Work for IT– ensure all staff are aware of all high quality resources available to them online. Any problems experienced, standardise the portfolios areas communicating Ideas, modeling and planning for tasks.

All teaching

staff

April 2015 May 2015 Time INSET

No Cost High quality resources used in class will raise

standards in all areas of IT.

Scheme recapped with all staff 1st

unit Datahandling (Rec – Yr5) and Multimedia (Yr6) completed. Extrascope audited all hardware and recommendation written up.




minute file

A67 Develop Pupil Profiles for learners in Years 1 – 6 (3 pupils from each year group) Class teachers to complete pupil profiles electronically using proforma Timescale of deadlines shared with relevant staff. Class teachers to work with IT coordinator to develop the profiles.

All teaching

staff

26th

Feb

2015

July 2015 Time Inset

No cost Pupil profiles developed as a reference for all staff to use when assessing IT. High expectations of learners. Uploads monitored by IT Coordinator. Ongoing

A68 Visit another school to look good practice in IT Observe a class with no IT suite and how lesson is managed. Look at IT areas, pupils’ books, portfolios and pupil profiles if available.

VJ March

2015

April 2015 Time Supply Sharing good practice will raise standards. IT coordinators are informed and can develop the subject. RG arrange for visit to CTK from BD to show Hxb resources and use of ICT in FP




minute file

A69 All classes to display IT in displays IT and cross curricular – QR codes, websites used during topic, video clips used. Digital leaders to collect website urls and youtube clip to generate QR codes.

VJ

Digital

Leaders

Feb 2015 July 2015 Time

Printing / Laminating cost £100

IT being used consistently and at the appropriate level in each class across the curriculum. Learners will consistently reinforce and used in other subject areas. All classes have ICT display. Ongoing: Digital leaders need recapped training.

Monitoring

A70 Digital Leaders – Continue to work with Digital Leaders to develop use of IT around the school. New Leaders need to be appointed beginning of summer term for transition New badges need making.

VJ

Digital

Leaders

April 2015 July 2015

Time

No Cost Printing, laminating, badges and lanyards.

Easily visible badges will continue to raise the

profile of IT and remind learners and staff to use IT

around the school at all times

Ongoing: Digital leaders need recapped training.



Recommendation 2 - Improve the quality of teaching so that it consistently challenges pupils of all abilities, especially the more able.

Person responsible Rachel Woodward Supported by Senior Leadership Team Link Governor M Maddox and S Beale

Recommendation 2: To improve teaching in all classes and ensure that all teaching is consistently good or better

To develop more consistent methods for monitoring and evaluating teaching and learning

To improve differentiation for all learners especially the more able

To increase FPOI by 7% which will move us to at least the 2nd benchmark quarter.

To increase FPO5+ by 10% putting us in line with highest performing schools in the family.

To increase Level 4+ CSI to 100% achievement which will move us to the top benchmark quarter.

To increase Level 4+ and 5+ to above 60% Level 5 putting us in line with the highest performing schools in the family.

Source of priority: SCA and CA Report, Self- Evaluation Report and Estyn Recommendations, KQ 1.1 2.2.1 2.2.2, 2.3.4 2.4.1

Evidence: Lesson Observations, Learning Walks, Scrutiny of Teachers’ planning and Pupils’

books, LA review, Estyn Inspection Report

Direct Links from SER and PIAP KQ1 relates to standards, the focus; KQ2 is the provision i.e. the areas in which the changes will be made KQ3 will be the framework in which leadership ensures this will happen i.e. resources, training, PLCs, Monitoring and evaluation.

Key Strands of teaching to be focussed on in current year (Using Continua Document):

A Assessment Strategies

5.7 Teacher’s written feedback

B Methods and strategies

2.7 Differentiation

C Assessment Strategies

5.4 Teacher Questioning

D Time and Resource Management

4.4 Lesson pace

E Methods and strategies

Collaborative Learning

F High Expectations and Planning

2.5 Pupil independence

1.1 Expectations in planning and lessons

G Assessment Strategies

5.3 Pupils and their targets


Targets for Jan 2015-Jan 2016 for Recommendation 2

To reduce the in-school variation in the standards of teaching through the adoption of a whole school Teaching for Learning approach.

Key Areas for Improvement Current Performance Quantitative targets (2014-15)

Raise standards of teaching 40% of lessons are currently Adequate Target 1

To ensure 90% lessons are at least Good by summer 2015

Increase number of excellent lessons 50% of lessons are currently Good Target 2

To increase the number of Excellent lessons to 25% by summer 2015.

For the Seven sub-sections of teaching (Continua

strands) within this plan reduce variation

Current performance 10% Unsatisfactory (1 teacher) 30% Adequate

60% Good Excellent – (Measured during Lesson Observations by

SCA, CA and HT observations Oct 14)

Target 3

For the Seven focussed sections ensure 100% of lessons are at least consistently

Good, with 25% Excellent by Summer 2015.

RECOMMENDATION 2 – Improve the quality of teaching so that it consistently challenges pupils of all abilities, especially the

more able

Strategically-planned tasks Lead person & others involved




Start Date End Date

B1 RW meet with G Foley (Marlborough Primary School) to discuss PIAP - teaching and learning PIAP in particular. Formulate outline plan for use of the Continua with Gareth Coombes in conjunction with Marlborough.

RW GF Dec 17th 2014 28th Jan

28th Jan Time No cost PIAP in place and approved by Estyn as way forward to raise standards Completed

PIAP in evidence file Meeting notes in evidence file

B2 Inset to Launch the Teaching for Learning Continua. Focus on the teaching for learning approach with teachers Rationale, learning continua, WILLWIGS, lesson observations. Agree first WILLWIG - 5.7 TEACHER’S WRITTEN FEEDBACK Inset to : High expectations of what this will look like in CTK Primary School. Teachers agree WILLWIGs for this theme. Clinic and Sharing good practise twilight sessions

RW all teaching staff

Jan 5th

26th

Feb Time No cost All teachers will have agreed the WILLWIG Actions planned in on monitoring timetable. Standards raised in the quality of written feedback across the school. Completed 11

th Feb

Evidence in Inset minutes and recommendation file Revisit to review marking policy effectively, shared with staff and GB Monitoring records need to be added to the Monitoring and recommendations files. Marking Policy now in place and being implemented consistently throughout the school. March 22

nd 2015.

B3 RW and CA meeting to discuss PIAP and identify preliminary actions.

RW, CA 6th

Jan 6th

Jan Time No cost PIAP discussed and way forward agreed by HT and CA Completed

CA report in recommendation file


B4 Session observations to monitor Teacher’s Written Feedback (evidence - books, planning, listening to learners in class)

RW / SILT Week beg 26

th Feb

Week beg 26

th Feb

2 half day supply

2 x £75.00 Impact of Written feedback monitored. Completed Standards Raised in AFL in books

See progress report from CA March 16

th/17

th

B5 RW G Ray and CA meeting to review progress on PIAP.

RW, Mark Austin, Gina Ray

Mon 12th

Jan

Mon 12th

Jan

Time No cost Progress on PIAP discussed. Draft copies of Recommendation 1 and 2 emailed to Govs Completed

Consortium G Ray report in recommendation file

B6 Senior Leadership Team training on effective use of the continua to raise standards in teaching and learning

HT, ADHT, JW and BW

Jan 22nd

Jan 22nd

Cost of course TBC Supply for JW and SM

TBC Leadership team clear focus and guidance on using the continua to raise standards and monitor progress. Completed

Training records in evidence file

B7 L Mills and C Osbourne lead Inset on monitoring and evidencing pupil progress, particularly MAT pupils.

L Mills/ C Osbourne All staff

Feb 23rd

Feb 26th

Inset time No cost Staff have clearer guidance on MAT Review MAT policy share with staff and GB for agreement.

Inset records

B8 Realign the twilight inset programme to have a stronger focus on regular professional dialogue on teaching for learning. Success Criteria (WILLWIGS: What It looks Like when it’s Good!) are created as a whole staff

RW, SM,

JW BW

Feb 23rd

Ongoing

insets

DVD – good to excellent (Ofsted)

No cost Clear training programme in place focussing on raising

standards. Ongoing – see further sessions planned in PIAP

Evidence in monitoring file

of WILLWIG monitoring.

B9 RW realign new monitoring and evaluation cycle. Distribute to all staff once approved by Governors All staff to implement the new monitoring and evaluation cycle

RW and all staff

23rd

Feb Ongoing actions on plan.

Time No cost All staff aware of new plan and are proactive a in fulfilling their role to raise standards. Completed and plan is ongoing All Staff understand their accountability for raising standards.

Timetable in evidence file

B10 Inset led by Gareth Coombes: Agree WILLWIG for 2.7 Differentiation and launch. 1. High expectations of what this

will look like in CTK Primary School.

2. Teachers agree WILLWIGs for this theme.

Clinic and Sharing good practice twilight sessions run by two teachers

Gareth Coombes All teaching staff

11th

Feb 11th

Feb Cost of course TBC

TBC Inset training will further clarify staff understanding of differentiation. Completed Clear s/c devised for guidance so impact of training can be monitored and evaluated. Completed

Inset minutes in Recommendation file Policy on differentiation to be updated by staff.

B11 Kate Gray to lead 1 day training on the Continua for Support Staff

Kate Gray support staff

Feb 13th Way forward TBC

Cost of course TBC

TBC SM and support staff understand the continua for support staff and how this will impact on raising standards. Completed

Minutes in training file

B12 Session observations to monitor Differentiation (evidence - books, planning, listening to learners in class, teaching)

SLT Week beginning 16

th

March

Supply cost 1 day

£126.50 Clear evidence of impact of training. Completed – as a result we have changed the WILLWIG Collaborative Learning Objective and Success Criteria. This has come from the findings of the monitoring.

Evidence in monitoring file.

B13 Agree WILLWIG for 5.4 Questioning and launch

RW Clear s/c devised for guidance so impact of training can be monitored and evaluated.Completed

Evidence in Inset minutes and monitoring file of WILLWIG for questioning


B14 Session observations to monitor Questioning(evidence - books, planning, listening to learners in class, teaching)


Week beginning April 20

th

WILLWIG agreed – most pupils know what the MSC and C+ are, and use them in their learning. Completed

WILLWIG in evidence file, and photocopy of pupils work where questioning has been used to further learning.

B15 Agree WILLWIG for 4.4 Lesson Pace and launch


27th

April Clear s/c devised for guidance so impact of training can be monitored and evaluated. Completed

WILLWIG agreed, displayed in class and used by all staff. Placed in evidence file.

B16 Session observations to monitor Lesson Pace (evidence - planning, listening to learners in class, teaching)


Week beginning 1

st June

As above Completed Lesson observation records show evidence of increased pace and impact on learners.

B17 Refine Performance Management processes to include the Practising Teacher Standards. The focus areas will constitute performance management objectives for staff

SILT & all

teachers

Oct 2015 Cover for PM meetings & associated lesson obs.

TBC PM reviewed and completed. PM Policy to be reviewed

again by GB and HT in March 2016. Practising Teachers

standards are now used in discussions with staff. Ongoing

PM file of evidence

B18 Performance Management lesson observation week.


Oct/ Nov 2015

Objective – to achieve at least a good judgment against all of criteria in the abridged teaching for learning continua. Completed

Lesson observations in file

B19 Two day review against progress on Estyn Recommendations - RW, SCA and CA observe and monitor lessons, books scrutiny etc

RW, CA, SCA, Gina Ray

22nd

June 23rd

June Time No cost Lessons observed. Findings feeding in to SER. HT judgements quality assured Completed

CA report in evidence file. Shows string progress in many recommendations.

B20 RW feedback findings from lesson observation to all staff establishing a culture of self-evaluation and improvement.

RW and all staff

24th

June 24th

June Time No cost Staff know and understand findings from monitoring. Acting on findings immediately. Completed

Feedback reports in SL and Evidence files.Inset/phase meeting minutes evidence discussions re findings.

B21 RW to use the Gareth Coombe’s electronic tracker to quantify improvements in teaching for learning on both an individual and whole school level.

RW and SLT

July 2015 Measurable impact of Teaching continua to ensure teaching and learning has improved throughout the school. Ongoing

To be placed in evidence file

B22 Build up a profile of progress against the teaching for learning continua at an individual teacher level and whole school level.

RW, SM July 2015 Jan 2015 Leadership Team meetings

No cost Measurable impact of Teaching continua to ensure

teaching and learning has improved throughout the school

to inform performance management targets. Ongoing

To be placed in evidence

file

B23 Agree WILLWIG for Collaborative

Learning and launch

Now changed to success criteria

RW all

teaching

staff

29th

June Clear s/c devised for guidance so impact of training can be

monitored and evaluated. Revised priority – Success

Criteria WILLWIG agreed.

WILLWIG in evidence file,

and photocopy of pupils

work where SC has been

referred to.


B24 Session observations to monitor

Collaborative Learning Now changed

to success criteria


Wk 3 in Sept

Lesson observation records show evidence of effective use of the SC by both pupils and staff on learners.

B25 Agree WILLWIG for Pupil

Independence and launch


Wk 4 in Sept

Clear s/c devised for guidance so impact of training can be

monitored and evaluated.

B26 Session obs to monitor Pupil

Independence


Week 7/8 in Autumn Term

B27 SM training – “Wellbeing Makes the most of MAT learners” Dealing with different learning styles Choosing the best challenge Challenging MAT pupils through multi apping/ film making Targeted use of ICT via ipads with MAT pupils to enable them to research, record, present findings to whole class

SM 2nd

Feb 4th

,5th

, 6th

Feb

Cost of course Supply for 3 days

Course £360 Supply x 2 and half £375

Developed a model for identification of MAT learners. Utilization of the classroom to accommodate different learning styles. Continued development of higher order thinking skills Blooms, Lego Education. Multi- apping / film making to inspire creative writing at Outcome 6 and Level 5 +. Provide challenge for MAT pupils through use of social media and ICT. On track – Findings to feed into SLT meeting and review of MAT Policy

SLT meeting minutes Course booklet Staff utilise Blooms questioning , evident in KS2 GGR sessions. CTK joined Into Film – staff training provided by outside agency (evidence in Inset minutes) SM to run after school booster groups for MAT pupils (6 weeks Intofilm Autumn 15) New ICT SoW QR codes created to provide maths /literacy challenge for MAT pupils . LM Maths / JW Literacy

B28 Review MAT Policy

SLT Feb 26TH

SLT meeting No cost MAT policy to reflect the vision for MAT learners in CTK. Staff are informed of and use the requirements for MAT provision. Completed

MAT Policy reviewed by SLT.

B29 Review MAT register termly . All pupils achieving 115+ in Literacy and Numeracy tests must be on the register and catered for.

SLT All staff

Feb 26th SLT meeting No cost Ensuring appropriate pupils have been identified as MAT. MAT pupils receive an appropriately differentiated curriculum. Completed

Evidence of differentiation in pupil work – see MAT evidence file. 4 levels of challenge evidenced M, S, C, C+

B30 MAT I.E.P’s to reflect appropriate level of challenge. ALENCO monitor MAT provision linked to IEP’s Termly.

All staff March March Key stage meetings

No cost MAT provision is challenging and open ended. MAT pupils are challenged and self-motivated to reach potential, thus raising standards. Completed

MAT co-ordinator monitored MAT group of learners – work challenging , open ended and C+ evident.


B31 SLT monitor MAT provision through book scrutiny at least termly and through planning monthly.

SLT March March SLT meetings

No cost MAT learner outcomes are appropriate . MAT pupils achieving full potential, more pupils achieving level 5/ Outcome 6. Completed

Y2/Y6 target setting predictions increased percentage of pupils achieving Level 5/Outcome 6 in July 2015 from previous year. Damian Clarke challenging MAT pupils in Y5/6 in creative writing. (See SLT minutes for report)

B32 All lessons must be planned to include appropriate skills from the new Literacy/Numeracy Framework. MAT pupils often working from a higher year group skills ladder.

All staff PPA time No cost LNF embedded in practice across the curriculum. Pupils are using these transferable key skills in all contexts. MAT pupils can work above age expected outcomes. Completed

Inset meeting minutes

B33 External scrutiny of provision for MAT pupils, and the outcomes they achieve by the Challenge Adviser.

Challenge Adviser

March No cost Mat pupils are achieving potential – quality assured by Challenge adviser. Teachers know they are meeting the needs of MAT pupils. MAT pupils independently achieve higher outcomes. Completed

RECOMMENDATION 3 POST INSPECTION ACTION PLAN

Recommendation 3: Strengthen assessment procedures and assessment for learning Person responsible Joe Wright Supported by Senior Improvement Leadership Team Link Governor D Callaghan, S Beale, C Pocknell

Recommendation 3:

Strengthen assessment procedures

Strengthen assessment for learning

Targets for 2014-2015 for Priority 1

To reduce the in-school variation in the standards of teaching through the adoption of a whole school Teaching for Learning approach.


Improve the accuracy and consistency of teacher assessment of learning

Effective assessment of pupil’s work and progress is limited. Limited moderation and standardisation of pupils work across the school and with other professional networks. Scrutiny of pupils work confirms that standards particularly at the higher than expected levels are not as high as teacher assessment

Target 1 Moderation sessions built in to phase meetings and SLT meetings. 100% of all teaching staff accurate in moderation of pupil standards. Evidence of joint working with other primary schools and the LA to ensure accuracy and consistency of teacher assessment. 100% of teaching staff using policy and procedures set out in the new assessment policy. Evidence in monitoring file.

Improve systems for tracking pupil progress across Not enough tracking systems in place Target 2


the year and the key stage based on assessment of learning

New assessment policy sets out when and what will be tested and tracked. SIMs will be used by 100% of teaching staff to track pupil progress and identify groups of pupils for interventions.

Improve assessment systems for groups of learners including those in receipt of interventions

Success of intervention programmes is not evaluated. Target 3 Policy for additional learning needs will be updated and 100% of staff following procedures. Intervention tracked thoroughly with clear baselines, measures of progress and timescales for length of intervention . Reports to GB on progress of groups of learners

Improve systems of assessment for learning No consistency in AFL Comments do not identify consistently what pupils have achieved and how they can make further progress Processes to secure the accuracy of teacher assessment are not secure

Target 4 New policy and procedures for AFL being used effectively by all staff. Agreed by GB. Clear guidance on effective written feedback.

To ensure that judgements of SILT members are consistent when conducting monitoring and evaluating exercises and that all SILT members are coached in giving feedback which is consistent, developmental and unequivocal to teachers.

Variation in consistency of judgments and feedback. This leads to variation in improvement and development in learning and teaching. Arrangements to ensure accurate standardisation and moderation with other schools are underdeveloped

Target 5 All SILT members to be involved in joint (internal and external) monitoring and evaluating of teaching and learning programme. The high quality feedback to teachers results in improved standards of teaching and learning.

RECOMMENDATION 3 – Strengthen assessment procedures and assessment for learning


Lead person & others involved



Monitoring Evidence of Outcomes from Actions Start

Date End Date

C1 Review assessment and marking policy and procedures

JW and SILT

Feb 13th

Feb23rd time N/A Clear policy and procedures for staff to follow for ARR Revised marking policy put into practice in summer 2015 with clearer codes and systems including stamps. Focus on next step marking with follow up identified.

English book monitoring 16/9/15 shows marking policy being followed. Need to ensure M/S/C is being used as a code. Remonitor. Maths books to also be monitored. Marking monitoring October 2015 shows that policy is being followed consistently. Codes are being applied and next steps are being set for the children. ACTION COMPLETED

C2 Revise and standardise systems for tracking pupil progress based on National Curriculum Levels and Foundation Phase Indicators across the school. Prepare set dates for submission of data to assessment coordinator.

JW and SILT

Jan 2015 March 2015

Coordinator file to be developed

1 day supply for year 6 £125 Stationary costs file, dividers etc £20

Pupil level trackers consistent and data collected in assessment coordinator file as well as class teacher assessment files Assessment policy rewritten July 2015 for approval by governors in Sept 2015. Agreed assessment week dates identified followed by pupil progress meetings and tracking meetings.

End of year data collection on standardized forms July 2015 Target setting forms standardized throughout the school Sept 2015 Assessment week data collection forms standardised Oct 2015 Assessment file contents to be finalised


C3 Termly standardisation and moderation of pupil work INSET meetings used to for core subjects to be scheduled and carried out with Marlborough Primary School, Cluster schools and the Consortium to ensure accuracy for all staff

JW and SILT

Feb 2015 Ongoing No Cost English and Maths meetings for standardization and moderation to have taken place, moderated work samples collected. Next steps for moderated work child identified and acted on in class planning. Moderation INSET twilights took place summer 2015

See moderation files from summer term. Work also moderated by Gina Ray and Ruth Best November 2015 Gordon Bell moderated writing samples from assessment week and found to be accurate. ACTION COMPLETED

C4 Use SIMs to collect and track pupil levels across the school

JW off staff

Feb 2015 Ongoing SIMs No cost All teachers to submit levels on SIMs based on teacher assessment

Data has been input into SIMs ready for CT use All tracking is taking place using Excel

C5 Pupil progress across year groups and across key stages to be monitored to identify those children making accelerated and lower than expected progress across year groups and key stages. Half termly pupil progress meetings carried out between class teachers and Key Stage leaders to identify progress and required support for pupils at risk of not reaching challenging targets.

JW and SM (findings shared with SILT)

Jan 2015 Ongoing 6 half days required for Year 6 and Year R £75 x 12

Support identified for pupils requiring focus to achieve end of year predicted levels. Support put into place. End of year progress meetings to identify those children that have made greater or lower than expected progress across the year. Additional interventions put into place where appropriate Pupil progress meetings took place spring and summer 2015. Tracking grids used and stored in assessment folders. A range of actions was used to identify next steps needed for pupils to make progress.

Pupil tracking sheets kept in assessment folders. JW/RW to monitor the progress of the children that were on the tracking sheets. What percentage of these pupils met their predicted target? Pupil progress tracking took place in autumn assessment week

C6 Portfolios of work for children working at different levels to be collected by subject leaders in core subjects to ensure consistency across classes and accuracy of judgments. Timetable to be put in place with collation deadlines for evidence.

JW, LM, SM, MC and RW

March 2015

April 2015 Half a day supply for coordinators £75

Portfolio identifies consistency of levels across classes Inconsistencies acted on and improved Welsh portfolios have been collated. Portfolios for Eng and Maths being collated.

Portfolios for Eng and Maths being collated.

C7 Additional commercial tests to be purchased to track pupil progress in reading and maths. These will form part of the resources for the new assessment timetable.

JW and SILT

Feb 2015 Feb 2015 A range of commercial tests

Costs of tests and printing £1000?

Teacher planning identifies areas gaps in children’s learning to be addressed NGRT tests identified to be purchased

All tests for assessment weeks to date have been collected and distributed NGRT tests to be purchased for forthcoming assessment weeks

C8 Yearly assessment timetable to be produced taking into account dates for submission of data and detailing all tests and assessment procedures carried out as well as time scales for submission of data and actions to take place as a result of data submission

JW and SILT

Feb 2015 Feb 2015 Use supply day from first action £125

Assessment timetable distributed and staff to follow it throughout the year Assessment timetable for the whole school completed and agreed with all staff. INSET time used to decide on the timetable.

Two assessment weeks have taken place in summer term 2015 following the agreed range of assessments. Assessment weeks for 2015-16 scheduled. Assessment policy completed and approved by governors. Timetable across the year completed. ACTION COMPLETED


C9 Systems for monitoring children requiring additional support to reach th e end of year targeted level, to be standardised by assessment coordinator and ALENCo to provide benchmark and measure of progress data.

JW and SILT with CTs

Feb 2015 Ongoing To be used in pupil progress meetings

Pupils requiring additional support identified and class teacher actions put into place accordingly. Appropriate progress of identified children made See notes on pupil tracking system

Termly pupil progress meetings have taken place to track these pupils. Data from assessment weeks has been used to feed into these meetings. ACTION COMPLETED

C10 External moderation sessions to be scheduled and carried out with class teachers from Marlborough

JW and CTs

Feb 2015 Ongoing INSET meeting time?

Portfolio of leveled work shows consistency between schools Carried out at Marlborough and by R Best

Carried out at Marlborough, by Ruth Best, Gina Ray and Gordon Bell ACTION COMPLETED

C11 Training for JW assessment leader in using up to date systems for tracking assessment including incerts Staff training in target getting LA session to moderate pieces of work for end of FP and KS2. Training for all staff in moderate English and Maths run by the LA.

JW Feb 2015 Dates TBC

Dates TBC

Supply x 3

WG Funded

Accurate standardisation of work by all teaching staff Staff will be clear in what is need to move pupils to the next level in their learning. Staff will be confident in identifying gaps in pupil learning and work with the SLT to endure correct provision. INSET training by Gordon Bell in moderation and standardization of reading, writing and oracy July 2015

Gordon Bell INSET session completed to focus on accurate assessment in English for Oracy, Reading and Writing. Moderation of levels completed by Gordon Bell and JW to assess teacher accuracy of judgments in 1

st half term in autumn

assessment week. ACTION COMPLETED


Person responsible Rachel Woodward Supported by Senior Leadership Team Link Governor S Beale and C Mahoney

Recommendation 4: Improve the quality of leadership and management at all levels To develop distributed leadership to ensure high expectations, high quality teaching and high standards To improve leadership, particularly in monitoring and evaluation to impact on standards of teaching and learning and improve self-evaluation.


Ensure Staff are effective in their new roles in light of the recent changes and provide effective leadership.

Acting HT and Acting DHT in place Target 1 Acting DHT and HT evidence impact of personal effectiveness through PM process, LA review and MER outcomes. Clearer definition and expectations on the roles of the AHT, ADHT

To develop the leadership skills of all staff (AHT, DHT, SLT, Future Leaders, Subject Leaders, UPS teachers, TAs, GB, support staff)

Leadership training and distributed leadership has been limited to senior leaders & aspiring leaders to date. This remit needs to be widened so that everyone is able to have increased accountability the school vision and aims.

Target 2 All staff have received appropriate training and support to enable them to contribute to the school’s vision and aims.


To ensure that judgements of SILT members are consistent when conducting monitoring and evaluating exercises and that all SILT members are coached in giving feedback which is consistent, developmental and unequivocal to teachers.

Variation in consistency of judgments and feedback. This leads to variation in improvement and development in learning and teaching.

Target 3 All SILT members to be involved in joint (internal and external) monitoring and evaluating of teaching and learning programme. The high quality feedback to teachers results in improved standards of teaching and learning.

100% of school leaders able to evidence their personal contribution towards the successful completion/ achievement of school improvement priorities and targets.

In-school variation, some SL more proactive than others in leading their subject/ Area of Learning. Limited evidence of personal contribution towards achievement of improvement priorities.

Target 4 PM target for all – To be able to evidence personal contribution and effectiveness in leading subject area / area of learning.

Increased involvement by SL in evaluating their subject / aspect area and input into the school improvement plan

Involvement of SL in evaluation procedures limited (only in English and Maths). SIP currently developed by SLT, with limited input from others.

Target 5 100% of Subject Leaders to be involved in training and a wide range of self-evaluation activities to enable them to create a good quality evaluation report for their area / aspect. 100% of Subject Leaders to be involved in training and write a good quality subject plan.


Recommendation 4: Improve the quality of leadership and management at all levels Strategically-planned tasks How are you going to achieve your targets? What will you actually do?





Actions Start Date

End Date

D1 Review terms of reference for SLT SLT Feb 27th

Feb 27th

SLT meeting N/A All members have a clear idea of role and accountability. Capacity building of SLT is improved; more involvement in strategic role. Completed

Terms of reference in SLT file

D2 Whole of SLT to be involved in setting agendas for meetings.

SLT Feb 13th

Feb 13th

SLT meeting N/A All team members take ownership of school improvement All SLT members fulfilling their role in moving the school forward. Completed

Agenda in SLT FILE Minutes of SLT Meetings Updated job descriptions

D3 Staff Training Programme produced to identify and coordinate roll-out of appropriate and targeted training for staff in areas of leadership, management, curriculum and monitoring,

SLT Feb 27th

Feb 27th

SLT meeting N/A Clear vision established of how training will be organised and the impact on raising standards. All staff have a copy of the training programme. Completed

Training programme Minutes and reports from termly training – INSETs Record of Staff training Consortium course notes and evaluations


D4 SM and JW to be involved in the timetabling of monitoring of standards for SLT. Tight and robust schedule of monitoring to raise standards to be adhered to.

SLT Feb 13th

Feb 27th

SLT meeting N/A All team members take ownership of school improvement. Capacity Building of SLT. All SLT members confidently fulfilling their role in moving the school forward, thus raising standards. Timetable in place

Timetable in Monitoring File

D5 All monitoring of standards to be undertaken as a team. RW to coach good practice

SLT Week beg 30

th Feb

Week beg 30

th Feb

SLT meeting N/A Capacity Building of SLT. All members of SLT competent in writing up monitoring and ways forward in raising standards All SLT members confidently fulfilling their role in moving the school forward, thus raising standards. Completed

Lesson observations by SLT Monitoring reports for MAT and literacy. Training notes and records when available.

D6 SM and JW to regularly summarise findings from SLT monitoring in writing and feedback to staff

SM and JW

Week beg 2

nd March

Further dates TBC

Staff meeting

N/A Capacity Building of SLT. All members of SLT proficient in writing up monitoring and ways forward in raising standards and relating relevant issues to staff. All staff recognise the SLT as a team that is raising standards. All staff are more accountable to whole SLT. Partially completed – further training from Acting HT scheduled in SLT meeting

Evidence of linking the monitoring reports to areas for improvement training. Minutes of INSET and “follow-up” reports.

D7 Summary of SLT achievements in raising standards in relation to P.I.A.P. presented to Chair of Governors each month.

SLT, SM, BW and JW to take lead

Week beg 9

th March

Further dates TBC

SLT meeting N/A SLT account for progress on raising standards , particularly JW SM BW SLT increasingly skilled in presenting reports on their work and responding to questioning.Ongoing

Reports in evidence file Chair of Governors meeting notes.

D8 Summary of SLT achievements in raising standards in relation to P.I.A.P. presented to Governors half termly

SLT Dates TBC Dates TBC SLT /GB meeting

N/A SLT account for progress on raising standards against the P.I.A.P. SLT increasingly capable of analysing strategic work and delivering to governors

Notes from Chair of Governors meetings.

D9 SLT to respond to questioning on progress against P.I.A.P. standards by Governors half termly

SLT Dates TBC at next GB meeting

Dates TBC SLT /GB meeting

N/A SLT are so aware of progress of the school and the impact on standards, that they will be able to give detailed responses to Governors using first hand evidence. SLT increasingly capable of responding to questioning from Gb and all stakeholders.

SLT attend Standards Committee meetings to report on progress. Reports & slides presented Minutes of standards meetings

D10 JW BW and SM to contribute to Head Teacher’s Report to Governors particularly in relation to standards

JW, BW and SM

March March 31

st

SLT meeting N/A First hand evidence provided on provision, standards, and wellbeing termly to Head teacher .SLT contribute effectively to Head Teacher’s Report

SLT meeting minutes On occasion – may attend standards or FGB meeting in which case minute of relevant meetings.

D11 SM, BW and JW to lead Inset on a regular basis, particularly in relation to standardisation of work and the Teaching and Learning Continua

JW, BW and SM

March, May, July

Jan 2016 Inset Supply 1 day £126.50

All Senior Leaders share their sound knowledge of curriculum developments to all staff. Senior Leaders at Christ the King School ensure that CTK meets local and national priorities and LNF is impacting on standards

Inset slides. Course notes and/or Minutes


D12 SLT to monitor borderline pupils with CT on a half termly basis (focussing on pupils on the cusp of changing level /outcome). Challenging staff where necessary.

SLT Half termly 28

th

March

Jan 2016 Supply cover for Class Teachers and SLT

Supply x 5 x 2 £126.50

SLT have a good knowledge of attainment of standards of all pupils at Christ the King. Evidence of pupils not making at least expected progress will be tracked by SLT. All pupils make the targets that they have been given at the end of each Key Stage. This will result in CTK moving from the lower quartiles particularly at KS 2. Ongoing

Pupil progress reports in assessment file

D13 Job descriptions reviewed for all teachers but particularly Senior Leaders to reflect accountability and responsibility

RW 1ST

March 2015

1ST

March 2015

N/A N/A All staff members to be completely aware of their role in CTK school but particularly in raising standards. All staff are more accountable in their role, resulting in a rise in standards Completed

Job descriptions in Prof Dev File

D14 Performance Management targets to reflect P.I.A.P. particularly focussing on standards and provision

RW to lead all staff

1st

March 6th

March Ongoing reviews

N/A N/A Specific targets pertinent to individual teachers will contribute to raising standards. Staff achieving targets will contribute to Estyn recommendations being met across the school Completed

Performance Management targets in Prof Dev File

D15 BW and SM to lead Performance Management of Teaching Assistants linking with the continua for support staff and PIAP

BW and SM

March 2015

March 2015

Supply cover

Supply x 4 £126.50

Specific targets pertinent to individual teaching assistants, will contribute to raising standards Teaching Assistants achieving targets will contribute to Estyn recommendations being met across the school, whilst at the same time building the capacity of leaders at Christ the King Completed

Performance management completed during October/November 2015. Records in file.

D16 JW, SM and BW to be given a lead on aspects of the SIP and SER relating to standards to work on after coaching from RW

RW BW JW SM

Feb 2015 Jan 2016 Link to other areas of PIAP

RW and JW will analyse data from Maths and English and then contribute to the SER and SIP. The SLT are key stakeholders in the development of the SER and SIP

Reports to standards committee & relevant minutes. SLT meeting notes

D17 JW, SM and BW to be excellent role models in provision and standards at all times

BW JW SM

Feb 2015 Jan 2016 Time N/A JW and BW & SM are lead practitioners in all areas of school life. All staff have good role models to follow, expectations are raised impacting on raised standards across the curriculum

Notes from relevant INSET training and curricular areas led by relevant individuals. Overall improvement in school results.

D18 JW and SM and BW to meet with equivalent post holders at Lead Practitioner school and observe good practice( J Lewis at Marlborough, Sian KS2 leader and FP leader at Marlborough. (St Philip Evans for assessment)

BW JW SM

Feb 2015 March 2015

3 days supply cover

3 x £126.50 Leadership role in action will be understood JW, SM and BW are working to the expected standards, thus impacting on whole school standards. Completed

Reports of the visits and impact in evidence files

D19 All Subject Leaders attend INSET on evaluative writing led by G Coombes. How to scrutinise books etc

All teaching staff

April 27th

Cost of Inset All teaching staff have a model of evaluative writing to follow for their subject areas Evaluations follow a common format and are a true reflection of progress in that particular area

Occurred 22nd

April – Training records and notes.


D20 All Subject Leaders will complete self - evaluations and subject action plans for their areas to be scrutinised by H/T and Challenge Adviser

All teaching staff

Summer Term 2015

Summer Term 2015

5 days supply cost

5 x £126.50 Evaluations follow a common format and are a true reflection of progress in that particular area. Action plans have timed costed outcomes which will impact on progress for subject/school. Self-evaluation and Action Plans will feed into whole school documentation, which will have a positive impact on progress throughout school

Self-evaluations and action plans completed for: Maths, Literacy, Welsh. Documentation for Assessment and ICT expected prior to half term.

D21 New robust and effective monitoring and Evaluation Timetable implemented. Realign the MER processes to build in a review and refine system.

RW, ADHT, SILT and SL

Feb 2015 Feb 28th

2015

Time N/A All staff aware of timetable and their role. Increased awareness of the need for monitoring and evaluation to improve. Standards raised in learning and teaching. Completed

Last two iterations monitoring and evaluation Timetable Annual Self-evaluation document Monitoring and Evaluation Policy in process of being updated.

D22 Leadership Team to conduct joint scrutiny of books each half term to ensure consistency of judgments and feedback. Support from CSC working with Subject Leaders(Gina)

SILT – RW, SM, JW, BW

Feb 2015 Ongoing to Jan 2106

Time in SLT meetings

SLT Meeting minutes Feed-back Reports

D23 Teaching Continua for Support Staff to enable practice to be consistently good throughout the school.

SILT and Support Staff and Kate Gray

Feb 13th

2015

Ongoing to Jan 2016

Cost of consultancy

TBC Support staff have clear guidelines for excellent practice when working with pupils to have maximum impact on raising standards. Time of meeting has been rescheduled to accommodate pupil one to one cover. Support staff continua incorporated into LSA perf Man. Ongoing


Recommendation 5: Ensure that self-evaluation is a systematic and rigorous and focuses strongly on pupil outcomes

Person responsible Mrs R Woodward Supported by SLT- R Woodward, S Miles, J Wright, B Welsh Link Governor : S Drayton and P Burford

Targets: To re-align the current process of self–evaluation in particular to be more self- critical with regard to the quality of provision, teaching or leadership(the report was evaluative and accurate in its judgement of standards. To produce effective and rigorous improvement plans arising from the self -evaluation process that will impact positively on standards To ensure that all subject leaders are more confident in evaluating their own areas of responsibility and where appropriate generate and use appropriate data. To improve monitoring and evaluation strategies that measure impact of actions on pupil outcomes. To implement focused monitoring to ensure the effective implementation of priorities in the SIP/PIAP Strategically-planned tasks How are you going to achieve your targets? What will you actually do?





Start Date

End Date


E1 HT to work with SLT, Challenge Adviser and Governing Body to produce post inspection action plan. Include roles responsibilities and plan for rigorous monitoring of progress

HT , SLT, CA and Governing Body

Feb 2015 May 2016

20 hours of HT time. 3 hours of CA time, 3 hours of GB time

N/A All staff and Governors are aware of priorities and how they impact on raising standards at Christ the King School. All involved have a clear vision of the way forward. Completed

Inset minutes in evidence file where discussed.

E2 HT Challenge Adviser and SLT to finalise P.I.A.P. to present to Governing Body for approval after challenging critical friend questions from GB.

HT , SLT, CA and Governing Body

Feb 2015 Jan 2016

2 hours N/A Governing Body empowered by P.I.A.P. to have significant role in SE, strategic direction. Governing Body have ownership of the plan are part of the challenge process which will result in improved standards. A range of stakeholders involved in production of PIAP. Completed

Minutes of GB meeting, completed PIAP sent to Estyn

E3 Inset time and training to be given to all staff to ensure that all staff can evaluate their areas accurately and then produce accurate SIP’s for their area

RW/Gareth Coombes All teachers

June 2015

July 2015

Inset time, G Coombes to deliver INSET

N/A Teachers have a greater understanding of the school improvement process, monitoring indicates effective self -evaluation, action planning with appropriate targets. Accurate subject self -evaluation reports leading to appropriate development plans focused on raising standards.

To be reorganized due to G Coombes postponing. RW to rearrange.

E4 Further develop pupil profiles to include evidence of targeted pupils keeping notes, annotating samples etc.

All teachers

Feb 2015 Jan 2016

PPA time for Class teachers

N/A Quality assurance of Teacher Assessment accuracy particularly in relation to targeted pupils. Targeted pupils fulfil their potential. SLT assured of accurate teacher assessment. Completed and ongoing.

Inset time given to moderate pupils work for portfolios in Welsh, Writing, Maths and ICT. Further Insets planned for future moderation.

E5 Governors to be involved in the monitoring process of P.I.A.P. and SIP through half termly meetings led by SLT. Governors to challenge progress on P.I.A.P. and impact on standards

GB and SLT Feb 2015 Jan 2016

2 hour meetings each half term

N/A Governing Body empowered by P.I.A.P. to ensure involvement in SE and strategic direction Governing Body have ownership of the plan are part of the challenge process which will result in improved standards. HT Report March 30

th

Progress meetings with SLs have taken place. Gov report in file. Reports to Govs by SL in evidence file. Minuted reports. HT report reports on progress and CA report half termly.

E6 Regular monitoring and evaluation of the quality of the pupils’ work and progress, through SLT

SLT and GB March 2015

Jan 2016

SLT time N/A Analysis of data identified pupils to track and monitor. Monitoring of Teaching and learning through classroom observations, learning walks, listening to learners and scrutiny of books. All stakeholders encouraged to evaluate against targets set. Pupils fulfil their potential. SLT assured of accurate teacher assessment. Monitoring of planning and book scrutiny ensures that T and L policy is adhered to, thus raising standards. Completed and ongoing.

Monitoring reports on progress and pupils learning in recommendation files. Findings given to staff in evidence file.


E7 Analyse available, relevant information and assessment data of the school, and on the attainments of the pupils which is used effectively to identify strengths and areas for improvement. Staff to be supported and challenged on progress against their PIAP responsibilities.

SLT, particularly via the Head Teacher’s report Challenge Adviser and all staff

Feb 2015 Jan 2016

Inset Time and SLT time

N/A Data for all pupils within the school is analysed for Literacy and Numeracy. Class Teachers accountable for their class data Groups of pupils identified and monitored: SEN, MAT, EAL and FSM. Interventions in place to target identified pupils. Teachers produce appropriate development reports and respond effectively to challenge questions Pupils fulfil their potential, leading to a rise in standards at Christ the King Primary School. Teachers focus appropriately on improving standards through their development plans and evidence gathering. Completed and ongoing.

Data analysis inset minutes by all staff and GB. Progress tracking meeting sheets in evidence file. Groups of learners tracking in Assessment files and ALN file. Development reports in evidence file. GB minutes evidence challenging questions asked. Portfolio and moderation is focused on improving standards.

E8 Monitor the standards achieved by MAT pupils termly in English and Maths to ensure targeted pupils achieve Level 5 and Outcome 6

SLT Jan 2015 Jan 2016

SLT time N/A More able pupils are appropriately challenged, independent learning increased Targeted more able pupils achieve Level 5 and Outcome 6. Completed and ongoing.

MAT coordinator report to GB.

E9 Summary of SLT achievements in raising standards in relation to P.I.A.P. presented to Chair of Governors each month.

SLT, JW, BW and SM to take lead

Jan 2015 Jan 2016

1 hour of SLT time to meet with Chair of Gov

N/A SLT account for progress on raising standards , particularly JW and SM SLT increasingly skilled in presenting reports on their work and responding to questioning Completed and ongoing.

SILT reports to GB, Minutes of SILT meetings.

E10 Summary of SLT achievements in raising standards in relation to PI.A.P. presented to Governors each month


1 hour of SLT time

N/A SLT account for progress on raising standards against the P.I.A.P.SLT increasingly capable of analysing strategic work and delivering to governors. Completed and ongoing.


E11 SLT to respond to questioning on progress against P.I.A.P. standards by Governors half termly


1 hour of SLT time

N/A SLT are so aware of progress of the school and the impact on standards, that they will be able to give detailed responses to Governors using first hand evidence. SLT increasingly capable of responding to questioning from Governing Body. Completed and ongoing.


E12 Produce an honest evaluation of

progress against the PIAP and its

impact on raising standards

RW, Challenge Adviser, Chair of Governors

Jan 2015 Nov 2015

Jan 2016

30 hrs + H/T time, 5 hrs with CA, 2 hrs with C of Govs

N/A Evidence of progress is collated and shared at appropriate milestones throughout the PIAP process. All staff and Governors aware of progress made and plan effective next steps. Completed and ongoing.

HT report to GB. CA reports, meeting for parents March, November.

E13 Head Teacher with input from all

teaching staff, and the Challenge

Adviser to produce an accurate self -

evaluation of the academic year.

From this produce a SIP to include

many elements of the PIAP

RW,

teaching

staff,

Challenge

Adviser

June

2015

Sept 2015

50 hrs + of HT, 5 hrs with CA, 2 hrs with COG. INSET time with staff(3 hrs of INSET Day)

N/A A clear account of the school’s current performance, and how it is performing against other similar schools. A SIP that embodies the identified areas for improvement, with appropriate actions to enable the improvement. All staff and Governors have a clear account of the school’s current performance, and how it is performing against other similar schools. The SIP identifies how improvements will be made. Completed and ongoing.

SEF produced. Staff contributed to report. Data analysis, monitoring reports fed into findings.


E14 Working Party from GB to work with

Head Teacher on key

aspects(standards) of the self-

evaluation report

RW and members of GB

June

2015

Sept 2015

3 hours of

H/T and

members of

GB time

GB contribute effectively to annual self- evaluation report, particularly KQ3, thus challenging standards. First hand evidence provided on provision, standards, and wellbeing to Working Party members

E15 Working Party from GB to work with

Head Teacher on key

aspects(standards) of the school

improvement plan

RW and members of GB

August

2015

Oct 2015 3 hours of

H/T and

members of

GB time

NA First hand evidence from self-evaluation used to create an effective school improvement plan focused on standards. GB contribute effectively to annual school improvement plan, thus challenging standards


Recommendation 6: Develop the role of the governing body in self-evaluation, school improvement and strategic leadership and ensure

governors meet statutory requirements






Actions Start Date

End Date

F1 Governing Body (GB) to establish sub committee to develop action plan in response to Recommendation 6

Sub Ctee of 3 Govs CA

Jan 2015 Governor and CA time

Robust achievable action plan produced in response to Recommendation 6

Plan developed and approved by GB Feb 2015

F2 Governing Body training to enable GB to fully undertake their responsibilities and act as ‘critical friends’

Senior Challenge Advisor

Feb 15 1x SCA session

Improved challenge and support from the GB – move to be more strategic

SCA session held 23 June 15

F3 Governing Body to meet minimally every six weeks – amended to two meetings per term

Chair From Jan 15

Improved governance Spring 5th

Feb, 30th

March 18th

Summer May, 6

th July 15

F4 Challenge Advisor (CA) to attend all GB to provide support and challenge

CA From Jan 15

6x CA sessions

Improved challenge and support from the GB On schedule

Targets: 1.Ensure that school improvement and self-evaluation are judged good or better. 2. Ensure that all statutory requirements are met appropriately. 3. Ensure that strategic leadership is good or better. 4, Ensure that school is removed from requiring significant improvement by Nov 2015.


F5 Chair of Governors (C of G) to meet with Head Teacher following each GB meeting to follow up agenda items relating to school improvement: minutes to be taken of meetings

C of G Feb 15 C of G has regular input into and updates on raising standards agenda

Regular meetings held. Copies of minutes will be collated.

F6 Each recommendation to have a named member of the GB attached to help monitor progress.

C of G Jan 2015 Improved challenge and support from the GB – move to be more strategic

GB members allocated

F7 Future Head Teacher reports to follow the format provided by Governor Training – focus on standards

HT Feb 2015 Governors make links between Inspection findings and progress with raising standards

Head teacher reports follow the appropriate format given during Governor training now report on standards using comparative benchmarking data and national test data. The report also focuses on progress made towards targets.

F8 Chair of GB to observe good practice in other schools.

C of G and Vice Chair of GB

Spring term

2 evening sessions

Improved challenge and support from the GB – move to be more strategic

Two meetings attended at Holy Family. Best practice incorporated in to CTK Gov Body meetings and sub committees.

F9 GB to source self evaluation tool Tool completed by individual governors. Results analysed, feedback to governors

SD/ MA

Feb 15

Areas for improvement in governance identified

Tool developed – Feb 2015 June 15 July 15 – Feedback to GB Development priorities selected

F10 Ensure that most members of Governing Body (GB) are involved in self-evaluation process

SD

Feb 15

March 15

GB members taking responsibility and accountability for school improvement

14 Governors responded

F11 Strategy to address priority areas for improvement

Governors May 15

July 15 GB members taking responsibility and accountability for school improvement

Link Governors have met with subject and senior leaders responsible for Estyn recommendations. They report to robust standards committee which ensures progress against targets. Head teachers report ensures standards and targets can be effectively challenged and monitored by whole of governing body.

F12 Develop GB’s role in school improvement

SLT and CA

May 15 Ability to provide informed challenge

Link Governors meet with teachers involved in SIP

F13 Improve GB’s understanding of Central South Consortium Data Pack for School

Sen Challenge adviser

Summer term

Ability to provide informed challenge Data Pack presented and explained by CA


F14 GB to Develop measurable outcomes / impacts for Post Inspection Action Plan (PIAP)

Support by SLT and CA

Jan 2015 Ability to monitor progress against PIAP

Meeting to be arranged with Mark Austin in September. Head teachers report includes measureable outcomes for scrutiny and challenge.

F15 Establish regular monitoring meetings using Select Committee style hearings: appoint small sub-committee to hold meetings ~ feedback to GB Amended Standards Ctee have successfully assumed scrutiny role

CA

Feb 2015

Spring term then 6 weekly

Positive engagement with SLT and improved challenge GB regularly informed of PIAP progress

Scrutiny being successfully addressed by the Standards Committee to avoid duplication

F16 Summary of achievements in raising standards in relation to PIAP presented to GB

SLT and CA

Spring term

then 6 weekly

GB develops fuller understanding of progress: written report: greater confidence as critical friends

Presentation scheduled for September GB meeting

F17 GB to resume learning walk schedule to ensure full understanding of PIAP progress. Each walk to focus on specific learning

GB

May 2015

GB develops fuller understanding of progress: written report: greater confidence as critical friends

On schedule

F18 Develop GB’s role in strategic leadership

GB

March 15

Review progress at FGB September meeting

F19 Develop strategy for the appointment of a Head Teacher Liaise with the Archdiocese and LA on options for strategic leadership for the school Advertise for a permanent Head Teacher

C of G GB

March 15 Ensure optimal leadership within the school Decision taken by Governing Body following liaison with LEA and Archdiocese to delay recruitment of a permanent head teacher until Spring 2016. Decision was taken to ensure continuity of leadership and to ensure the school is not subjected to further change until Estyn revisit has been completed. It is hoped that this will also ensure the highest caliber of candidates as possible.

F20 Ensure arrangements are in place for the Head Teacher’s performance management review

Sub- Comm and CA

March

June 2015 Ensure that performance management carried out effectively

Performance Management Policy to be agreed by GB on 7

th

September 2015.

F21 Develop a philosophy for addressing parental concern in respect of exceptional class size: Follow up previous discussions with the Archdiocese and LA

GB C of G

March 15

Improved response to parental concerns

As agreed at Full Governors meeting of 6

th July 2015 there is no

need for a philosophy for the exceptional class size. Classes in years where there are over 30 children will be split in to 2 small classes.


F22 Demonstrate governors accountability to parents: Develop governor section of website Publish minutes Governing Body meetings on the website

May 2015

July 15 Improved response to parental concerns

Action to improve communication with parents: Meeting with parents held. Chair’s open door policy Newsletter with updates. Confirmed Minutes of FGB published on website.

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