Joint Action Plan for
Oakfield School
Headteacher/Deputy Headteachers: Susan Boulton/Sarah Williams
Chair/Vice Chair of Governors: Caroline Kupfers/Shelly Collinson
Local Authority Lead: Paula Bennett
School Improvement Partner: Wendy Ripley
Partner School/LLE: N/A
Last Ofsted inspection and outcome: June 2016 – Requires Improvement
Anticipated date of next Ofsted visit:
Position on Graduated Approach:
Date of Progress Team Meetings: 6/1/17
Date of next Teaching and Learning Review: 1/2/17 – 2/2/17
Priority 1
Success criteria
Improve teaching and learning
1. 100% of KS2 teaching is good by December 2016
2. 80% of KS1 teaching is good by December 2016 and 100% good by 2017.
3. Teachers are frequently observed checking students’ understanding and adapting
work accordingly in lessons
4. Feedback from pupils (especially the more able) & analytical, formative lesson
observations shows pupils are motivated to achieve their best and are appropriately
challenged in lessons
5. Work scrutiny shows teachers implement the marking policy consistently/effectively,
and pupils act on the advice given to improve their work
Actions
1.1
Ofsted:
Improve the quality of teaching, learning and assessment in KS1, particularly in mathematics and
writing, by:
Strengthening teachers’ subject knowledge and embedding consistency in practices in each subject
area across the key stage.
Equipping teachers with the skills and abilities to address misconceptions and give pupils precise
feedback in a timely manner through the effective use of assessment information.
Sharing the strengths in teaching and learning practices seen in KS2.
Some of the most able pupils particularly in KS1, are not challenged sufficiently.
Leaders at all levels make regular checks on teaching and learning. However, the impact of their actions
is not linked closely enough to improving outcomes for pupils across subjects.
Lead
person
Produce clear and shared expectations for all HT
teaching staff that should be seen in all lessons.
Produce lesson observation forms to evaluate
areas of development. Ensure regular
monitoring of teaching and learning is taking
place and formative feedback given with areas
for improvement.
Produce set of non-negotiables to be found in a
lesson to ensure progress, pace and challenge.
Performance milestones:
outcomes/dates
Evaluation and evidence:

Shared understanding of the constituents of a good
lesson.

Outcomes of lesson observations, learning walks, lesson
plan sampling, work scrutiny and pupil interviews

Feedback from senior and middle leaders

Feedback from governors’ open days

SIP termly visits and other reports

Progress team meetings & minutes produced each term

FGS peer scrutiny

SLT mtgs
Monitoring strategy
Non-negotiables for all lessons created and shared Feedback from SLT, use of in
(Nov 2016):
class tracking in lessons.
Monitoring from SLT/Middle
leaders
 Maths input 10 mins then to activity,
children to access Gold as ARE and mastery Book sampling & lesson
observations.
as AARE
Teaching and learning reviews.
 Literacy, to build writing stamina.
 Children to have a written outcome each
FGS Headteacher, Full
day.
governing body (headteacher
 Weekly written comprehensions to take
Resources/Finance/CPD
INSET/mtg time
Lesson obs time
SLT and gov review of
context sheets.
Actions
Lead
person
Performance milestones:
outcomes/dates




Monitoring strategy
place.
report), Progress team mtgs.
Weekly Guided reading sessions to take
place.
Weekly opportunities for sustained writing
to be planned for.
Independent writing taking place on a
fortnightly basis.
Purposeful gap sessions where skills are
taught and then applied in writing in
literacy sessions.
Expectation of an exemplar lesson developed and
shared with all staff (Jan 2017)
All teachers use context sheets so that they can
track groups of children and highlight individual
pupils to track outcomes (Nov 2016)
Review lesson Observation form and create set of
criteria to include prompts regarding learning
objectives, active learning behaviours (Dec 2016)
By Feb 2017 in all lessons:

children on task and actively learning with
10 minutes of the start time.

Maths – FFT% ARE accessing Gold tasks

FFT% AARE accessing Mastery/deeper
learning

Literacy – 6 pieces of independent writing
to be evidenced in books per term.

End of term analysis of standards identifies
Resources/Finance/CPD
Actions
Lead
person
Performance milestones:
outcomes/dates
Monitoring strategy
Resources/Finance/CPD
all those not on track and plans
implemented to address gaps.

1.2
Implement CPD to fill any subject specific
knowledge gaps and a PLC (personal learning
checklist) scheme to ensure all aspects of
subject knowledge are covered by pupils see
2.3.
HT
Term on term progress towards FFT
targets.
Ongoing training from inspire maths, maths hubs
materials, grammar training and CPD programme
accessed through staff meetings.
QA planner
Meeting time
Context sheets
Cost of Inspire maths
training £1,561
Lesson obs
Potential costs of any PLC
Lesson obs and PIP highlight any subject knowledge
Work scrutiny
scheme.
gaps with appropriate action being taken (Feb
2017)
Governors development day to
review programme
FGS Headteacher, Full
governing body (headteacher
report), Progress team mtgs.
1.3
Including the actions in 1.1, systems are put in HOC, Lesson observation form ensures focus on
place at KS1 to ensure appropriate challenge KR, NS, challenge for the most able in the class (Dec 2017)
for the most able pupils.
LH, LR
All lessons observed to show more able are
challenged effectively by February 2017.
PLCs used to ensure appropriate challenge is
being given in lessons.
FFT% of pupils being evidenced in PLC system to be
at mastery level in lessons (February 2017 ) and all
those not on track with plans implemented to
address gaps.
Lesson observations
Weekly context sheet reviews.
Data capture & PLC reviews
half termly.
HT, FGS Headteacher, Full
governing body (headteacher
report), Progress team mtgs.
Actions
1.4
KS1 teaching is at least good in all lessons.
Lead
person
HOC,
LH
Performance milestones:
outcomes/dates
Teaching restructured and appropriate support
allocated (Sept 2016).
In addition to actions 1.1-1.3:
Monitoring strategy
T&L review
Resources/Finance/CPD
CPD needs, mtg time and
lesson obs time.
PIP plan Headteacher reviews
Teaching restructure reviewed (Dec 2016)
Staff restructure to support development of
KS1 teaching.
Personal Improvement Plans put into place
detailing additional support for teachers
needing to achieve consistently good teaching.
On-going no notice drop ins, peer coaching, half
termly lesson observations, maths and literature,
book sampling.
HT, FGS Headteacher, Full
governing body (headteacher
report), Progress team mtgs.
PIP reviews completed (Dec 1016)
All lessons to be good by Teaching and Learning
Review Feb 2017
1.5
Lesson obs system to be expanded to ensure all HOC, Implement full peer coaching and peer observation HT, Governors development
staff observe each other on a regular impartial KR, NS, timetable. Three phases Yr 1/2 Yr 3/4 Yr 5/6 on a day
and objective basis to empower staff as well as LH, LR termly basis (April 2017, June 2017, Oct 2017).
share experiences, strengths and ideas.
Teacher feedback and lesson
obs data
Phase leaders to carry out peer coaching/triad
coaching mode
Cover for lesson obs and
feedback.
1.6
Raise standards of reading across the whole
school.
Capital costs for library.
HOC
Staff meeting to introduce and train (Nov 2016).
Implement reciprocal reading scheme foundation
to year 6 (embedded by end of Jan 2017).
Guided reading observations
and drop ins.
Book scrutiny
Pupil reading records.
Every child to have one guided session, one follow Staff monitoring system.
up session, one written comprehension per week.
Every day ‘bookended’ with group and individual HT, CK – Literacy Governor
class reading.
Library area created (End of February).
Ofsted:
Improve the quality of teaching, learning and assessment in KS1, particularly in mathematics and
writing, by:
Priority 2
Raise achievement
-
Equipping teachers with the skills and abilities to address misconceptions and give pupils precise
feedback in a timely manner through the effective use of assessment information.
Providing a closer match of work to pupils’ needs to ensure that all pupils are sufficiently
supported or challenged to make good progress, including the most able pupils.
Increase the effectiveness of leadership and management, including governance, by:
Developing consistency across subjects in terms of assessment methods and reporting practices.
Success criteria
1. End of KS2 outcomes for 2017 expected standard. Reading – 77%, writing 83%, Maths
77%, SPAG 83% (all in line with FFT 50)
2. End of KS2 outcomes for 2017 greater depth. Reading – 34%, writing 31%, Maths
28%, SPAG 43% (all in line with FFT 20)
3. End of KS2 outcomes for 2018 expected standard. Reading – 77%, writing 85%, Maths
79%, SPAG 84% (all in line with FFT 50 + 2%)
4. End of KS2 outcomes for 2018 greater depth. Reading – 29%, writing 27%, Maths
26%, SPAG 37% (all in line with FFT 20)
5. End of KS1 outcomes for 2017 expected standard. Reading – 93%, writing 86%, Maths
93%, SPAG 83% (all in line with FFT 50)
6. End of KS1 outcomes for 2017 greater depth. Reading – 41%, writing 21%, Maths
33%.
7. Where targets are not currently being met context sheets, lesson planning and book
scrutiny of pupils not hitting expected progress shows attainment working towards
that level and appropriate interventions.
Actions
Lead
person
Performance milestones
Evaluation:
 Progress tracking outcomes and examination results for all
groups of students and subjects
 Outcomes of lesson observations, learning walks, work
scrutiny and pupil interviews
 Scrutiny of review reports.
 Feedback from senior and middle leaders
 Feedback from governor’s open days
 SIP termly visit and other reports
 Progress team meetings & minutes produced each term.
 FGS peer scrutiny
 SLT mtgs
Monitoring strategy
Resources/Finance /CPD
Actions
2.1
Lead
person
In addition to the non-negotiables in 1.1:
HT
Continue to embed Inspire maths as the pilot
from DFE through Maths hubs in years 1 and 2.
Introduce Inspire Maths as pilot from Maths
Hubs to year 3.
Continue to embed and monitor Abacus maths
for years 4,5,6 and supplement with additional
materials and strategies from Maths Hub and
NCETM.
Performance milestones
Half termly data and test results show good
progress being made in maths at KS1.
Lesson observations half termly show the vast
majority of pupils making good progress in KS1
maths.
100% of maths lesson good or better with
appropriate challenge (May 2017).
Analysis of HAT children choosing Gold and then
accessing mastery task shows all HAT pupils are
extending their learning at all times.
Monitoring strategy
Lesson obs.
Data analysis half termly
Weekly maths drop ins.
Termly lesson observations
Half termly book sampling.
Primary peer work scrutiny
and lesson obs.
Resources/Finance /CPD
Inspire maths - £1,561
FGS Headteacher, Full
governing body (headteacher
report), Progress team mtgs.
VW – Maths Governor
End of KS2 outcomes for 2017 expected standard.
Maths 77%, with 28% = greater depth. Term on
term progress towards KS2 targets.
2.2
In addition to actions in 1.1:
Continue to develop use of a mastery approach
in literacy, hierarchical marking ladders and
continue to enrich children’s learning with
classic and good quality texts.
Peer coaching for all phases focussing on KS1.
Implement robust feedback mechanism for
teachers.
HOC
Weekly work scrutiny with lit co-ord and head
taking place and fed back to staff.
Lit co-ord and head weekly
Meeting time.
work scrutiny
Primary peer work scrutiny
Half termly review of writing interventions fed back and lesson obs.
to relevant staff.
HT, FGS Headteacher, Full
Hierarchical marking ladders developed and
governing body (headteacher
implemented (2017)
report), Progress team mtgs.
Drop in lesson obs shows non-negotiables and
exemplar lesson planning in place in all lessons
(March 2017)
End of KS2 outcomes for 2017 expected standard.
Reading – 77%, greater depth = 34%. Term on term
CK – Literacy Governor
Actions
Lead
person
Performance milestones
Monitoring strategy
Resources/Finance /CPD
progress towards KS2 targets.
2.3
2.4
Produce a formative, diagnostic assessment
HT
framework that works for KS1 across all
subjects but particularly writing and maths.
Implement a form of Personal Learning
Checklist to provide individual and group pupil
targets to demonstrate next steps for challenge
and reinforce basic skills and support where
necessary.
PLCs will ensure work given matches their
needs AND provides the diagnostic information
to plan for individuals and groups of pupils.
Research, development and implementation of PLC Lesson observation
Governors development day
scheme with other primary schools (Jan 2017).
SIP review.
PLC scheme in place following February data
FGS headteacher
capture to ensure class, individual and pupil group
analysis (March 2017)
VW – Data Governor
Develop clear data capture & tracking systems HT
for MLT, SLT and governors to analyse
CH
strengths and areas for improvement.
Termly Data tracking report created and shared
with governors outlines standards for all SEN,
disadvantaged and more able (Oct 2016).
Tracking system enables predictions for
combined outcomes to be tracked more
efficiently.
PLCs, integral to data capture and tracking,
used to create pupil target books so that staff
can plan effectively meeting childrens needs
and that children can take responsibility for
their own learning and challenge themselves to
make the next steps.
Potential set up costs of
system
Evidence of PLCs being used to inform teaching of
individuals and groups (April 2017) with outcomes
predicted good in all phases.
Diagnostic information used to inform context
sheets and individual targets created for all
children (May 2017)
See 2.3 for PLC outcomes.
Children to be using PLC target statements in
lessons from January 2017
Half yearly appraisal review shows that staff are
using tracking and PLCs to show movement and
outcomes of individual pupils and groups May
2017) with term on term progress.
Full governing body and
committee mtgs.
Potential costs of PLC
system.
Teaching and learning reviews Meeting time.
Lesson planning scrutiny.
Performance management
meetings.
Progress team mtgs
FGS headteacher
VW – Data Governor
PC – Inclusion Governor
Actions
2.5
Lead
person
Continue to develop relationships with
HT
parents/carers to enable them to support their
children in learning.
Performance milestones
Review and refresh Dojo messaging system
through behaviour system (Jan 2017).
Monitoring strategy
Resources/Finance /CPD
Progress team mtgs
IT Subject leader time
Parent survey/panel feedback
Headteacher report to full
Parents panel meetings with remit ‘How can school governing body.
support me to support my child’ & sharing of PLC
system (March 2017)
On the basis of the feedback obtained through
parents panel mtgs implement changes to learning
platform and website to enable help materials to
be accessible (June 2017)
Priority 3
PDBW
Success criteria
1. Continue to have at least good behaviour for learning across the whole school.
Actions
3.1
Continue to review use of Behaviour Watch to
record behaviour issues.
3.2
3.3
Ofsted: N/A
Lead
person
AC
Performance milestones
Evaluation:
 Termly attendance/punctuality data
 Outcomes of learning walks and pupil interviews
 Feedback from senior and middle leaders
 Feedback from governor’s open days
 SIP Autumn term visit and other reports
 Progress team meetings & minutes produced each term.
 FGS peer scrutiny
 SLT mtgs
Monitoring strategy
Resources/Finance/CPD
Half termly analysis with Pastoral lead (AC)
Class teachers to submit
incidences on BW.
CH (SENCO) Pastoral team to
monitor and evaluate
Continue to review use of Dojo system to
AC
reward above expected behaviour (Ready,
respectful, safe)
Rewards/sanctions used effectively to maintain
good behaviour
Review and amend Behaviour policy.
Regular half termly analysis with Pastoral lead
(AC)
Class teachers to record all System already in place
class behaviour on Dojo
system. Any sanction able
behaviour recorded on BW.
SC – Behaviour governor
Continue to promote SMSC/Citizenship in
school through British Values
Assembly plan submitted half termly to include
SMSC.
PHSCE spiral curriculum delivered in school
LH to include SMSC on half
termly assembly plan and
submit.
Class teachers to include
PHSCE on termly planning and
submit
PC – Inclusion Governor
LH
System already in place
Priority 4
Success criteria
Ofsted: Increase the effectiveness of leadership and management, including governance, by:
- Ensuring that all leaders, including governors, have a precise understanding of the schools’
strengths and areas requiring improvement.
- Using the wealth of information gathered about pupils’ achievements and the wualiry of teaching
more strategically to prioritise improvement actions that are directly inked to outcomes for pupils.
- Making sure that the governors and senior leaders use performance management procedures
effectively, holding adults to account for the outcomes of pupils more robustly.
Develop leadership
1. Quality assurance systems and processes are robust.
Evaluation:
2. Self-evaluation is accurate and informs the right priorities on the joint action plan.

Scrutiny of QA calendar, JAP and SEF
3. Senior leaders can demonstrate their effectiveness in holding middle leaders to

Minutes of senior leader, middle leader, link and
account for provision and outcomes in their areas.
governors’ meetings
4. Middle leaders/teachers can demonstrate their effectiveness in monitoring and

Feedback from senior and middle leaders
improving teaching and pupil progress in their areas.

Feedback from governors’ open days.
5. Governors can demonstrate their effectiveness in using monitoring and evaluating the 
SIP Autumn term visit and other reports
school’s performance and holding senior leaders to account for this.

Progress team meetings & minutes produced each term


Actions
Lead
person
Performance milestones
FGS peer scrutiny
SLT mtgs
Monitoring strategy
4.1
Review leadership and management
PB
Review carried out with recommendations to the
governing body (Feb 2017).
4.2
Review and restructure governance
CK
Termly data tracking sheet to show progress of all Progress mtgs
pupils and groups produced (Oct 2016)
FGS peer review
External Review of Governance carried out Nov
Full governors
2016
Structure for sub committees finalised (Dec 2016).
Governors Plan reviewed with FGS and
implemented (Jan 2017).
First New format Heads report written (Jan 2017)
Resources/Finance/CPD
CK, FGS headteacher, Progress SIP time.
Team mtgs
Meeting time
Actions
Lead
person
HT
Performance milestones
Monitoring strategy
Resources/Finance/CPD
4.3
Restructure staffing leadership to ensure
support is aimed at areas most in need of
improvement/support.
Two middle leaders appointed to support x 2
teachers with PIPs. (Sept 2016)
Temporary phase leader appointed to support
years 5 and 6 (Nov 2016)
Teaching is good across the whole of KS1 by the
Teaching and Learning Review (Feb 2017)
PB – Leadership review.
CK – Chair of Govenors.
4.4
QA calendar written to ensure all workings of HT
the school are evaluated and quality assured. CK
Ensure that Middle leaders are involved in QA
in their own and phase areas
To plan Spring Term monitoring and submit to QA
calendar – Dec 16
Governors to include all monitoring visits &
meetings – Jan 2016
Senior and middle leader mtgs Time to develop QA
Full governors mtgs
calendar.
Governors development days
FGS peer scrutiny
QA calendar
Progress team mtg.
4.5
Develop leadership capacity within the SLT at HT/BL Aspirant Head Programme for DHT (Feb 2016)
Oakfield
SLT to receive mentoring support from FGS (twice
weekly mtgs).
Holme Valley for collaborative working and
leadership (November 2016).
Further primary specific mentoring developed with
Winteringham primary and Winterton juniors for
QA, monitoring and sharing expertise.
Termly SIP mtgs
Ongoing coaching and gyuidance for Headteacher
from Senior SIP.
Monitoring file
JAP
QA calendar
FGS Headteacher, Full
governing body (headteacher
report), Progress team mtgs.
Time for all staff members
from each institution.
4.6
Develop governance structure with FGS
governing body to ensure impact on both
institutions results.
HT/BL By Easter 2017 soft governance structure agreed,
defined and implemented.
Oakfield and Frederick Gough
governing bodies.
Mtg time.
4.7
Performance management (plan for 2017
targets, check we can hold staff to account
and see if we can change if not)
Review appraisal system. Focused targets
agreed for interim, review and summary
meetings and reports, focusing on outcomes
HT
Appraisal system and records. Mtg time and any related
QA calendar, JAP
CPD.
Termly feedback on PM update
to governors.
Appraisals to be carried out Sept 16, Feb 17, July 17
Target children identified through use of data and
tracking half termly.
Oct 16, Dec 16, Feb 17, April 17, May 17, July 17
Release time for Peer
coaching and planning
support, Middle/Phase
leaders.
Actions
Lead
person
Performance milestones
Monitoring strategy
Resources/Finance/CPD
for children
4.8
Middle leaders developed to analyse data ½
termly and be able to discuss in depth with
recommended actions for each phase.
HOC, Tracking systems in place (Jan 2017)
KR, NS, PLCs in place (Feb 2017)
LH, LR Proforma for discussion/written evaluation of half
termly data developed (Commence Dec 2016
developed Feb 2017)
Analysis of data Oct 16, Dec 16, Feb 17, April 17,
May 17, July 17 shows marked improvement in
evaluative techniques leading to early identification
of individual/groups of children and a resultant
change in context sheets.
4.9
Ensure SLT mtgs have agendas ,take place
regularly and actions minuted.
HT
Weekly meetings.
Heads report
SIP review
Peer review of data with
partner primary schools
Termly progress mtg sheets
Half termly context sheet
review (HT)
Release time for middle
leaders.
FGS headteacher.
Time