Lee-on-the-Solent Junior School
‘Happy School, High Standards’
THE SCHOOL STRATEGIC PLAN
IMPROVEMENT PLAN
September
2014-2015
Lee-on-the-Solent Junior School
School Improvement Plan
Key Objectives
School Improvement Focus
Key Issue/Development Area
Key Objectives
1.
2.
3.
4.
5.
CONSISTENCY, QUALITY and RIGOUR
Monitoring Policy – adhering to this
Assessment
Teaching and learning strand
Writing strand
Maths strand
Curriculum strand
Parent communication strand
Planning provides challenge for all groups of pupils, particularly the ‘most able’
Ensuring that there is challenge through consolidation and enrichment
Teaching encourages children to approach their learning with a sense of urgency
Feedback Policy is used consistently, and response to marking from pupils evident and timely
1 To move teaching and learning
from ‘good’ to ‘outstanding’
1.1
1.2
1.3
1.4
2. To develop writing skills in order
to secure ‘outstanding’ progress for
all groups of pupils
2.1
2.2
2.3
2.4
2.5
3. To develop mathematical skills in
order to secure ‘outstanding’
progress for all groups of pupils
3.1 To standardise planning format to be used consistently across year groups.
3.2 To ensure planning reflects increased challenge in line with the New Curriculum.
3.3 To ensure guided maths groups are providing quality teaching opportunities.
3.4 To ensure rigorous use of feedback policy and non-negotiables.
3.5 To introduce Mathletics
4.To implement the new National
Curriculum, in line with the school’s
curriculum
4.1
4.2
4.3
4.4
Review current long term maps for coverage, continuity and progression, in line with the new National Curriculum
To use ‘Working Party’ model to develop progression of skills documents and assessment procedures
Curriculum Leaders to ensure that curriculum files are maintained and updated
Subject Leaders to report to Governing Body on developments in their subject areas
5.To improve communication with
parents
5.1
5.2
5.3
5.4
5.5
5.6
Update website
Refine and develop letters, topic overviews and current forms of communicating with parents
Explore the possibility of a school Facebook page
Parents informed and involved in their child’s learning
To ensure parents are informed about and involved in their child’s learning
To involve parents in their child’s Maths learning
Continue and improve new planning format, ensuring that opportunities for writing are identified on a daily basis
To train staff on writing pedagogy
To improve teaching of spelling
To continue use of guided groups – ensuring these are clearly identified, and that are of different abilities
To use moderation to ensure that there is consistency in all Teacher Assessment
Also put FFT D under the National Benchmarks
2013 Results / 2014 Results / 2015 Targets
ENGLISH - Reading
L4+ 95%
81% (NA = 89%)
L5 54%
36% (NA = 50%)
Our target was L4+89%
L5 49%
ENGLISH – SPAG (Spelling and
Grammar)
ENGLISH – Writing (Teacher Assessment
only)
L4+ 80%
69% (NA = 76%)
L5 51%
46% (NA = 52%)
L6
1%
Our target was L4+ 80% L5 50%
L4+ 83%
82%
L5 29%
31%
Our target was L4+80%
L5 31%
NB: There was no combined English
result this year.
MATHS
L4+
92%
77% (NA = 86%)
L5
40%
25% (NA = 42%)
L6
2%
Our target was: L4+91%
L5 25%
Attainment - %
Reading
2 levels progress – 98%
3 levels progress – 36%
76% Target = 91%
25% Target = 40%
Writing (TA)
2 levels progress – 96% 90% Target = 91%
3 levels progress – 20% 29% Target = 25%
Progress – APS (From RaiseOnline – Due November 2014)
Combined APS
KS1 APS - 16.1
KS2 – 28.8
Progress across Key Stage = 12.7
Maths
2 levels progress – 89%
3 levels progress – 13%
74% Target = 91%
8% Target = 91%
Teaching and Learning
Progress
Milestones
End Autumn 2014
End Spring 2015
End Summer 2015
Overall progress
APS gain of 1.3 points in all subjects in each year group
Targeted pupils (chn not making expected progress) =
2.00 points APS
Progress - maths
80% of chn at Key Stage 1 who achieved Level 2 to be
on track for 4APS progress in maths
Progress – writing
80% of chn who attained 2c at end of Key Stage 1 on
track for 2 sub levels progress in writing
3 levels Progress
28% of Y6 on track for 3 levels progress in writing
Teaching and Learning (Based on lessons observed)
Good or better 100%
Outstanding 40%
Overall progress
APS gain of 1.3 points in all subjects in each year group
Targeted pupils (chn not making expected progress) = 2.00
points APS
Progress - maths
85% of chn at Key Stage 1 who achieved Level 2 to be on
track for 4APS progress in maths
Progress - writing
85% of chn who attained 2c at end of Key Stage 1 on track
for 2 sub levels progress in writing
3 levels Progress
30% of Y6 on track for 3 levels progress in writing
Teaching and Learning (Based on lessons observed)
Good or better 100%
Outstanding 45%
Overall progress
APS gain of 1.3 points in all subjects in each year group
Targeted pupils (chn not making expected progress) = 2.00
points APS
Progress - maths
90% of chn at Key Stage 1 who achieved Level 2 to be on
track for 4APS progress in maths
Progress - writing
90% of chn who attained 2c at end of Key Stage 1
achieved 2 sub levels progress in writing
3 levels Progress
32% of Y6 on track for 3 levels progress in writing
Teaching and Learning (Based on lessons observed)
Good or better 100%
Outstanding 50%
Planning - Writing
100% of new writing planning at least ‘good’ according
to ‘Quality of Teaching and Learning’ grid
Planning - Writing
100% of new writing planning at least ‘good’ according to
‘Quality of Teaching and Learning’ grid
Planning - Writing
100% of new writing planning at least ‘good’ according to
‘Quality of Teaching and Learning’ grid
Planning – Maths
100% of maths planning at least ‘good’ according to
‘Quality of Teaching and Learning’ grid
Planning – Maths
100% of maths planning at least ‘good’ according to ‘Quality
of Teaching and Learning’ grid
Planning – Maths
100% of maths planning at least ‘good’ according to
‘Quality of Teaching and Learning’ grid
Book Scrutiny
Evidence of Feedback Policy being used consistently by
all staff
100% of sample writing and maths books show next
steps in learning identified – a certain percentage of
pupils consistently responding.
Book Scrutiny
Evidence of consistent use of ‘Think Pink’ in writing and
maths books. Link this leading to pupils’ response to
feedback, so we are working towards the target of all pupils’
responses leading to progress.
Book Scrutiny
Consistent evidence of pupil response to feedback, either
written or through follow up work, and progress evident
as a result
Over view of year
Key priority
1 To move teaching and learning from ‘good’ to ‘outstanding’
Aims
1.1 Planning provides challenge
for
All groups of pupils, particularly
the most able
Actions and Lead person

En and Ma leaders carry out planning audit to review evidence of
differentiation being planned for within writing and maths in line
with new planning formats agreed last term. Feedback to staff
and next steps identified.

En and Ma leaders to lead developmental staff meeting sessions
to explore range of differentiation strategies and share good
practice. Key strategies document produced to determine
common planning format.

HT and DHT carry out regular termly classroom observation with
focus on differentiation.

En and Ma leaders carry out termly planning reviews to assess
the implementation of agreed differentiation strategies. Written
feedback given to staff/ year groups/ individuals. Developmental
support provided for individuals/ teams as necessary.

En leader to ensure writing assessments are carried out
regularly as pre-assessments to aid planning and well focused
differentiation. Year leaders to use PPA meetings to assess
progress and effectiveness.
Monitoring / Evaluation
HT to provide a summary of lesson
observation outcomes – strengths,
weaknesses and grades .
En and Ma leaders to report to SLT
and governors termly on outcome of
planning reviews
Year leaders to update APS
summaries termly and closely
analysed by teachers for their class.
SLT to present whole school
analysis termly to Governors .
DHT to report to FGB on targets for
more able pupils and progress
towards targets.
Outcomes / Impact
All staff make good use of formative
and summative assessment data in
order to provide well matched work.
Teachers use a range of approaches
to appropriately differentiate work for
differing needs of the pupils.
All groups of pupils make good
progress with learning in individual
lessons and over time.
Pupils in year 3 make good progress
in the Autumn term following
effective transition arrangements.
Work sampling shows evidence of
more able being challenged.
Quality of planning is consistent
across the year group.
Excellent subject knowledge is
applied consistently to challenge and
inspire pupils.
1.2 Ensuring that there is challenge

DHT to check planning provides challenge for all groups of pupils,
particularly the most able.

Continue with regular moderation meetings to ensure consistency
of judgements across the school. En and Ma leaders.

Increase frequency of updating of progress tracking information to
ensure that slow progress and under-achievement can be even
more quickly identified and rectified. Through half-termly pupil
progress meetings ensure that teachers are using this
assessment data to rigorously match work to children’s specific
learning needs.
Opportunities to share practice, planning etc of where SLT,
subject leaders and year teams have identified particular
strengths in terms of consolidation and enrichment.
DHT and subject leaders to check that planning consolidates and
broadens the children’s knowledge to enable them to exceed the
objectives.

through consolidation and
enrichment

1.3 Teaching encourages children to
approach their learning with a sense
of urgency




All Teachers lessons show that modelling is of high quality
Chn have more time to work independently within each lesson
INSET with LLP on moving teaching from ‘Good’ to ‘Outstanding’
joining with the Infant school and building on previous INSET.
HT and DHT involvement in ‘Pathways to Outstanding’
development group with LLP with a view to bring good practice
ideas back into school.
See monitoring timetable below
Evidence in planning of opportunities
for activities which consolidate and
broaden the chn’s knowledge and
skills within each unit
HT and DHT observations record a
greater sense of pace of learning.
Teaching is at least good and
much is outstanding, with the
result that the pupils are making
exceptional progress.
Work sampling shows pupils
complete more independent work.
Lesson observations show pupils
work independently.
Data analysis shows greater
percentage of pupils are on track
each term to make expected
progress of 2 sub levels over the
year and accelerated progress
where that is needed for pupils to be
on track for end of key stage
progress
Teaching is highly, effective in
inspiring pupils and ensuring that
they learn extremely well.
Teachers systematically and
effectively check pupils’
understanding throughout lessons,
1.4 Feedback Policy is used

HT and DHT to carry out a weekly book scrutiny in partnership
with En and maths leaders to establish a clear and detailed
benchmark. Carry out a developmental staff meeting looking at
quality of feedback, pupils’ response and impact.
HT and DHT provide summary of
strengths and weaknesses of work
scrutiny presented to staff and
governors supported by En and Ma
leaders termly.

HT and DHT with staff review effectiveness of current feedback
systems in ensuring progress for all learners. Agree nonnegotiables..
Governor to attend book scrutiny
session where possible and report
back via agreed governor visits form.

HT and DHT to feedback to individual staff on further action
needed to ensure that children consistently respond to next steps
and that impact in progress is seen. Evidence of effective practice
frequently shared through staff meetings and display on staff
noticeboard.
DHT to liaise with pupils to get their
views on feedback, the dialogue with
their teacher, and what effectively
impacts their learning and progress
– link to review of feedback policy.
consistently, and response to
marking from pupils evident and
timely
HT and DHT to lead review of Feedback Policy and amended to
reflect developments with clear expectations for outcome of
feedback and rationale for strategies.
1.5 Parents informed and involved in
their child’s learning







EF to explore the use of a school Facebook page.
CP and HM to work together on improvements to the school
website.
HM to work with Y6 pupils to gain pupil views and ideas for an
effective website.
MC to consider the school Solent Wave newsletter content.
AM to oversee year group parent letters.
MC and AM to canvas views on employing better communication
for parents.
KC to organise govs questionnaire to ask parents about preferred
routes of communication
Key priority
2. To develop writing skills in order to secure outstanding progress for all groups of pupils.
EF to monitor usage and parent
access of Facebook page.
HM and CP to monitor parent
access to website.
MC to monitor content and timing of
Solent Wave newsletter.
AM to monitor content and timing of
year group newsletters.
anticipating where they may need to
intervene and doing so with striking
impact on the quality of learning.
Teachers modelling engages all
learners, improving quality and
quantity
Teachers accurately identify next
steps for children’s learning and
provide prompts in their marking
consistently.
Children carry out next steps or
challenges in response to marking
and pupils’ learning moves forward
straight away as a result.
Teachers and other adults are
acutely aware of their pupils’
capabilities and of their prior learning
and understanding, and plan very
effectively to build on these.
Marking and dialogue between
teachers, other adults and pupils are
consistently of a very high quality.
Pupils understand in detail how to
improve their work and are
consistently supported in doing so.
Evidence of annotations on planning
Evidence of teacher intervention and
pupil response in lesson
observations
Parent questionnaires show parents
feel informed, and able to support
their child’s learning.
Aims
2.1 Continue and improve new
planning format, ensuring that
opportunities for writing are identified
on a daily basis
2.2 To train staff on writing
pedagogy
2.3 To improve teaching of spelling
Actions and Lead person

PMo to lead staff meeting INSET to refresh agreed planning
format and to establish a consistent use of non-negotiables in
both teaching and marking.

PMo to ensure planning identifies opportunities for writing every
day.

AM to ensure planning provides challenge for all groups of pupils
particularly the most able

PMo to run staff meeting INSET on writing pedagogy with support
from Sally Mohamed (date to be agreed)

AM and PMo to revisit Feedback policy to remind all staff of
agreed protocol and to instil consistency, rigour and quality



2.4 To continue use of guided
groups – ensuring these are clearly
identified, and that are of different
abilities

2.5 To use moderation to ensure
that there is consistency in all
Teacher Assessment




Monitoring / Evaluation
AM and PMo to conduct planning
audits as detailed in the monitoring
timetable for the Autumn and Spring
terms
Outcomes / Impact
Work sampling shows opportunities
for writing are provided on a daily
basis.
AM and PMo to conduct lesson
observations, work sampling and
pupil conferencing as detailed in the
monitoring timetable.
Lesson observations show that staff
are confident in their knowledge of
writing pedagogy.
Data analysis shows greater
percentage of pupils are on track
each term to make expected
progress of 2 sub levels over the
year and accelerated progress
where that is needed for pupils to be
on track for end of key stage
progress
PMo and SM to run twilight INSET on the teaching of spelling
(date to be agreed).
PMo and KR to support LSAs and teachers in the use of targeted
interventions.
PMo and AM to ensure there is high quality modelling in all
lessons, aiming for the highest achievers. – teaching of the
spelling rules as set out in the new curriculum.
All teachers continue good quality guided writing groups,
planning to meet the needs of all abilities.
PMo to support staff with teaching guided writing groups.
AM and PMo to conduct lesson
observations, work sampling and
pupil conferencing as detailed in the
monitoring timetable.
Work sampling and data analysis
show that spelling scores are
improved throughout the key stage.
Lesson observations show that
spelling is well taught.
AM and PMo to conduct lesson
observations, work sampling and
pupil conferencing as detailed in the
monitoring timetable.
Guided groups are taught in all
classes and meet the needs of all
abilities.
PMo to lead staff meeting INSET in the moderation of writing
PMo to compile a moderation of writing file for staff reference.
AM and PMo to promote consistency and rigour of TA and
moderation through the support of less experienced staff
AM and PMo to conduct lesson
observations, work sampling and
pupil conferencing as detailed in the
monitoring timetable.
Planning is consistent across year
group.
TA is consistent across year group
and is used to inform planning.
Key priority
3. To develop mathematical skills in order to secure outstanding progress for all groups of pupils.
Aims
Actions and Lead person
3.1 To standardise planning format

PM to ensure that standardised planning format introduced last
to be used consistently across year
term is used consistently across all classes and there is quality,
groups.
rigour and consistency across year groups led by year leaders.
3.2 To ensure planning reflects
increased challenge in line with the
New Curriculum.

PM to remind and support staff in the use of new planning and to
ensure it has appropriate challenge, in particular for most able
pupils.
3.3 To ensure guided maths groups
are providing quality teaching
opportunities.

PM to remind and support staff in the use of guided maths groups
in line with last Spring’s INSET and to ensure it has appropriate
challenge, in particular for most able pupils.
All staff to increase opportunities for early morning maths work
such that 3 mornings a week are used for early maths
opportunities of a number based activity and at least 1 to be a
times table activity..
PM to liaise with Infant school on the use of quality resources for
practical number work.
PM to develop with staff more opportunities to use P4C to
develop pupils’ problem solving ability in Maths
PM to run INSET on 23rd September to develop staff pedagogy
knowledge and assessment.
PM and JC to work together on leading and targeting staff
development in the light of INSET.
PM to ensure consistent use of feedback policy as identified in
key objective 1.
PM to use staff meeting INSET to agree non-negotiables as in
key objective 1.
PM to ensure all teacher and pupils have log in details and make
use of the Mathletics initiative.
PM to consider a before and after measure to determine the
success and impact of the introduction of Mathletics.
All staff to ensure a Mathletics opportunity for all pupils at least
once a week and for this to be identified on planning.





3.4 To ensure rigorous use of
feedback policy and non-negotiables.


3.5 To introduce Mathletics



Monitoring / Evaluation
AM and PM to conduct planning
audits, work sampling, lesson
observations and data analysis as
detailed in the monitoring timetable
AM and PM to conduct planning
audits, work sampling, lesson
observations and data analysis as
detailed in the monitoring timetable
AM and PM to conduct planning
audits, work sampling, lesson
observations and data analysis as
detailed in the monitoring timetable.
Outcomes / Impact
Planning audit shows planning to be
consistent and of high quality in line
with new planning format introduced
last term.
Planning shows uplevelling in line
with the new curriculum as planned
for last term
AM and PM to conduct planning
audits, work sampling, lesson
observations and data analysis as
detailed in the monitoring timetable.
Lesson observations show a
rigorous use of feedback policy and
non-negotiables.
PM to monitor usage of Mathletics in
Autumn term and use pupil
conferencing to determine anecdotal
success.
Mathletics is accessible to all staff
and pupils and is used regularly.
Lessons observed show guided
groups teaching is good or better.
Data analysis shows greater
percentage of pupils are on track
each term to make expected
progress of 2 sub levels over the
year and accelerated progress
where that is needed for pupils to be
on track for end of key stage
progress
An impact measure shows
Mathletics is having a positive
outcome on pupils’ number
knowledge.
Key priority
4. To implement the new National Curriculum in line with the school’s curriculum.
Aims
Actions and Lead person
4.1 Review current long term maps

MC/AM/EF to lead curriculum INSET day on 2nd Sept. to ensure
for coverage, continuity and
new LTM is broad and balanced and has coverage. AUT 1
progression, in line with the new

AM to collate LTM and distribute to all staff after INSET. AUT 1
National Curriculum
4.2 To use ‘Working Party’ model to
develop progression of skills
documents and assessment
procedures


4.3 Curriculum Leaders to ensure
that curriculum files are maintained
and updated
4.4 Subject Leaders to report to
Governing Body on developments in
their subject areas


Monitoring / Evaluation
AM to keep LTM monitored through
the year. Discuss coverage and
challenge with subject leaders linked
to 4.3 HALF TERMLY
Outcomes / Impact
LTM in place showing coverage for
new curriculum.
AM to oversee year group newsletters sent out to parents half
termly and offer support where needed to ensure there is
consistency of formatting and appropriate challenge in the
objectives planned for. AUT 1 ONGOING
AM to use working party model in staff meetings in the Spring
term to further develop the curriculum. SPRING 1 AND 2
All curriculum leaders to ensure the monitor their own subject in
PPA time and to develop own subject area in the light of own
action plans – see maintenance plan. AUTUMN 1 ONGOING
AM to monitor the year group
newsletter each half term and ensure
they are sent out prior to the start of
the half term. HALF TERMLY
Newsletters are sent in a timely
manner.
AM to oversee curriculum
development of subject leaders and
to support and challenge as required.
ONGOING
Curriculum leaders are clear about
own subject development.
All curriculum leaders and AM report to curriculum governor
sub-committee as detailed in monitoring timetable and on a rota
basis either in person or through the submission of a short
curriculum report. Core subjects will report each term and
subjects carrying a budget premium such as PE and Computing
will report in person. AUTUMN 1 AND TERMLY
AM and governors monitor the
development of the curriculum and
are informed. EACH C.G.SubComm
MEETING
Data analysis shows greater
percentage of pupils achieve in line
with national expectations for all
subject areas.
AM and governors monitor the
development of the curriculum and
are informed.
Key priority
5. To improve communication with parents
Aims
Actions and Lead person
5.1 Update website

HM and CP to explore updating the school website through pupil
conferencing, researching other school websites and researching
website providers/developers with a view to setting up a new
website by end of Autumn term.

KC to seek parent view on preferred communication choices
through a parent questionnaire.
5.2 Refine and develop letters, topic

AM and year leaders to develop and improve topic overview
overviews and current forms of
newsletters for parents and is sent out in a timely manner prior to
communicating with parents
the start of a topic/half term.

MC and SH to develop and improve Solent Wave newsletter for
parents and ensure it is sent out in a timely manner and regularly.
5.3 Explore the possibility of a school
 EF to explore the functionality and use of a school Facebook
Facebook page
page over the summer with a view to registering in the Autumn
term such that the page is information out only
5.4 Parents informed and involved
in their child’s learning







5.5 To ensure parents are informed
about and involved in their child’s
learning

5.6 To involve parents in their child’s
Maths learning

Monitoring / Evaluation
Website provides improved
communication and easy-to-access
information and is used by parents.
Outcomes / Impact
Parent questionnaires reflect
favourably on website development
AM and MC to monitor the parent
newsletters and evaluate their
content.
Parents comment favourably on all
information letters and feel informed
and involved in their child’s learning.
EF and CP to report findings to the
GB with a view to setting up a page
for the Autumn term.
Facebook page set up and in use.
Parent communication is improved
and parent questionnaires reflect
this.
Parent questionnaires show parents
feel informed, and able to support
their child’s learning.
EF to explore the use of a school Facebook page.
CP and HM to work together on improvements to the school
website.
HM to work with Y6 pupils to gain pupil views and ideas for an
effective website.
MC to consider the school Solent Wave newsletter content.
AM to oversee year group parent letters.
MC and AM to canvas views on employing better communication
for parents.
KC to organise govs questionnaire to ask parents about preferred
routes of communication
PMo to hold a parent workshop on the teaching of writing and
spelling
EF to monitor usage and parent
access of Facebook page.
HM and CP to monitor parent
access to website.
MC to monitor content and timing of
Solent Wave newsletter.
AM to monitor content and timing of
year group newsletters.
Evaluation forms at parent
workshop.
Parent questionnaires at end of year.
Parent questionnaires show that
parents feel well informed about their
child’s learning and progress in
English
PM to hold a parents workshop on how to support their child with
learning maths at home.
PM to hand out parent evaluations
after workshop.
Parent questionnaires and workshop
evaluations show that parents feel
informed and involved in their child’s
maths learning.
MC to send out parent
questionnaires about parent
communication through the year.
a)
b)
c)
d)
e)
f)
g)
Key Objective 1: To move teaching and learning from ‘good’ to ‘outstanding’
Does planning show that all groups of children are being challenged, especially the most able?
Does work scrutiny evidence consolidation and enrichment?
Do lesson observations show evidence that children are approaching their learning with a sense of urgency?
Do work books show consistent and timely response to marking?
Are parent workshops offered to involve parents in their child’s learning?
Are all lessons observed judged to be good or better?
What percentage of lessons observed are judged to be outstanding? Is this increasing over time?
Key Review Questions to be used by the Leadership Team and Governors each term
Key Objectives 2: To develop writing skills in order to secure ‘outstanding’ progress for all groups of pupils
Is planning in line with County led INSET training, and applied consistently across year groups / Key Stage?
Are ‘Working Walls’ being used consistently in all classrooms?
Does work sampling show daily opportunities for writing for all children?
How frequently does moderation take place?
Are guided writing groups happening daily?
Have teaching staff made parents aware of how they can support their children in making at least expected progress?
What progress have cohorts made so far and how does this compare with milestones?
Are target children from intervention groups (for example, ‘Early Bird’ writing programmes and Therapeutic Story Writing programmes) now on
track for age related expectation attainment and progress targets?
i) What has been the impact of interventions for writing?
j) Which have been the most effective interventions and how do we know?
k) Which children are above, in line, below expected progress? How does this compare to milestones? If milestones not on track what is the reason for
this?
l) What gaps are there now and how are they being addressed?
m) Are identified pupil groups on track against age related expectations and APS? If not, are gaps closing?
a)
b)
c)
d)
e)
f)
g)
h)
f)
g)
h)
i)
j)
k)
l)
m)
n)
Key Objective 3: To develop mathematical skills in order to secure ‘outstanding’ progress for all groups of pupils
Is new planning demonstrating effective provision for lower achieving children at Key Stage 1, following work on INSET day?
Are LSAs making good use of quality training from County inspector?
Have teaching staff made parents aware of how they can support their children in making at least expected progress?
What progress have cohorts made so far and how does this compare with milestones?
Are target children from intervention groups (for example, ‘Guided Groups’ and Wave 3 Maths Intervention programmes) now on track for age related
expectation attainment and progress targets, in Year 3 in particular?
Are non-negotiables evident in lessons observed?
What has been the impact of interventions and the introduction of Mathletics?
Which have been the most effective interventions and how do we know?
Which children are above, in line, below expected progress?
How does this compare to milestones?
If milestones not on track what is the reason for this?
What impact have SEN interventions had?
What gaps are there now and how are they being addressed?
Are identified pupil groups on track against age related expectations and APS, in Year 3 in particular? If not, are gaps closing?
a)
b)
c)
d)
e)
f)
g)
h)
i)
j)
k)
l)
Key Objective 4 : To implement the new National Curriculum, in line with the school’s curriculum
Does the Curriculum Leader have a strategic overview of the National Curriculum, including progress and continuity?
Does the new curriculum provide coverage, progression and continuity and reflect our own school environment and needs?
Does the Curriculum Leader have knowledge of progress and attainment reports for all subject areas?
Are all Subject Leaders familiar with their subject in the new National Curriculum?
Have all Subject Leaders reviewed and developed a ‘Progression of Skills’ document for their subject area?
Have Subject Leaders monitored provision across the key stage through monitoring of planning and work sampling?
Have Subject Leaders reported to the Governing Body on developments in their subject area, either directly or through written reports?
Have Subject Leaders used analysis of end of year attainment and progress data to inform action planning?
Can all subject leaders demonstrate that their subject is engaging and motivating all learners?
Are standards in numeracy, literacy and ICT promoted across the curriculum and impacting on standards?
Is there evidence of a wide range of teaching and learning strategies?
Is assessment and feedback opportunities planned and are subject leaders knowledgeable about the assessment within their subject?
a)
b)
c)
d)
e)
a)
b)
c)
d)
Key Objective 5 : To improve communication with parents.
Has the website been updated?
Has the introduction of a school Facebook page been explored?
Have letters and topic overviews been sent out in a timely manner to best inform parents of school developments and to improve communication?
Do parent questionnaires show that parents feel the school communicates with them effectively?
Monitoring timetable – 2014 - 2015
Autumn 1
Lesson
observations
PMI related
and SIP
Priority 1.
* Mary
Charlton and
Anthony
Martin
Quality of
Teaching and
Learning
Planning
audit
*AM to audit
LTM
planning for
each year
group
following
Curriculum
INSET on
2.9.14
Subject
Leaders to
audit
planning
across Key
Stage –
looking at
coverage
against new
NC
Work
Scrutiny
*MC and AM
to conduct
work scrutiny
exercise
weekly to
ensure quality
of application
of feedback
policy and
pupil response
to marking.
Data
analysis
*Pupil
Progress
Meetings
with MC –
setting
targets
PMI with
MC or AM
to set class
teacher
progress
targets.
Governing
Body
*Make
contact with
Governor
attached to
your
curriculum
area
*Assessment
Report –
headline
data, and
trends
*MC report
to FGB
Autumn 2
Lesson
observations
SIP Priority 3
*Maths focus,
post- INSET
(23.9.14)
AM and PM
Morning, across
year groups –
monitoring
implementation
of agreed
improvements
from INSET
Planning audit
*Maths – PM/AM
Planning in line
with
recommendations
from PM INSET.
On afternoon of
lesson
observations.
Work
Scrutiny
*Maths – PM
and AM
alongside
planning audit
and pupil
conferencing.
Data analysis
*Pupil
Progress
Meetings –
with Year
Leader.
* Year leader
feeds back to
AM in
management
time.
Governing
Body
*Initial
Meetings
have taken
place
*Governors
to have
familiarised
themselves
with subject
area
*Report on
RaiseOnline.
Subject
Leaders to
report to GB
in particular
PM on
Maths.
Spring 1
Lesson
observations
SIP Priority 2
*Lesson
observations to
take place in
Spring 2
following
INSET from
CW.
Summer 1
Lesson
observations
*Subject
Leaders to
observe
teaching of
their subject in
year groups
across the sch,
to verify
coverage and
pitch (short
sessions, in
PPA time)
Autumn 2014
Planning
audit
*AM/PMo to
conduct a
planning
audit for
English as a
follow up to
staff meeting
training.
Planning
audit
*Subject
Leaders to
ensure that
Year Teams
planning
with new NC
as guidance
Work Scrutiny
Data analysis
*AM/PMo to
conduct a work
scrutiny audit
and pupil
conferencing
linked to SIP
Priority 2.
*Pupil
Progress
Meetings
with MC –
setting targets
Work Scrutiny
Data analysis
All Subject
Leaders
*Pupil
Progress
Meetings –
setting
targets
Across Key
Stage, with
Pupil
Conferencing
(in PPA time)
General
feedback to staff
on findings
*Subject
Leaders to
collate data
from all Year
Groups
Governing
Body
*Subject
Leaders to
report to
GB in
particular
PMo on
English
Governing
Body
*Subject
Leaders to
report to
GB
Spring 2
Lesson
observations
SIP Priority 1
*Lesson
observations by
MC/AM on
quality of
teaching and
learning
following
INSET with CW
on 30.1.15
Summer 2
Lesson
observations
*Coaching – as a
result of lesson
obs/teachers
volunteering
their ‘areas of
strength’,
teachers to
volunteer for
other staff to
observe their
practice in PPA
times. Short
sessions –
sharing expertise
Planning audit
*S IP Priority 1
* MC/AM to
conduct
planning audit to
show outcomes
from INSET are
planned for.
Planning audit
*Subject Leaders
to adapt long
term maps to
demonstrate
coverage of their
subject areas
relating to new
NC.
Master Calendar 2014-2015
Work
Scrutiny
*MC/AM to
conduct
regular work
scrutiny to
show
outcomes
from INSET
are impacting
on learning.
Data analysis
Work
Scrutiny
*Within year
teams,
moderation of
children’s
levels in end
of term
assessments
Data analysis
*Pupil Progress
Meetings –
with Year
Leader.
* Year leader
to feed back to
AM in
management
time.
*Individual
Teacher Pupil
Progress
Meetings,
linked to PMI
targets, with
MC/AM
*Subject
Leaders to
analyse data,
and forward
plan as a result
Governing
Body
*Subject
Leaders to
report to GB
*MC report
to FGB on
progress
made
towards SIP
targets.
Governing
Body
*Subject
Leaders to
report to GB
*MC to
report to
FGB on
progress
towards
meeting SIP
targets.
Week beg
1.9.14
School value
Monday
Last day of Summer Holiday
8.9.14
All values –
intro /
reminder
Working with CW – looking at
SEF / SIP cycle – MC and AM
15.9.14
Respect for
others
22.9.14
29.9.14
Saturday
4.10.14 –
Civic Award
Presentation
6.10.14
Aspiration –
Goal setting
and next
steps
Collaboration
communication
Ind –
Organisation
and
responsibility
Creativity –
Problem
solving
13.10.14
20.10.14
Respect for
others Charity
Tuesday
INSET – Curriculum and SIP
– MC and AM
Year 6 Welcome Meeting
SM Policies – H and S / Fire MN
MC/AM working on SIP am
PMI MC with AM pm
SM Child Protection Training
– MC / KR
FGB meeting
PMI MC with EF
SM Child Protection Training
– MC / KR
Monitoring
Lesson obsns Y3 am MC/AM
PMI MC with PMo pm
SM SIP – MC and AM
Monitoring
Lesson obsns Y5 am MC/AM
SM SEN - Provision
PMI AM with HG am
PMI AM with DC pm
SM Feedback Policy and nonnegotiables
SM No St Mtg – in lieu of
Parent Interviews
Parent Interviews 1
INSET - Maths
Wednesday
First day of school for
children
SLT Working with CW –
looking at SEF / SIP cycle
Thursday
Monitoring
PPM Y3 MC
Monitoring
PPM Y4 MC
Monitoring
PPM Y6 MC
Monitoring
PPM Y5 MC
Friday
Monitoring
MC/AM Work scrutiny am
Monitoring
MC/AM Work scrutiny am
AM out on NPQSL
Monitoring
MC/AM Work scrutiny am
MC out pm at Cluster Heads
Monitoring
Lesson obsns Y4 am MC/AM
SLT
Monitoring
Lesson obsns Y6 am MC/AM
PMI MC with HM pm
AM out on NPQSL
PMI MC with KR pm
MC out am at Area heads
Pathways to Outstanding Mtg
– Morning
PMI AM with DS am
PMI AM with ST pm
GEIP conference all day. AM
there all day and MC am only
Harvest Tea 1.30pm
Harvest Assembly 2.30pm
Monitoring
MC/AM Work scrutiny am
SLT
Parent Interviews 2
Half Term
3.11.14
SM Maths – P Mu
SLT
10.11.14
Monitoring
Lesson obsns Y3 am MC/AM
Monitoring
Lesson obsns Y5 am MC/AM
SM English – Moderation
(Planning and levelling) - P Mo
CHIMP Management – MC to
attend
Monitoring
MC/AM Work scrutiny am
Monitoring
MC/AM Work scrutiny am
Pathways to Outstanding Mtg
– at LOSTJ - Morning
1:30 MC at Cluster Heads
17.11.14
11 am Y2 Parent Welcome tbc
11 am Y2 Parent Welcome tbc
24.11.14
SM Classroom Monitor - EF
Monitoring
Lesson obsns Y4 am MC/AM
Monitoring
Lesson obsns Y6 am MC/AM
1.12.14
8.12.14
15.12.14
SM PE – SSP, Festivals and
differentiation – HG
FGB Meeting
SM Marking review – work
sampling
SM Review and forward plan
SM Preparations for next
term
Christmas break
H&S Inspection MC/MN/RB
MC out at Area Heads
meeting am
PMI MC with GB panel and
CW
SLT
Monitoring
MC/AM Work scrutiny am
Y3 Nativity for parents
SLT
7 pm Evening Carol Service
at St Faith’s
Monitoring
MC/AM Work scrutiny am
LAST DAY FOR CHILDREN
AND STAFF
Spring 2015
Week beg
Master Calendar 2014-2015
School
value
Monday
5.1.15
Christmas break
SM
12.1.15
SM
Tuesday
1:30 MC at Cluster Heads
meeting
SLT
Monitoring
AM/PMo Eng planning audit/wk
scrutiny/pupil conf Y3/4
Wednesday
Thursday
Friday
Monitoring
PPM Y6 MC
Monitoring
PPM Y3 MC
Monitoring
PPM Y4 MC
Monitoring
MC/AM Work scrutiny am
Monitoring
PPM Y5 MC
MC and AM – HT and DHT
Conference (Residential)
MC and AM – HT and DHT
Conference (Residential)
CHIMP Management – MC to
attend
19.1.15
SM
FGB Meeting
26.1.15
SM
2.2.15
SM
9.2.15
SM No St Mtg in leiu of Parent
Interviews
Parent Interviews 1
Half Term
SM
23.2.15
2.3.15
Monitoring
Lesson obsns Y3 am MC/AM +
planning audit/and pupil conf
SM
MC and AM – HT and DHT
Conference (Residential)
SLT Feedback from
conference
Pathways to Outstanding Mtg Morning
MC out at Area Heads
INSET – Cluster Day Closure –
CW G to O (joint with Inf)
Monitoring
MC/AM Work scrutiny am
Monitoring
MC/AM Work scrutiny am
Parent Interviews 2
Monitoring
Lesson obsns Y6 am MC/AM +
planning audit/and pupil conf
Monitoring
MC/AM Work scrutiny am
SLT
CHIMP Management – MC to
attend
Monitoring
Lesson obsns Y4 am MC/AM +
planning audit/and pupil conf
1:30 MC out at Cluster Heads
9.3.15
SM
FGB Meeting
Monitoring
Lesson obsns Y6 am MC/AM +
planning audit/and pupil conf
Monitoring
MC/AM Work scrutiny am
SLT
16.3.15
SM
23.3.15
30.3.15
SM
SM
Pathways to Outstanding Mtg Morning
SLT
Summer 2015
Master Calendar 2014-2015
School
value
Week beg
Monday
Tuesday
Wednesday
Easter Break
20.4.15
27.4.15
4.5.15
11.5.15
18.5.15
1.6.15
8.6.15
SATs Week
Y6
Residential
Walk to
School week
QCA Testing
– 3,4,5
Monitoring
MC/AM Work scrutiny am
SM Report Writing / APP
Bank Holiday
SM Report Writing / APP
SM Report Writing / APP
Half term
SM
SM
15.6.15
22.6.15
29.6.15
6.7.15
13.7.15
SM
SM
SM
SM
SM No St Mtg in leiu of
Parent Interviews
20.7.15
SM
SLT
SLT
Pathways to Outstanding Mtg
– Whole Day
SLT
SLT
INSET – Work review and
transfer of records
Thursday
Friday
Add on extra dates of SLT review!