Post-Ofsted Action Plan
December 2014 to July 2015
Priority 1
Priority 2
Improve the impact of the school’s
leaders by:
Eliminate inadequate teaching and
increase the proportion that is at
least good by:
developing their ability to
implement a rigorous programme
to check and improve the quality
of teaching.
analysing rigorously how well
different groups of pupils are
making progress and adapting
plans, where needed, to ensure
more rapid progress for all
providing curriculum middle
leaders with the knowledge and
skills to lead and manage their
areas effectively.
implementing robust checks on
pupils’ Progress and attainment by
assessing at ½ termly intervals.
Externally review the use of Pupil
Premium Funding.
Priority 3
Ensure pupils reach at least
expected levels of progress and
attainment in reading, writing but
especially mathematics at the
end of Year 2 and year 6 :
providing appropriate training
for teachers and teaching
assistants in the teaching of
reading, writing and
mathematics
ensuring teachers in each year
group plan lessons that are
tailored to meet the needs and
abilities of all pupils based upon
good use of data.
ensuring that the marking of
pupils’ work is accurate, provides
pupils with detailed guidance on
how to improve it and identifies
the next steps for learning
providing time for pupils to
correct their work and act upon
teachers’ comments
reducing the amount of time that
pupils spend sitting down so they
can more quickly become actively
engaged in their learning and
develop independence
providing more activities which
interest and engage pupils so
the behaviour for learning
moves to Outstanding.
implementing systematic
approaches to the teaching of
reading (including phonics),
writing and mathematics, and
monitoring their impact
making sure teachers know how
well pupils are doing and plan
lessons that help pupils to learn
more.
planning lessons that capture
pupils’ interests and give them
more time to apply their writing
and mathematics skills.
1
Priority 4
Improve the effectiveness of
the EYF Stage:
Increase opportunities to
extend and challenge those
children who are progressing
at a faster rate. Particularly the
case in the outdoor area which
is shared by both nursery and
reception children.
Key Performance Indicators
By June 2015 monitoring of
teaching is regular and consistent.
100% of teachers are satisfied
with their feedback and this has
contributed to the improvements
in teaching and learning (60%
good or better by Feb 2015; 70%
good or better by May 2015; 80%
good or better by October 2015)
All SLT/MLT to be standardized in
their lesson observation techniques
and benchmarked by Sue Street
(recent HMI) January 2015
All lesson observations, learning
walks, work reviews etc to be
standardized onto GoObserve
software (for iPads) January 2015
All teachers and TAs have PM
targets related to good progress for
all (3 Sub-levels Progress for all
and 4 Sub-levels Progress for the
most able in RWM per year)
including PPI. This is reviewed ½
termly via line management.
Key Performance Indicators
Key Performance Indicators
By June 2015 monitoring of
teaching is regular and consistent.
100% of teachers are satisfied
with their feedback and this has
contributed to the improvements
in teaching and learning (60%
good or better by Feb 2015; 70%
good or better by May 2015; 80%
good or better by October 2015)
Class observations and scrutiny
of books show that work is
planned more closely to different
abilities using data and prior
outcomes from learning.
TAs are graded as Good or
Better in all lessons following
their INSET and Basic Skills
training.
By June 2015 external
monitoring reports the
behaviour for learning has
improved and is having a
outstanding impact on learning
2015 80% of pupils will achieve
the Y1 phonics screening check
KS1 Level 2b
2015 KS1 80% of pupils will
achieve L2b in Reading
2015 KS1 80% of pupils will
achieve L2b in Writing
2015 KS1 70% of pupils will
achieve L2b in SPAG
2015 KS1 85% of pupils will
achieve L2b in mathematics
KS1 Level 2+
2015 KS1 90% of pupils will
achieve L2+ in Reading
2015 KS1 90% of pupils will
achieve L2+ in Writing
2015 KS1 80% of pupils will
achieve L2+ in SPAG
2015 KS1 95% of pupils will
achieve L2+ in mathematics
KS1 Level 3
2015 KS1 20% of pupils will
achieve L3 in Reading
2015 KS1 20% of pupils will
achieve L3 in Writing
2015 KS1 10% of pupils will
achieve L3 in SPAG
2015 KS1 25% of pupils will
achieve L3 in mathematics
Rigorous ½ termly staff meetings in
Phases to review the data from the
new bespoke iGrade system.
KS2 Level 4+
2015 KS2 90% of pupils will
achieve L4+ in Reading
2015 KS2 85% of pupils will
achieve L4+ in Writing
2015 KS2 80% of pupils will
achieve L4+ in SPAG
2015 KS2 85% of pupils will
achieve L4+ in mathematics
INSET for TAs led by Phase
Leaders to embed understanding
of basic skill development specific
to the pupils/year they support.
Revise the Marking policy and
ensure all teachers are using it to
ensure better progress.
2
Key Performance Indicators
Planning documents,
observation activities, and
MERs show how the
redesigned shared activities
challenge the older children.
2015 GLD 60% of pupils will
reach a Good Level of
Development (to equal
National figure)
KS2 Combined L4+
85% English and
Mathematics (combined)
L4+
PPI funding review is complete by
the end of January.
Governors hold senior leaders to
account for their effectiveness in
closing all gaps in attainment between
disadvantaged and nondisadvantaged pupils by robust
questioning and challenge of the
triangulated evidence.
KS2 Combined Exceeding
Expected Progress
93% Expected English and
Mathematics (combined)
32% exceeding.
KS2 Level 5
2015 KS2 25% of pupils will
achieve L5 in Reading
2015 KS2 25% of pupils will
achieve L5 in Writing
2015 KS2 25% of pupils will
achieve L5 in SPAG
2015 KS2 25% of pupils will
achieve L5 in mathematics
KS1 to KS2 Progress Measure:
Reading, Writing, Mathematics:
90% making expected progress.
(on or near National (State
Funded results)
MER: as per SLT calendar but at
least ½ termly.
MER: as per SLT calendar but at
least ½ termly.
MER: as per SLT calendar but at
least ½ termly.
MER: as per SLT calendar but
at least ½ termly.
Monitoring Board Meetings (LA)
Monitoring Board Meetings (LA)
Monitoring Board Meetings (LA)
Monitoring Board Meetings
(LA)
3
Priority 1 – Improve the impact of the school’s leaders by:
Actions
Details
Planned programme of
classroom observations by
SLT and Assoc H/T
Teacher proforma to review
progress. Refresher training
for the SLT on observation of
teaching referenced to the
Ofsted Framework
Giving feedback and MER
to improve the quality of
teaching.All records are
standardized and
centralized onto e-system,
Go Observe for iPad.
Revised tracking – new
analysing rigorously how
system to centralize the data
well different groups of
(bespoke iGrade)
pupils are making
progress using new testing Analyse the data and
moderate the teacher data.
materials and adapting
Present this data to the staff
plans, where needed, to
and GB Monitoring group
ensure rapid progress for
Pupil progress mtgs to
all
ascertain interventions for
those who are not making
the expected progress.
All teachers and TAs have New line management
PM targets related to good system
Revised PM targets
progress for all (3 Sublevels Progress for all and
4 Sub-levels Progress for
the most able in RWM per
year) including PPI. This is
reviewed ½ termly via line
management.
developing their ability
to implement a rigorous
programme to check
and improve the quality
of teaching.
Revise the Marking policy
and ensure all teachers
are using it to ensure
better progress.
New Policy
MER at each 3 week
interval by Phase
leaders.
Timescale
Spring term
2015 ongoing
By Whom/
Resources
SLT
Monitored
by
Govs
Assoc H/T
LA
RAG Evaluation and milestones
March 2015
June ‘15
November ‘15
A planned
The programme The Quality of
programme of
of classroom
Teaching has
improved so
classroom
observations is
that the majority
observations is
operating
of teaching is
in place. The
effectively and
good or better
SLT received
regularly.
and there is no
training.and
Feedback to
benchmarking
inadequate
teachers is
complete
teaching as
acted upon and
validated by
there is
HMI
evidence of this
in the classroom link/Ofsted
H/T and
Assoc H/T
Thorough
analysis of the
progress of
different groups
of pupil
progress. SLT
monitors plans
to evidence
adaptions
There is an
increase in
progress for all
year groups.
The results at
KS1 and KS2
show an
improvement in
levels of
progress.
H/T and
Assoc H/T
Govs
MER by MLT
shows all staff
have been line
managed and
this is impacting
positively on
progress of
pupils. (See
progress
indicators)
MER by MLT
shows all staff
have been line
managed and
this is impacting
positively on
progress of
pupils.
H/T + SL
H/T and
Cost
Assoc H/T
Materials,
H/T & Assoc
H/T.
MER shows all
Teachers are
adhering to new
policy & pupils
respond to marking
in each subject at
leat once per week.
Marking shows
a 25% increase
in progress in
each year
group.
Cost
H/T & Assoc
H/T
Materials
Go Observe
App X4
£
Spring term
2015
ongoing
H/T and
Subject
Leaders
Cost
Materials,
Rising Stars
CEM PIPs
Spring term
2015
ongoing
H/T and
Subject
Leaders
Cost
H/T & Assoc
H/T
By January
2015
4
There is robust
analysis of all
pupil progress
and intervention
strategies are
used
appropriately to
ensure children
are at or above
age related
expectations
All
staff
are
fulfilling roles and
impacting
positively
on
progress.
Surveys
show
100%
staff
understand their
role and function
clearly.
Marking shows
a 50% increase
in progress in
each year
group.
Priority 1 – Improve the impact of the school’s leaders by:
Actions
PPI funding review is
complete by the end of
January.
Details
External Review using
the NAHT/DfE advised
methodology
Timescale
By end of
January
2015
By Whom/
Resources
Assoc HT
Cost
Assoc HT
Increase the capacity of
middle leadership
Governors hold leaders to
account for their
effectiveness in closing all
gaps in attainment between
disadvantaged and nondisadvantaged pupils by
robust questioning &
challenge of triangulated
evidence
G o v e r n o r s rigorously
checking the impact of the
school’s actions in
accelerating pupils’
progress and raising their
attainment
Attend training for
middle leaders and
gain NPQML
Spring and
Summer
Term 2015
Phase
Leaders
Training
courses
External
consultant
Cost
External
consultant
All governors receive further
training on understanding pupil
progress and using
appropriate intervention
strategies to accelerate
progress, including the use of
Pupil Premium (see above)
Summer
2015
External
consultant
Cost
External
consultant
School reporting format to
Governors tightened to deliver
essential information.
5
Monitored
by
HT
LA
Govs
RAG Evaluation and milestones
March 2015
June ‘15
November ‘15
(5 days as per
PPI funding is
Gap is closed to
review tool) PPI
shown to be
10% (up from
funding is
closing the gaps 18%)
understood and
for targeted
targeted better
pupils.
by the school for
Spring and
Summer Terms.
HT and Assoc Leadership
Qualification
Middle leaders
HT, Institute of skills and
gained and
are robust in
Education
expertise
knowledge
fulfilling their
developing
acted upon
leadership role
LA
Governor
Governor
Governors fully
Chair of
Reports reflect
Reports reflect
understand the
Governors
an
an
aspects around
understanding
understanding
closing the
of how much
of how much the gaps.
the gaps are
gaps are
closing.
closing.
LA
Chair of
Governors
Training
received and
governors are
clear and
confident in their
understanding
of what
constitutes
progress
GovComs know
about progress
& report to the
full GB. Minutes
of mtgs record
the quality of
questioning and
challenge
including
evidence of
class visits
Governors able to
support the work of
the school and offer
an element of
challenge in
their monitoring
and evaluation.
They feel
confident in being
held to account
by external visits.
Priority 2 - Eliminate inadequate teaching and increase the proportion that is at least good:
Actions
providing appropriate
training for teachers and
teaching assistants in the
teaching of reading,
writing and mathematics
Details
Training provided for
teachers and teaching
assistants
Timescale
March-June
2015
By Whom/
Resources
LA Advisers /
Subject
Leaders
Monitored
by
HT / Subject
Leaders
RAG Evaluation and milestones
March 2015
June 2015
Nov 2015
Training is
All training
There is a further
5% increase over
identified which
completed.
same point
is specific and
There is a good
previous year in
appropriate for
level of
the attainment
the needs of the understanding
and progress of
staff and a
about effective
children in
schedule has
teaching and
reading, writing
been planned
learning and
and
for training and
there is
mathematics.
follow-up
demonstrable
coaching for
evidence of the
individual staff
impact of the
training through
classroom
observations.
KS Targets (as
listed in KPI
table) are met.
ensuring teachers in each
year group plan lessons
that are tailored to meet
the needs and abilities of
all pupils
Staff mtg to establish
common planning format.
Introduce a ‘a partner
planning’ system. SLT will
scrutinise plans to identify
that the needs of all abilities
are catered for. Training on
planning for differentiation
Teachers use new planning
form for every core lesson.
Dec 2014
(for planning
in place)
January –
Feb for
establishme
nt
monitoring)
SLT /
Subject
leaders
Cost
Assoc H/T
6
HT / LA
Adviser
Common
planning format
in place and used
by all staff (Jan
2015)
Monitoring of
plans indicate
that work is
being
differentiated to
meet the needs
and abilities of
the children in
each year
group.
Effective
planning for all
is consistent
and secure.
Observations
and MER
activities show
70% of
teaching is
Good or Better.
Observations
and MER
activities show
80% of
teaching is
Good or
Better.
Priority 2 - Eliminate inadequate teaching and increase the proportion that is at least good:
Actions
Details
ensuring that the marking
of pupils’ work is accurate,
provides pupils with
detailed guidance on how
to improve it and identifies
the next steps for learning
Redesign of marking policy.
Whole staff training on
effective marking strategies,
their practical implementation
and how to enable pupil
response to enhance
learning opportunities.
providing time for pupils
to correct their work and
act upon teachers’
comments
Member of SLT to visit a
school with recognised
outstanding practice. Staff
mtg to discuss pupil
conferencing. Planning
reflects time to allow this
Timescale
January
2015
By Whom/
Resources
SLT /
Monitored
by
HT / LA
Adviser
The Marking
Policy has been
reviewed and all
teachers have a
shared view of
the practical
interpretation of
that policy and
are
implementing it.
Pupils are able
to improve their
learning through
effective
assessment for
learning practice
and consistent
replying to
marking.
Pupils have a
clear understanding of what
they are trying
to learn, what
they need to do
to improve and
are able to
reflect positively
on their
achievements.
HT and
Assoc HT
Outcomes of
school visit
discussion at
staff mtg and
implemented in
classrooms
Classroom
observations
indicate that
pupils are
correcting their
work
Pupils are able
to improve their
learning
through
effective
assessment for
learning
practice
Observations
indicate a
reduction in the
amount of time
children are
sitting.
As a result of
the above the
KPI targets for
achievement
are reached.
Classroom
observations
and work
scrutiny indicate
that pupils are
confident in
acting upon
teacher
comments
Feb
2015
Cost
Associate
H/T
Spring term
2015
SLT
Cost
Supply cover
reducing the amount of
time that pupils spend
sitting down so they can
more quickly become
actively engaged in their
learning and develop
independence
Meeting with relevant staff to
discuss and establish
effective practice for
children. Short and focused
input sessions are planned.
February
2015 ongoing
SLT
7
RAG Evaluation and milestones
March 2015
June 2015
Nov 2015
Phase
Leaders
Planning takes
account of the
needs and
interests of the
children
Children are
actively
engaged in their
learning which
is purposeful
and addresses
needs.
Independence
in learning is
evident through
observations.
Priority 2 - Eliminate inadequate teaching and increase the proportion that is at least good:
Actions
providing more activities
which interest and
engage pupils so the
behaviour for learning
moves to Outstanding.
Details
Review curriculum.
Concentration on basic skills
and creative curriculum.
Better use of themed
approach to engage interest.
Timescale
Spring term
2015
By Whom/
Resources
DHT
8
Monitored
by
HT and
Assoc HT
RAG Evaluation and milestones
March 2015
June 2015
Nov 2015
Curriculum
Pupil voice and
Further review
reviewed and
classroom
of the
approved by GB observations
curriculum to
Teachers are
indicate
ensure it meets
clear about the
engagement
needs
need for
and interest
activities which
engage and
interest
Priority 3 - Ensure pupils reach at least expected levels of progress and attainment in reading, writing but especially mathematics at
the end of Year 2 and year 6 : REFER to KPI table for Outcomes in addition to RAG Milestones.
Actions
Details
Timescale
implementing systematic
approaches to the teaching
of reading (including
phonics)
and monitoring their impact
Re-training on phonics
(Letters and sounds) for
all staff including teaching
assistants.
Review of the practice and
effectiveness of
shared/guided reading.
Monitoring of reading is part
of the part of the overall plan
for monitoring work across
the school
Explore the use of
technology to engage
reluctant readers eg the use
of e-readers
Parental workshops on basic
skills
February
2015
implementing
systematic approaches
to the teaching of
writing and monitoring
their impact
Review of strategies to
develop writing. CPD for
teachers including individual
coaching particularly in the
use of guided writing.
Monitoring of writing is part
of the part of the overall plan
for monitoring work across
the school
Parental workshops on basic
skills
March 2015 /
implementing
systematic approaches
to the teaching of
mathematics, and
monitoring their impact
Introduction of NUMICON
mathematics. CPD for all staff on the
use of Numicon. Monitoring of
mathematics is part of the part of the
overall plan for monitoring work
across the school
Parental workshop on basic skills in
maths
Spring term
2015
By Whom/
Resources
LA English
Monitore
d by
Eng SL
Eng SL
March 2015
May 2015
Cost
HT, Assoc H/T,
resources & ICT
costs
LA
Adviser
Eng SL
May 2015
Cost
Materials
Maths SL
Cost
Purchase of
Numicon
resources /
training,
adviser
9
SLT
Maths
Adviser
H/T
RAG Evaluation and milestones
March 2015
June 2015
Nov 2015
Policies
Increase in
Reading
reviewed. Staff
attainment in Y1 embedded
INSET taken
phonics
across the
place. Staff
screening test,
school and a
indicate a
KS1 and KS2
culture of
confidence in
reading
reading for
the teaching of
attainment.
enjoyment is
phonics.
Use of shared /
evident through
Amendments
guided reading
pupil voice.
made to
more effective
Technology is
shared/guided
evidenced
used to
reading as a
through
enhance and
result of the
improved
support readers.
review
attainment.
Review of the
Regular
success of
monitoring and
parental
evaluation in
workshops
place
Strategies
Increase in
Writing
reviewed and
attainment in
embedded
disseminated to
writing at KS1
across the
staff. CPD has
and KS2.
school and a
been delivered.
Regular
culture of writing
monitoring and
for purpose and
evaluation in
enjoyment is
place
evident through
pupil voice.
Numicon
established in
the school. Staff
have received
training and
understand the
processes
involved
Increase in
attainment in
maths at KS1
and KS2.
Regular
monitoring and
evaluation in
place
Review of the
effectiveness of
Numicon. Pupil
voice indicates
that the
‘scheme’ is
successful
Priority 3 - Ensure pupils reach higher levels in reading, writing and mathematics at the end of Key Stage 1 and make at least the
expected progress in English and mathematics by the end of Key Stage 2 by:
Actions
Details
Timescale
making sure teachers
know how well pupils
are doing and plan
lessons that help pupils
to learn more. (Also see
Priority 2)
Teachers to implement
revised tracking of progress.
This is used to plan
appropriate work. Further
training on the use of
assessment for learning
Spring /
Summer
terms 2015
– ongoing.
planning lessons that
capture pupils’ interests
and give them more time
to apply their writing and
mathematics skills.
Planning in writing and
mathematics includes topics
that engage pupils’ interests
and incorporate strategies to
support more sustained and
reflective learning (this action
point cross references with
previous actions)
Spring /
Summer
terms 2015
– ongoing.
provide enhanced pupil
rewards (book tokens,
educational equipment)
Pupils rewarded to underpin
attainment and work displayed
on new achievement boards
Spring /
Summer
terms 2015
– ongoing
By Whom/
Resources
External
consultant
Monitore
d by
H/T / LA
Adviser
Cost
External
consultant &
resources
English /
maths SL
H/T / LA
Adviser
Cost
External
Consultant
CTs
SLs
Cost
Purchase of
rewards
display boards
10
SLT
RAG Evaluation and milestones
March 2015
June 2015
Nov 2015
Progress data in Classroom
Classroom
place and this is observations
observations
reflected in the
and work
and work
planning.
scrutiny show
scrutiny
greater
continue to
challenge and
show challenge
more
and
independent
independent
learning is
learning is
happening
happening
Training
Classroom
Classroom
delivered. Staff
observations
observations
are clear about
and work
and work
the strategies
scrutiny show
scrutiny show
needed to allow more reflective
more reflective
more time to
deeper learning deeper learning
apply writing /
is happening in
is happening in
maths skills
writing and
writing and
maths
maths
Strategy
established for
rewarding pupils
across the
school
Increase in
expected and
more than
expected
progress
Review of
effectiveness of
rewards. Pupil
voice indicates
new reward
system
successful
Priority 4 - Improve the effectiveness of EYFS:
Actions
Redesign the shared
activities to challenge
the older children.
All adults to develop
spoken English, writing
and numeracy skills of
pupils.
Increase the number of
activities to promote
early writing and
numeracy skills in the
outdoor area.(Linked to
Action and Milestones
above)
Details
Teaching and Learning
support from Lambeth
EYFS service
Visits to Good/Outstanding
EYFS settings
New outdoor planning
format focusing on
differentiated learning
Planning for outdoors
monitored closely
Books to support outdoor
learning
New outdoor resources
purchased
Teaching and Learning
support from Lambeth
EYFS service
Timescale
March 2015
By Whom/
Resources
NM
SLT
Planning for outdoors
monitored closely
Books to support outdoor
learning
RAG Evaluation and milestones
March 2015
June ‘15
November ‘15
60% of pupils
Pupils are on
New activities
target for a
supported by new reach GLD
target.
2015/16 targets
equipment in
of 65% GLD.
place and
monitoring shows
an impact on
progress and
attainment.
DHT
NM
Prime and
Specific Areas
(Com, Lit, Mat)
show a 25%
increase in the
number of pupils
reaching good
levels.
Cost
Resources for
outside
March 2015
NM
SLT
SALT training
New outdoor planning
format focusing on
differentiated learning
Monitored
by
DHT
NM
Cost
Resources for
outside
Included
above
New outdoor resources
purchased
11
60% of pupils
reach GLD
target.
Pupils are on
target for a
2015/16 targets
of 65% GLD.