Stockingford Junior School Post OfStEd Action Plan Post Ofsted

Stockingford Junior School Post OfStEd Action Plan Post Ofsted Action Plan 2005 - 2007 1 Stockingford Junior School 2 Post OfStEd Action Plan Contents Structure & Overview The Governors’ Plan of Action Key Priorities Main structure and timeframes Evaluation of progress Overview of immediate actions Overall performance indicators Page 2 2 3 3 5 6 The Action Plan Key Priority 1 Improve the quality of leadership at all levels Task 1:1 Improve leadership 1.1.1 Focus the Governors upon their strategic role 1.1.2 Improve the effectiveness of the Senior Leadership Team 1.1.3 Improve subject leadership 1.1.4 Realign the workforce to impact upon rising of standards in accordance with National restructuring initiatives Key Priority 2 Improve the quality of teaching and learning Task 2:1 Improve the quality of teaching Task 2:2 Improve the quality of learning Key Priority 3 Raise standards, particularly in English, mathematics and science Task 3:1 Raise standards in reading Task 3:2 Raise standards in writing Task 3:3 Raise standards in mathematics Task 3:4 Raise standards in science Key Priority 4 Improve the pupils’ behaviour and attitudes to their work Task 4:1 Improve the pupils’ behaviour Task 4:2 Improve the pupils’ attitudes to their work 8 8 9 10 11 12 13 13 15 16 16 18 20 22 23 23 24 Appendices Training plan overview Budget plan overview Sequence of actions and checklist Governors’ Performance Indicator Monitoring Glossary 24 26 27 32 33 3 Stockingford Junior School 4 Post OfStEd Action Plan Overview and structure The Governors’ Plan of Action The Governors have devised this action plan to remove the need for Special Measures by April 2007 at the very latest. It addresses all of the priorities for improvement identified in the inspection three report from April 2005. A separate commentary from the Local Education Authority provides additional, supporting information. The Governors aim to improve the school quickly by: · Appointing experienced staff and investing in appropriate professional development · Tracking academic standards of cohorts in reading, writing, mathematics and science · Monitoring progress by school visits, professional reports and performance data · Making strategic decisions based upon the information available · Working closely with the senior leadership team and holding them to account Key Priorities What the school should do to improve further: (extract from HMI report) The key priorities for the school’s development plan are to: · Raise standards, particularly in English, mathematics and science; · Improve the quality of teaching and learning; · Improve the pupils’ behaviour and attitudes to their work; · Eradicate the high levels of underachievement across the school; · Improve the quality of leadership at all levels. The Governors’ order of improvement priorities in the plan is as follows: Key Priority 1 Task Improve the quality of leadership at all levels 1:1 Improve leadership 1.1.1 focus the Governors upon their strategic role 1.1.2 improve the effectiveness of the Senior Leadership Team 1.1.3 improve subject leadership 1.1.4 realign the workforce to impact upon rising of standards in accordance with National restructuring initiatives Improve the quality of teaching and learning 2:1 Improve the quality of teaching 2:2 Improve the quality of learning Raise standards, particularly in English, mathematics and science 3:1 Raise standards in reading 3:2 Raise standards in writing 3:3 Raise standards in mathematics 3:4 Raise standards in Science Improve the pupils’ behaviour and attitudes to their work 4:1 Improve the pupils’ behaviour 4:2 Improve the pupils’ attitudes to their work Key Priority 2 Task Task Key Priority 3 Task Task Task Task Key Priority 4 Task Task 1 Stockingford Junior School Main structure and timeframes TERM First half term Whole school curriculum and standards focus ü Y6 Target groups - writing Second half term Whole school curriculum and standards focus ü Launch ISP core tools ü Begin whole staff continuing professional development ü Evaluate status of GB – set up training Leadership focus ü Begin the induction of new staff ü Begin training GB in strategic roles ü Continue HT mentoring – lesson observations Evaluation on actions to date èWk 2 (05/06) Whole school curriculum and standards focus · ISP layered curricular targets for reading, writing & maths · ICT interactive teaching · Shared and guided writing – quality of teaching · Embedding systems and expectations for behaviour and attitudes Leadership focus · Continue development of leadership roles (SLT & GB) · GB produce action plan arising from INDEX training · Implement TA plan · Staffing restructure · Write behaviour plan and begin implementation · HT executive coaching · RAP review 1 Summer 05 Leadership focus ü Manage the inspection judgement ü Begin action planning ü Appoint staff ü Implement Head Teacher mentor programme 2 Autumn 05 Whole school curriculum and standards focus · Establishing systems & expectations for ISP · ISP layered curricular targets for reading, writing & maths · Guided reading & quality of teaching · Presentation & quality of teaching · Marking & quality of teaching · Establishing systems and expectations for behaviour & attitudes Leadership focus · Induction of new staff and governors · Training and use of self evaluation processes · TA skills audit & action planning · Carry out behaviour audit and write the plan · Implement performance management cycle · Formulate staffing structure · Behaviour Audit · Continue HT mentoring – work scrutiny · HT executive coaching · SLT professional development · RAP review Evaluation on these actions è Wk 9 (05/06) Whole school curriculum and standards focus · ISP layered curricular targets for reading, writing & maths · ISP effective questioning · Assessment for learning audit & forward plan · Evaluate & review marking guidance · ICT interactive teaching · Presentation skills & handwriting – consistency · Science AT1 Leadership focus · Introduce peer coaching · Subject leader audits – training · Prepare GB visits · Implement behaviour plan · SLT individual executive coaching · RAP review Evaluation on these actions è Wk 22 (05/06) 2 Evaluation on these actions è Wk 16 (05/06) Whole school curriculum and standards focus · ISP layered curricular targets for reading, writing & maths · ISP effective questioning · Staged implementation from assessment audit · ICT interactive teaching · Science AT1 Leadership focus · Begin GB monitoring visits · SLT – whole team executive coaching · Gifted and talented actions · RAP review Evaluation on these actions è Wk 29 (05/06) 3 Spring 06 Post OfStEd Action Plan TERM First half term Whole school curriculum and standards focus · ISP layered curricular targets for reading, writing & maths · Audit home school readers & action plan · Spelling & phonics · Assessment for learning audit & forward plan · Begin boys work Leadership focus · Evaluate GB monitoring visits · Evaluate SLT coaching · Evaluate behaviour plan · Audit foundation subjects · SLT individual executive coaching · RAP review Evaluation on these actions è Wk 34 (05/06) Second half term Whole school curriculum and standards focus · ISP layered curricular targets for reading, writing & maths · Learning styles – training & audit · Boys’ learning · Gifted and talented actions Leadership focus · Implement subject leader actions · Implement action re previous evaluations · RAP review 4 Summer 06 Evaluation on these actions è Wk 2 (06/07) Whole school curriculum and standards focus · ISP layered curricular targets for reading, writing & maths · Learning styles – implementation 5 Autumn 06 Whole school curriculum and standards focus · ISP layered curricular targets for reading, writing & maths · Learning styles – implementation · Home / school readers - embedding Leadership focus · Implement subject leader actions · RAP review Evaluation on these actions è Wk 9 (06/07) Leadership focus · Implement subject leader actions · RAP review Evaluation on these actions è Wk 16 (06/07) Whole school curriculum and standards focus · ISP layered curricular targets for reading, writing & maths · Implement action re previous evaluations Leadership focus · Evaluation of ICT impact · Implement action re previous evaluations · RAP review · Begin implementation of new Single Integrated Development Plan Evaluation on these actions è Wk 29 (06/07) 6 Spring 07 Whole school curriculum and standards focus · ISP layered curricular targets for reading, writing & maths · Implement action re previous evaluations Leadership focus · Teaching and Learning policy · Evaluate Learning styles · RAP review · Formulate new Single Integrated Development Plan 2007-09 Evaluation on these actions è Wk 22 (06/07) 3 Stockingford Junior School Evaluation of progress The Governing body will evaluate the overall progress of the plan from: · · · · · · · Focused school based monitoring visits Reports to sub committees from Governors’ school based monitoring visits Reports from the SLT to the Quality and Standards and Resource Management sub committees Reports from the Head Teacher to the full Governing Body Performance data matched to the performance indicators – pg 6 Minutes of termly LEA review meetings Notes of visit from HMI, LEA inspectors and advisors Listening to stakeholders · A range of professionals will provide the Governors with evaluations on the impact of actions from evidence within the monitoring process; their names are detailed separately within each key priority. Overview of immediate action by the School and LEA in response to Special Measures The Governors, Head Teacher and LEA responded immediately to the report. The following actions were swiftly executed. · A major recruitment drive was already underway and was successful in appointing to the Senior Management Team an experienced Deputy Head. A leading maths teacher and a literacy leader, two other experienced teachers and assistants were also appointed to strengthen the school’s teaching capacity from September 05. All existing staff scrutinized their own performance and reflected in an Individual Action Plan based upon the National Professional Standards for Teaching. The full ISP package was adopted and within 2 weeks of the inspection report being published, all staff had received training in ISP methodology. Analysis from non-statutory QCA tests highlighted priorities for learning, enabling whole school layered curricular targets to be devised in maths, reading and writing. Timetables for each class were adjusted to allow for extra, daily teaching of numeracy and guided reading groups. Performance data from non-statutory tests in May identified target groups and all students were mapped against the WCC progress routes. Learning environments were improved by displaying target boards with clear objectives and models for learning in numeracy and literacy. This helped to focus the teaching upon whole school weak areas of knowledge. The expected outcome of all these measures in ISP is to eradicate underachievement. A mentor for the head teacher was provided by the LEA, selected from a successful track record in school improvement, this arrangement supported the head teacher in leading a school in challenging circumstances. With a focus upon lesson observation and moderation of judgements staff received more specific feedback on their teaching. The school’s lesson observation proforma was revised so that it routinely collected evidence on students’ behaviour and attitudes, communicated clear areas of strength, development and support and indicated expected time frames for improvements. A parents’ meeting was held to inform and discuss the proposed strategies for improving the effectiveness of the school. It was an opportunity for frank and open dialogue between the parents, head teacher and LEA. The school overwhelmingly received parental support, which in itself was an important milestone because it marked the cultural change in parental involvement that the new governors and head teacher have worked to bring about. The on-going refurbishment of premises continued with a new music and drama studio, relocation of the library and the beginnings of a major ICT teaching and learning installation. · · · · 4 Post OfStEd Action Plan Overall Performance Indicators The following baseline and predictions will enable the Governors to monitor the impact of the plan and inform strategic decision-making. Academic standards in reading, writing, maths and science over the two year plan period. Key Priorities 1, 2, 3, 4 Sept 05 % age on track Nov 05 Feb 06 May 06 Sep 06 Nov 06 Feb 07 May 07 End of Key Stage 2 target * 2004 PANDA %age grade C boundaries with average age related, end of year expectations according to WCC progress routes. KS2 Cohort 2006 (Y6) reading 52% 3a/4c+ writing maths science 42% 3a/4c+ 39% 3a/4c+ 48% 3a/4c+ Eng L4=74% L5=29% L4=74% L5=24% L4=90% L5=38% Eng L4= L5= L4= L5= L4= L5= Eng L4= L5= L4= L5= L4= L5= L4= L5= L4= L5= L4= L5= L4= L5= L4= L5= L4= L5= L4= L5= L4= L5= 68-74% Level 4c 68-74% Level 4c 64-71% Level 4c 80-85% Level 4c 68-74% Level 3a/4c+ 68-74% Level 3a/4c+ 64-71% Level 3a/4c+ 80-85% Level 3a/4c+ 68-74% Level 3c/3b+ 68-74% Level 3c/3b+ 64-71% Level 3c/3b+ 80-85% Level 3c/3b+ 68-74% Level 2a/3c+ 68-74% Level 2a/3c+ 64-71% Level 2a/3c+ 80-85% Level 2a/3c+ 68-74% Level 2b/2a+ 68-74% Level 2b/2a+ 64-71% Level 2b/2a+ 80-85% Level 2b/2a+ KS2 Cohort 2007 (Y5 to 6) reading 62% 3c/3b+ writing maths science 32% 3c/3b+ 56% 3c/3b+ 54% 3c/3b+ KS2 Cohort 2008 (Y4 to 5) reading 61% 2a/3c+ writing maths science 41% 2a/3c+ 64% 2a/3c+ 60% 2a/3c+ KS2 Cohort 2009 (Y3 to 4) reading 74% 2b/2a+ writing maths science 69% 2b/2a+ 80% 2b/2a+ % 2b/2a+ KS2 Cohort 2010 (Y2 to 3) reading writing maths science * to be determined at LEA annual target setting meeting 5 Stockingford Junior School Quality of teaching Key Priorities 1, 2, 3 – judgements formed through Lesson observations by HT, DH, LEA & HMI Apr 05 Baseline Sep 05 Nov 05 Feb 06 May 06 Sep 06 Nov 06 Feb 07 May 07 Good or better Target 20% 25% 30% 35% 45% 50% 55% 65% 75% Behaviour and attitudes Key Priorities 4 – judgements formed through observations of lessons, assemblies and lunch times Apr 05 Baseline Sep 05 Nov 05 Feb 06 May 06 Sep 06 Nov 06 Feb 07 May 07 Good or better Target 0% 20% 40% 50% 55% 65% 75% 85% 98% 6 Post OfStEd Action Plan The Action Plan Key Priority 1 Improve the quality of leadership at all levels Task 1:1 Improve leadership 1.1.1 Focus the Governors upon their strategic role 1.1.2 Improve the effectiveness of the Senior Leadership Team 1.1.3 Improve subject leadership 1.1.4 Realign human resources to impact upon rising of standards in accordance with National restructuring initiatives Success Criteria · · · · · · · · · · Leadership is principled, well established and dynamic at different levels in the school The senior leadership team demonstrate the capacity to bring about sustained changes in standards and the quality of teaching. All staff have a clear understanding of their roles and responsibilities in terms of leadership and management Knowledgeable subject leadership, proactive across the key stage with action plans, development and advice Strategic planning is cyclical and based upon self-evaluation and improvement involving all stakeholders All stakeholders display a continual drive for improvement and a strong sense of direction Relationships are cordial and characterised by mutual respect Performance is reviewed and evaluated systematically with supportive feedback Accurate judgements on the quality of teaching and learning inform effective self evaluation Consistent application of agreed policies raises professionals’ expectations and students’ standards 1.1.1 Focus the Governors upon their strategic role Key people LEA Governor Support Services Carol Manley Mary McKay LEA Link Inspector Linda Thomas Head Teacher Kevin Smart Governor Betty Rossi what is to be done 1.1.1.1 Use cohort-tracking data to inform all stakeholders of progress and trends in order and to steer their monitoring and decisionmaking. 1.1.1.2 Produce and publish a POAP that forms the core of the School’s Single Integrated Development Plan 2005-2007. 1.1.1.3 Produce a Governor Action Plan by attending joint Index training for SMT and Governors. 1.1.1.4 Train new Governors to understand their strategic function and be proactive in their individual roles. 1.1.1.5 Schedule monitoring for governors. (School visits, discussion with subject leaders and experience pupils’ learning at first hand.) 1.1.1.6 Attend training in the process of Self Evaluation. (see 1.1.2.11) who is to do it HT & DH when it will be done Start Date May 05 what resources monitoring are required who Data analysis and trend graphs CoG Review date Each full Governors’ ½ termly meeting. Sept 05 when GB ½ termly meeting how GB minutes Full Governors May 05 GB meeting Plan production & printing £500 GB meeting 2 x 2hrs CoG June 06 GB minutes GB minutes Committee Governor Services Commission (CM) Governor Services Commission (CM) & HT Governor Services Commission (CM) & HT EDS for Cog, HT & DH June 05 Dec 05 CoG GB ½ termly meeting GB ½ termly meeting GB ½ termly meeting Termly June 05 March 06 Sep 06 March Feb 06 Governor Services Subscription £1000 05 -07 CoG reports & minutes Sept 05 GB Committee meeting CoG GB minutes LEA Review Oct 05 Nov 05 EDS Course Day 1 HT & CoG Day 2 HT & Deputy LI 7 Stockingford Junior School 1.1.2 Improve the effectiveness of the strategic leadership team Key people Education Development Service Elizabeth Furness LEA Link Inspector Linda Thomas Head Teacher Kevin Smart Governor Betty Rossi what is to be done 1.1.2.1 Appoint a substantive DH and implement CPD induction in curriculum and assessment updates. 1.1.2.2 Train SLT to be effective in evaluating the impact of actions in subject and year group responsibilities. (see 3.2.9) 1.1.2.3 Train SLT in the process of performance management and implement a PM cycle. 1.1.2.4 Provide executive coaching and mentoring for the HT to develop leadership skills and improve effectiveness of monitoring and evaluation. 1.1.2.5 Provide coaching for the leadership team to develop the their leadership individual skills and team working capacity. 1.1.2.6 Hold teachers to account by evaluating the performance of individual students, classes and year groups against targets and continue to challenge the accuracy of teacher assessments. (see 2.1.10) 1.1.2.7 Make professional expectations and systems clear to all staff and document in staff handbook. (see 1.1.36) who is to do it HT & GB when it will be done Start Date April 05 what resources monitoring are required who TES Ad £500 WES Personnel £200 CoG Review date Oct 05 when Dec 05 how GB minutes ISPC, HT & LI May 05 ½ termly Wk 6 14 20 27 32 & 38 Oct 05, Feb 06 May 06 Wk 3-4 Nov 05 Feb 06 June 06 ISP RAP Progress meetings HT Termly Wk 14, 27 & 38 Nov 05 Mar 06 June 06 Termly HT Report to Govs HT Report to Govs LEA review observing practice at SLT meetings/ & SEF Observing Tony (EDS) Jukes May 05 SLT meeting EDS Commission HT LEA June 05 Release time £2500 for the mentor LI Liz Furness (EDS) Jan 06 May 06 July 06 5 days from LEA SLA LI Termly practice at meetings HT Report to Govs SLT June 05 ½ termly Wk 6 14 20 27 32 & 38 ISP Teacher assessments RAP reviews Weekly agenda items HT & LI Dec 05 March 06 July 06 HT & SLT July 05 Sept 05 Feb 06 April 06 Sept 06 Feb 07 April 07 Nov 05 Mar 06 June 06 Nov 06 Mar 07 Nov 05 Individual copies handbook SLT, meetings PDM meetings TA meetings MDS meetings Format & data merge of the Governor RMC & LI Not needed LI Oct 05 1.1.2.8 Implement an evaluation system for recording the impact of actions against success criteria. Share evaluations at LEA review and Governing Body meetings. 1.1.2.9 Clarify the monitoring protocols and responsibilities of the SLT. 1.1.2.10 Implement SLT protocols and train in how to model professional behaviour at year group meetings. 1.1.2.10 Provide coaching in forming judgements about the quality of teaching and how to give improvement feedback. 1.1.2.11 Develop the skills of SLT in self evaluation and apply to their responsibilities. HT & LI Sept 05 Dec 05 April 06 July 06 Dec 06 May 07 Dec 05 Mar 06 June 06 Nov 06 Mar 07 Dec 05 Mar 06 June 06 Nov 06 Mar 07 Dec 05 March 06 July 06 Termly Lesson obs, work trawls & doc. scrutiny X.Ref: 4.2.4 HT report to Govs & LEA review meetings RAP reviews HT Report to Govs RAP reviews HT Report to Govs HT Report to Govs LEA Review ISPC Sept 05 SLT meeting HT ISPC Sept 05 Nov 05 Jan 06 Septt 06 Jan 07 Oct 05 Feb 06 May 06 Dec 05 SLT meetings & RAP Reviews HT HT with SLT Oct 05 OfStEd New Framework Lesson observation proformas Paired observations & feedback. SLT meeting SLT meeting time LI LI Oct 05 SPI 8 Post OfStEd Action Plan 1.1.3 Improve subject leadership Key people Education Development Service Elizabeth Furness LEA Link Inspector Linda Thomas Head Teacher Kevin Smart Governor Betty Rossi What is to be done who is to do it HT & DH when it will be done Start Date Review date July 05 May 05 what resources monitoring are required who TES Ad £500 HT when Sept 05 how GB Minutes GB minutes 1.1.3.1 Appoint experienced teachers to year leader and curriculum leadership positions. 1.1.3.2 Establish curriculum leadership teams across the school (in line with National staffing restructuring). 1.1.3.4 Keep abreast of subject knowledge and developments by attending relevant local subject Leading Learning Networks – feedback to PDM & SLT as appropriate. 1.1.3.5 Induct new core subject leaders and provide a handbook. (see 1.1.2.7) 1.1.3.6 Provide a mentor from LEA to support core subject leaders in their monitoring role. (see 1.1.2.10) 1.1.3.6 Agenda POAP matters arising at weekly SLT meetings. (see 1.1.2.7) HT with all staff June 05 Sept 05 Nov 05 Dec 05 Termly PDM x2 Wk 3 & 9 HT Oct 05 Dec 05 SLs May EDS subscription Feedback sheet Display in staff area HT ½ termly CPD Log PrStAd (N&L) Mark Sharrott (ICT) PS Ad - (N&L) Mark Sharrott (ICT) SLT Sept 05 Nov 05 EDS Commission ICT Ldr induction 2hrs Co-ordinators’ training AD - ICT= 3 days BW & CS - NPS N & L = 1 day PDM – 1 per ½ term Wk 6 14 20 27 32 & 38 IAPs 11 x 30 mins (1 day supply x 6) PDM 1 x 1hr (invite to ) Wk 7 HT Dec 05 HT Report to Govs LEA Review minutes IAP notes & SMT minutes Sept 05 Nov 05 HT Nov 05 Sept 05 Core subjects = weekly Found’n subjects HT 1.1.3.7 Audit subject leaders understanding of role by completing a self-evaluation grid to establish priorities for training (derived from NCSL Subject Leader matrix). 1.1.3.8 Write foundation subject action plans. 1.1.3.8 Implement the foundation subject action plans. 1.1.3.9 Train SLs to coordinate Gifted and Talented students. Form a register and incorporate appropriate activities into MTP. EDS Trainer (Liz Furness) March 06 ½ termly April 06 HT Nov 05 Feb 06 May 06 Nov 05 Feb 07 Mar 07 May 06 Audit Scrutiny SLT with SLs April 06 June 06 Wk 28 Action planning advice Prov. Cost £4000 HT May 06 Sept 06 Oct 06 Feb 07 May 07 Sep 07 June 06 Nov 06 May 07 Document Scutiny SLT with SLs June 06 DH & SLs May 06 Sept 06 Nov 06 March 07 June 07 Sept 06 Jan 06 April 07 HT EDS training HT RAP reviews & Action Plans Planning scrutiny & observations 9 Stockingford Junior School 1.1.4 Realign the workforce to impact upon raising of standards in accordance with national restructuring initiatives Key people SENCO Anita Rowley LEA Link Inspector Linda Thomas Head Teacher Kevin Smart Governor Betty Rossi What is to be done who is to do it HT / SENCO when it will be done Start Date Review date Nov 05 June 05 what resources monitoring are required who SENCO management time HT CoG HT CoG & when Dec 05 how PM structure Letter 1.1.4.1 Allocate a line manager for TA’s with specific roles and responsibilities. 1.1.4.2 Inform all staff of intentions to review staffing. Review the current staffing structure with regard to National restructuring initiatives. 1.1.4.3 Devise with the Governing Body a complete staffing structure for teachers and assistants with clear roles and responsibilities that impact upon students’ learning. 1.1.4.4 Audit the skills of the Teaching Assistants and draw up a professional development plan for the team. 1.1.4.5 Consult with staff and unions on proposed new staffing structures. 1.1.4.6 Implement a cycle of Performance Management reviews for TAs. 1.1.4.7 Revise staffing proposals and issue for 2nd short consultation. 1.1.4.8 Ratify and publish new staffing structure with agreed time scales for implementation between Jan 05 & Dec 08. HT & July 05 Sept 05 Letter to all staff Governors’, & Staff meetings & Sept 05 SLT Sept 05 Oct 05 Nov 05 Dec 05 SLT & Governors’ meeting CoG Oct 05 Dec 05 GB Minutes SENCO Sept 05 Nov 05 SENCO management time HT Dec 05 Scrutinise plan HT with all staff Oct 05 Nov 05 Dec 05 Dec 05 Staff meeting x 3 Wk 3 9 & 13 Union rep meetings SENCO & TA review = 6hrs HT CoG HT & Nov 05 GB Minutes PM notes and objectives SENCO Oct 05 Jan 06 HT with all staff Nov 05 Nov 05 Staff meeting Wk 9 Union rep meeting Governors’ meeting HT CoG CoG & Dec 05 GB Minutes GB Minutes Governors Dec 05 Dec 05 Dec 05 10 Post OfStEd Action Plan Key Priority 2 Improve the quality of teaching and learning Task · · · · · · · · · · · 2:1 Improve the quality of teaching Success Criteria Teaching is 100% satisfactory with 50% good or better by Feb 06 and 75% good or better by May 07 Teacher expectations are consistently high, appropriately challenging Teachers using data and tracking processes routinely to guide their teaching Teachers’ use of questioning effectively promotes understanding and learning Teaching Assistants effectively supporting students’ progress in their learning All lessons demonstrating use of a range of appropriate teaching strategies and learning styles to ensure that students have good models to support understanding Accurate assessments informing next steps in learning Raised student achievement and expectation through target setting is an integral part of teaching Teachers making appropriate use of ICT A challenging, forward looking curriculum that motivates students through the use of ICT Cohesive assessment policy supports teaching and learning Key people ISP Consultant Maggie Booth LEA Inspector Linda Thomas Deputy Head Steve Hammond Head Teacher Kevin Smart Governor Betty Rossi what is to be done who is to do it ISPC, LI & SLT when it will be done Start Date Review date July 05 June 05 what resources are required 4hrs meeting time monitoring who LI when how July 05 RAP review Curriculum & Assessment 2.1.1 Carry out the Audit of non-negotiables in ISP to identify priorities. 2.1.2 Launch ISP with all teachers and assistants. 2.1.3 Plot student attainment and identify underachieving students against Progress Routes who are not reaching age related expectations. 2.1.4 Set differentiated whole school curricular targets to enable all students to work towards their next steps in learning. 2.1.5 Train new staff in the use of ISP tools and remind all staff of ISP protocols and systems. 2.1.6 Implement marking policy consistently. 2.1.7 Monitor lesson planning weekly to check learning objectives, assessments, differentiation and TA use. ISPC, LI & SLT June 05 July 05 Training day LI July 05 RAP review All staff June 05 July 05 Training day & data ISPC July 05 then ½ termly RAP review Tracking grids Class Teachers June 05 then ½ termly Sept 05 July 06 Each half term Each half term Analysis of test papers DH SLs & ½ termly ISPC PDM 6 x 1½hrs Wk 6 14 20 27 32 & 38 HT ½ termly Monitor Planning & scrutiny of work RAP review RAP review All staff Sept 05 Mar 06 PDM x1 Wk 17 STP monitoring sheet SLs & HT April 06 DH & HT Sept 05 Weekly HT ½ termly Scrutiny & daily walking the sch. Monitor STP, sample Lesson obs 11 Stockingford Junior School Key people ISP Consultant Maggie Booth LEA Inspector Linda Thomas Deputy Head Steve Hammond Head Teacher Kevin Smart Governor Betty Rossi when it will be done 2.1.8 Moderate students’ work in and across year teams to improve the quality of teachers’ skills in assessment. 2.1.9 Engage teachers with tracking data for their class, showing KS1 prior attainment through to most recent non-statutory tests, so that they can form appropriate target groups. 2.1.10 Set clear end of year targets for pupil attainment in 1:1 meetings with teachers. 2.1.11 Establish weekly meetings with TA team to sustain good communication, dissemination, training and policy implementation consistency. 2.1.12 Complete an audit of assessment and produce an action plan. (Use PNS model.) 2.1.13 Share plan with staff, train accordingly and implement revised policy for Assessment for Learning. 2.1.14 Agree, write and implement a whole school teaching and learning policy. Class Teachers & SL June 05 Mar 06 PDM Wk 11 & 23 Year Team meetings half termly Class data tracking sheets monitoring HT & DH Nov 05 Feb 06 May 06 June 05 then ½ termly Scrutiny RAP Review Scrutiny of database RAP Review Scrutiny of database RAP Review SENCO / TA communication book DH June 05 Sept 06 HT DH & Year Ldrs Sept 05 Sept 06 Sept 07 IAP & class data tracking sheets HT Oct 05 Feb 06 May 06 Feb 07 Half Termly SENCO June 05 Weekly SMT meeting HT Lesson obs SMT & LEA Advisor March 06 Jan 06 SL management time PDM x2 PDM x 1 Wk 25 SMT Feb 07 Scrutiny of action plan Data records & scrutiny of planning & work Policy presentation SLT then with all staff DH Sept 06 June 06 SLs Sept 06 DH & all staff Jan 07 April 07 June 07 PDM x 2 SMT meeting x 2 Quality & Standards meeting Q&S committee Sept 07 (ICT Strand) 2.1.15 Link ISP main target areas to specific software for whole school use. 2.1.16 Link the long-term curriculum plan to cross curricular areas of ICT content 2.1.17 Identify content from Easiteach and link with medium term plans (store on Kaleidos). ISP Consultant & ICT Ldr LEA Literacy Advisor & ICT Ldr LEA Literacy Advisor & ICT Ldr Sept 05 Feb 06 NLC & NNC Primary Strategy resources CD Rom Primary Strategy Teaching and Learning resources – time ½ day supply Software Time - ½ day supply x 3 HT & SL Oct 05 Monitor MTPs and RAP reviews Monitor LT planning Monitor MT planning Oct 05 Mar 06 HT & SL Nov 05 Jan 06 June 06 HT & SLs Feb 06 Professional Development 2.1.18 Train teachers’ to use student tracking data. 2.1.19 Highlight teachers who demonstrate good practise by arranging observations, sharing feedback & impact in staff meetings. 2.1.20 Train teachers and assistants in the effective use of questioning to support learning and probe understanding. 2.1.21 Improve critical reflection by establishing teacher buddies. 2.1.22 Implement support plans to ensure that elements of unsatisfactory or poor teaching are addressed within timescales. ISPC June 05 Sept 05 PDM 3 x 1hr Wk 6 20 & 32 Lesson obs PDM 1 hr – Wk 22 HT ½ termly IAP reviews DH & HT April 06 Jan 07 HT Nov 05 Feb 07 PDM minutes ISPC Jan 06 April 06 PDM HT ½ termly RAP review DH Oct 06 Feb 06 PDM 3 x 1 hrs Wk 5 22 & 23 Guidance & Protocols HT Dec 05 PDM minutes In accord with guidance HT & Primary Inspector In accord with guidance In accord with guidance Ht & LI In accord with guidance (ICT Strand) 2.1.23 Train staff with We learn Teacher Tool Kits to develop skills in the use of new technology to raise standards across years 5 & 6. We Learn Team Sept 05 Nov 05 July 06 General training for Y5 & 6 staff Training day – 29th Sep 05 & 8th March 06 Numeracy, Literacy, Science, Humanities & ICT = Supply x 8 = £1440 Wk 10 11 & 26 HT Dec 05 Sept 06 Lesson obs 12 Post OfStEd Action Plan Key people ISP Consultant Maggie Booth LEA Inspector Linda Thomas Deputy Head Steve Hammond Head Teacher Kevin Smart Governor Betty Rossi what is to be done who is to do it when it will be done Start Date Review date Oct 05 what resources are required monitoring who when how Nov 05 Governor monitoring visit Governor monitoring visit Governor monitoring visit Resources & Organisation 2.1.24 Equip all teachers with a laptop or teacher tool kit and complete data projection installation. 2.1.25 Establish a learning and teaching display in the staff area to share and highlight good practise. 2.1.26 Establish a staff library to support professional development. HT June 05 £32k (ICTIS & LRM) Governor RMC Admin – Premises Sept 05 Oct 05 Posters, pictures, model practise stimulus, Governor RMC Nov 05 March 06 Sept 06 Feb 07 June 06 SLT with LRM Jan 06 April 06 £500 resources Governor RMC 13 Stockingford Junior School Key Priority 2 Improve the quality of teaching and learning Task · · · · · · · · · · · 2:2 Improve the quality of learning Success Criteria Most Students (75%) making age related progress – see pg 6 overall performance indicators Learning is through a range of teaching and learning styles, enhanced by features of interactive learning Learning is individualised appropriate to next step learning A challenging, forward looking curriculum that motivates students through the use of ICT Teaching Assistants effectively engaging students in learning Students’ attitudes to learning are enthusiastic and eager, leading to high level of interest Students with SEN are supported by an IEP and making accelerated progress Students knowing and using effectively their preferred learning style Students evaluating their learning Students making appropriate use of ICT Students independently applying their learning Key people Literacy Ldr Cally Stephenson Numeracy Ldr Barbara Watts ISP Consultant Maggie Booth Phil Robins SEN Inspector LEA Inspector Linda Thomas Deputy Head Steve Hammond Governor Sarah Martin what is to be done who is to do it HT & DH when it will be done Start Date Review date Oct 05 then ½ termly Sept 05 what resources are required MTP Module Overviews meeting monitoring who HT when Oct 05 then ½ termly how Monitor modules on Document Directory Sch Council Interviews Curriculum & Assessment 2.2.1 Provide advice to Year Teams on the quality of each ½ term’s module of study. 2.2.2 Set up Talking Partners in Numeracy and Literacy to develop problem solving strategies linked to key questions. 2.2.3 Provide feedback to teachers on the quality of IEPs and lesson planning differentiation. ISPC & Class teachers Sept 05 Oct 06 then ½ termly Oct 06 then ½ termly PDM Wk 4 HT & SLs Oct 05 Lesson obs Sch Council Interviews SENCO Sept 05 IEPs monitoring sheet Lesson plans HT & SEN Insp Oct 05 then ½ termly 2.2.4 Audit students’ learning styles in preparation for training. DH & (class teachers) April 06 Oct 06 Web based audit tool £100 ICT lessons Wk 28 HT Dec 06 2.2.5 Identify the more able students and plan suitable cross-curricular work in each ½ term’s Module. 2.2.6 Revise the long-term curriculum plan by devising key questions, based upon the RE syllabus, that draw together aspects of Excellence and Enjoyment. DH & SLs Sept 06 Jan 07 April 07 Tracking grids HT Oct 06 Feb 07 May 07 ½ termly SLs & SMT Sept 06 Oct 06 then ½ termly Long & medium term plans Curriculum Leadership Team time HT Lesson obs Work scrutiny and indiv. student track. Monitor short term planning and Lesson obs Monitor modules on Document Directory MTP Interview Sch Council Lesson obs SENCO / HT HT & DH Dec 05 March 06 July 06 Dec 06 May 06 Nov 06 Feb 07 June 07 SEN report to Govs QSC Monitor planning & Lesson obs Professional Development 2.2.7 Train staff in the use and writing of IEPs to target the learning of students with SEN. 2.2.8 Train staff in identifying learning styles and how to provide effective teaching and learning across the styles. SEN Inspector SENCO – to follow up EDS Commission Sept 05 Nov 05 Feb 06 April 06 June 06 Sept 06 Jan 07 April 07 SENCO management time April 06 PDM x 3 Wk 28 30 & 34 Sch Council Interviews 14 Post OfStEd Action Plan Key Priority 3 Raise standards, particularly in English, mathematics and science (Links to priorities in RAP) Task · · · · · · · · · 3:1 Raise standards in reading (via ISP) Success Criteria (linked to 2.1 & 2.2) Teaching of guided reading is 100% satisfactory with 35% good or better by Feb 06 and 75% good or better by May 07 Most Students (75%) making age related progress – see pg 6 overall performance indicators Knowledgeable subject leadership, proactive across the key stage with action plans, development and advice Students independently and confidently selecting and using books appropriately Students knowledgeable about genres and authors, showing personal preferences and reasons for them Students receiving good quality teaching time focused on specific curricular targets for reading using target boards and prompts for learning Students articulating their targets and showing a clear understanding of the ‘next steps’ to achieve them Planning is matched to the needs of individual groups of students and clear challenge is provided Reading, phonics and guided reading delivered in line with school policy Key people Literacy CoCally Stephenson Initiative Leader Nicki Kelsall Resources TA Greta McGivern LEA Advisor Sue Nally LEA Link Inspector Linda Thomas Deputy Head Teacher Steve Hammond Governor Betty Rossi what is to be done who is to when it will do it be done Start Date Review date Feb 06 May 06 Feb 07 May 07 Nov 05 April 06 July 06 Feb 06 Feb 05 June 05 Feb 05 June 05 Jan 06 At 6 weekly RAP reviews Apr 06 what resources monitoring (by whom, when and how) are required who TAs 3 days Wk 21 & 33 SL management time Weekly Planning Design, card, printing DH when Every 6 weeks Every 6 weeks Oct 05 Nov 05 how RAP Review MT Planning Weekly timetables Scrutinise records, talk to learners Observation & talk to learners Reading records Tracking grids Lesson obs. & Scrutiny Curriculum & Assessment 3.1.1 Analyse the QCA tests and establish whole school curricular targets for reading. (ISP core tool) 3.1.2 Incorporate reading opportunities across the curriculum into medium term plans 3.1.3 Review reading time quotas and identify guided reading on weekly timetables. 3.1.4 Implement a reading record that monitors the range of genres being read and encourages a balance of experiences. 3.1.5 Implement a weekly session in the library that shares good reads and teaches key study skills linked to module. 3.1.6 Review policy of home readers, complete audit and purchase more resources. 3.1.7 Implement regular meetings to evaluate the impact of school curricular targets on pupils. (ISP core tool). 3.1.8 Review, revise and implement reading policy. SL June 05 SL, Initiative Ldr and Primary Strategy advisor SL & Initiative Ldr SL & teachers LRM & TAs Class Sept 05 Jan 06 May 06 Sept 05 Sept 05 DH & SL DH DH Oct 05 Weekly session 40 min timetable DH Nov 05 Sept 06 Feb 07 Nov 05 RAP review May 05 SL, Initiative Ldr and Primary Strategy advisor ISP consultant & SL SL, Initiative Ldr and Primary Strategy advisor SL, Initiative Ldr and Primary Strategy advisor Oct 05 At 6 weekly intervals commencing Weekly management time 2½ hrs ISP Tracking grids ½ day supply x 12 £1080 & PDM end of each ½ term Wks 6 14 20 27 32 & 38 Training day Jan 06 DH & SL DH & ISP consultant DH & SL Oct 05 Jan 06 Professional Development 3.1.9 Provide training on Guided Reading so that teachers have a clear understanding of the skills needed to improve standards. Sept 05 March 06 Nov 05 Training Day 2nd Sep Primary Strategy / ISP Adv PDM follow up wk 10 & 24 HT & SL April 06 Lesson obs. & Scrutiny Resources & Organisation 3.1.10 Relocate and refurbish library at the heart of the school. 3.1.11 Increase time that students are heard reading by launching a volunteer campaign. 3.1.12 Involve School Council & WCC library services in purchasing library and guided reading stock. WCC Library Services & Head Initiative Leader & SENCO DH & LRM July 05 Sept 05 Oct 05 Oct 05 Feb 06 Feb 06 June 06 £10k capital Advert Books, CD, DVD £10k Governors RMC Governors QSC Governors QSC Dec 06 Nov 05 March 05 Nov 05 March 05 Library visit Gov visit Library visit Enrichment 3.1.13 Involve parents by holding workshops on practical ways to encourage reading at home. SL, LRM & DH Sept Wk 4 Feb 06 Resources Governors QSC Nov 05 March 05 Attend & HT Report 15 Stockingford Junior School Key Priority 3 Raise standards, particularly in English, mathematics and science (Links to priorities in RAP) Task · · · · · · · · · 3:2 Raise standards in writing (via ISP) Success Criteria (linked to 2.1 & 2.2) Teaching will be 100% satisfactory with 35% good or better by Feb 06 and 75% good or better by May 07. Teachers’ expectations are consistently high and reflect the objectives in the NLS framework Teachers demonstrating improved subject knowledge and teaching techniques linked to the professional development programme Knowledgeable subject leadership, proactive across the key stage with action plans, development and advice Most students (75%) making age related progress – see pg 6 overall performance indicators Students receiving good quality teaching time focused on specific curricular targets for writing using target boards and prompts for learning. Students in all year groups will achieve their individual targets and the school will be able to demonstrate that individuals and groups have made good progress Standards of writing will be improved across the school by regular accurate assessment procedures and target setting linked to the overall performance indicators. Students will know and articulate their targets and a have a clear understanding of the ‘next steps’ to achieve them Key people Literacy CoCally Stephenson Initiative Leader Steve Hammond Resources TA Vacancy LEA Advisor Sue Nally LEA Link Inspector Linda Thomas Head Teacher Kevin Smart Governor Betty Rossi what is to be done who is to when it will be what do it done resources are Start Date Review required date LEA Advisor & SL June 05 Oct 05 Time monitoring (by whom, when and how) who HT when Feb 06 June 06 Feb 07 June 07 Oct 05 March 06 Oct 05 March 06 June 06 Feb 07 Oct 05 Mar 06 Termly how Planning & Lesson obs RAP Review Scrutiny Curriculum 3.2.1 Analyse the QCA tests and set whole school differentiated curricular targets for writing. 3.2.2Review time quotas for writing, spelling and handwriting practise. Identify on timetables. 3.2.3 Review & revise the short term planning format for writing 3.2.4 Form target-writing groups, particularly boys. Identify appropriate stimulus and resource. 3.2.5 Incorporate writing opportunities across the curriculum into medium term plans. 3.2.6 Implement ½ termly writing assessments, store in Portfolios and moderate marking in and across year teams. 3.2.8 Instigate meetings with teachers to account for progress and identify any barriers to learning. 3.2.9 Review the Raising Attainment Plan and implement actions within a six-week time frame. 3.2.7 Implement FLS and Wave 3 with TAs. See 3.2.14 3.2.10 Agree on and implement a consistent handwriting policy in conjunction with feeder infants school. 3.2.11 Agree and implement a consistent spelling policy in conjunction with feeder infants school. SL Sept 05 Feb 06 Weekly Planning HT SL SL & DH Sept 05 April 06 Feb 06 Sept 06 Jan 07 Half Termly Half termly SMT meeting Wk 3 Stimulus £150 LEA Advisor & ISPC HT Note of visit Lesson obs Tracking grids MTP SMT minutes & feedback at PDM Tracking grids Observe 1:1 Discussions with staff Lesson obs RAP Review Tracking grids & observe sessions Policy presentation & work scrutiny Policy presentation & work scrutiny SL & LEA Advisor SL Sept 05 Sept 05 MTP PDM x 3 Wk 6, 14, 20 Time in twilight year teams IAP 12 x 30 mins Wks 5 13 19 26 31 & 37 PDM Wk 6 14 20 27 32 & 38 RAP HT HT SL & DH Oct 05 Half termly HT Termly All staff Oct 05 Half termly SLT & ISP Consultants LI HT Half termly SENCO & TAs Nov 05 Half termly Small and group and individual daily time slots for target students Weekly management time PDM Wk 37 PDM Wk 37 Termly SL & DH April 06 May 06 Sept 06 Feb 07 May 06 Sept 06 Feb 07 HT Oct 06 SL & DH April 06 HT Oct 06 16 Post OfStEd Action Plan Key people Literacy CoCally Stephenson Initiative Leader Steve Hammond Resources TA Vacancy LEA Advisor Sue Nally LEA Link Inspector Linda Thomas Head Teacher Kevin Smart Governor Betty Rossi when it will be done 3.2.12 Review effectiveness of spelling initiative. 3.2.13 Increase real purposes and audiences of students writing. e.g. parents, web, students, community SL & DH June 06 Oct 06 Observation time SL & DH Nov 06 May 07 Web site £300 monitoring (by whom, when and how) HT Nov 06 SL report to QSC MTP Scrutiny Head Dec 06 June 07 Professional Development 3.2.14 Train TAs in use of FLS & Wave3 3.2.15 Provide training on guided and shared writing so that teachers have a clear understanding of the skills needed to improve standards in writing. 3.2.16 Provide training on teaching effective strategies for good spelling and handwriting and in exploring the links between the two. SL & SENCO Sept 05 Jan 06 Weekly meetings PDM Wk 10 communication Governors QSC Head Oct 05 Feb 06 Half termly SL SENCO report & SL, DH & Primary Strategy Advisor Nov 05 Mar 06 SL, DH & Primary Strategy Advisor Jan 06 Apr 06 Sep 06 Jan 07 Training day Wk 15 HT Feb 06 May 06 Oct 06 Feb 07 RAP Review Work scrutiny & Lesson observation RAP Review Work scrutiny & Lesson observation Committee report Govs Monitoring visit Resources & Organisation 3.2.17 Appoint a literacy co-ordinator 3.2.18 Identify whole school curricular targets and display prominently in line with ISP guidance. 3.2.19 Locate a working writing board prominently at the front of all teaching areas; dictate design, content, and approach to using it inline with ISP guidance. 3.2.20 Adopt format from Infant School for communicating weekly spellings to parents. 3.2.21 Audit spelling and writing resources and ensure that class-based and central resources are easily accessible and of good quality to support learning. 3.2.22 Purchase a spelling and handwriting scheme. HT All staff May 05 June 05 May ‘05 Sep 05 then half termly Advert £500 (see 1.1.3.1) Holders £220 Governors RMC Governors QCS Nov 05 Nov 05 All staff June 05 Sep 05 Laminates Post its £80 Governors QCS Nov 05 Monitoring visit Year Ldrs, SL & Admin SL Sep 05 Jan 06 Paper & design Wk 1 & 15 Resources £500 Governors QCS Governors QCS March 06 Monitoring visit Monitoring visit Nov 05 Jan 06 Feb 06 LEA Advisor, SL & SMT Jan 06 March 06 Books £500 Governors QCS June 06 Monitoring visit Enrichment 3.2.22 Involve parents by holding a workshop on the standards of writing required and how parents can help at home. SL & DH Jan 06 March 06 SL & DH Governors QCS April 06 Attend / feedback from parents 17 Stockingford Junior School Key Priority 3 Raise standards, particularly in English, mathematics and science (Links to priorities in RAP) Task · · · · · · · · · · 3:3 Raise standards in mathematics (via ISP) Success Criteria (linked to 2.1 & 2.2) Teaching is 100% satisfactory with 35% good or better by Feb 06 and 75% good or better by May 07. Teachers’ expectations are consistently high and reflect the objectives in the NNS framework Teachers demonstrating improved subject knowledge and teaching techniques linked to the professional development programme Knowledgeable subject leaders, proactive across the key stage with action plans, development and advice Most students (75%) making age related progress – see pg 6 overall performance indicators Students receiving good quality teaching time focused on specific curricular targets for numeracy using target boards and prompts for learning. Students in all year groups achieving their individual targets, demonstrating that individuals and groups have made good progress Standards of numeracy and problem solving in line with performance indicators underpinned by regular accurate assessments and target setting Students articulating their targets and showing a clear understanding of the ‘next steps’ to achieve them Planning is matched to the needs of individual groups of students and clear challenge is provided Key people Numeracy Co Barbara Watts Resources TA Vacancy ISP Consultant Maggie Booth LEA Link Inspector Linda Thomas Deputy Head Steve Hammond Governor Sarah Martin what is to be done who is to do it SLT & teacher when it will be what done resources are Start Date Review required date June 05 Feb 06 TAs 3 days monitoring who HT when how March 06 June 06 March 07 June 07 June 05 Sept 05 Jan 05 Nov 05 RAP Reviews Timetables & Lesson obs Monitor plans & ISP tools Book trawl Lesson obs Monitor planning Lesson obs Monitor planning RAP reviews Observe sessions Monitor planning Monitor plan Curriculum 3.3.1 Analyse the QCA tests and establish whole school curricular targets for maths. (ISP core tool) 3.3.2 Increase maths teaching time by 20 mins per day for extra target group teaching. (RAP Priority 3) 3.3.2 Review the short term planning format for maths to incorporate evaluation. 3.3.3 Review & ensure all staff use the agreed approaches to operations in the calculation policy. 3.3.4 Incorporate problem solving opportunities across curriculum into MTP using NPS PS resources. 3.3.5 Incorporate maths opportunities across the curriculum into MTP plans. 3.3.6 Assess learning through 6 weekly progress meetings. 3.3.7 Implement Springboard in Year 5 & 6 3.3.8 Use SATs analysis – put findings of weak areas into MTP for mental oral starters and monitor planning. 3.3.9 Review time quotas for maths & mental maths. Identify on timetables. Class teachers June 05 Sept 05 Timetables HT LEA Adv & SL SL & All staff Sept 05 Sept 05 Nov 06 Oct 05 Regular management time PDM Wk 2 LEA Advisor & SL LEA Advisor & SL. LEA Advisor & SL LEA Advisor & SL ISPC DH & SL DH & SL LEA Adv. & DH & SL LEA Adv, DH & SL SL & All staff Sept 05 Each term Oct 05 half Regular management time June 06 SL & All staff ISPC, SL & DH SL & Tas LEA Adv. & DH & SL LEA Adv & all staff Sept 05 Sept 05 Sept 05 Sept 05 Regular management time PDM x 6 Wk 6 14 20 27 32 & 38 Targeted groups & time 2 x 40 minutes weekly Regular management time Oct 05 End of each half term Oct 05 Feb 06 Sept 05 Feb 06 May 06 Oct 05 Half termly Feb 06 Feb 05 Sept 05 Oct 05 Weekly Planning 18 Post OfStEd Action Plan Professional Development 3.3.10 Support subject leader in monitoring and leading subject by providing a mentor. 3.3.11 Train staff in the use of strategies for raising standards from Intensifying Support Programme (PDM & RAP) (See 2.2.2) as identified from QCA analysis. 3.3.12 Train TAs in the use of Springboard in year 5 & 6. 3.3.13 Train teachers to teach interactively using NPS software and We Learn Teacher Tool Kits. LEA Adv Sept 05 May 06 Paired observations LEA & 3 day course with DH Sept 05 CDP Profile LEA Adv Sep 05 Oct 05 Training day Sep 16 2005 PDM Wk 2 RAP Wk 6 14 20 27 32 & 38 LEA Adv Oct 05 Lesson obs SENCO LEA PS Advisor (Chris Edmunds) Sept 05 Sept 05 Sept 05 Oct 05 Nov 05 Weekly meeting communication LEA Adv & DH ICT & Maths Ldr Oct 05 Jan 06 Nov 05 Feb 06 Lesson obs Lesson obs Paired teaching – leading mental oral & main Y6 then cascade in PDM Wk 12 Resources & Organisation 3.3.14 Locate a working maths board prominently at the front of all teaching areas; dictate design, content, and use. (RAP Priority 3) 3.2.15 Audit Numeracy resources and ensure that class-based and central resources are easily accessible and of good quality to support learning. All staff June 05 Sept 05 Laminates Post its £80 Table target holders £200 (see 3.2.18) LEA Adv, ISP Consultant, SL & DH Half termly Walk school the SL Nov 05 Jan 06 Resources £2k Governors RMC Feb 06 Monitoring visit Enrichment 3.3.16 Hold parent workshops supporting maths in the home. EDS Commission Nov 05 Wk 11 March 06 EDS £180 Practical strategies & current calculation policy DH Oct 05 Parents’ feedback 19 Stockingford Junior School Key Priority3 Raise standards, particularly in English, mathematics and science Task 3:4 Raise standards in Science Success Criteria (linked to 2.1 & 2.2) · · · · · · · · Most Students (75%) making age related progress – see pg 6 overall performance indicators Teaching is 100% satisfactory with 35% good or better by Feb 06 and 75% good or better by May 07 Teachers planning and delivering good quality science lessons, teaching confidently with secure subject knowledge Schemes of work provide investigations and tasks that enable students to achieve high standards Students planning investigations, testing their hypotheses systematically and drawing appropriate conclusions Resources to hand that stimulate learning and support planned scheme of work Teachers assessing accurately students knowledge and scientific skills and then adapting planning accordingly Knowledgeable subject leadership, proactive across the key stage with action plans, development and advice Key people Science CoAnne Doyle Resources TA Vacancy LEA Advisor Linda Atherton LEA Science Inspector Debbie Hibberd Deputy Head Steve Hammond Governor Sarah Martin what is to be done Curriculum / Professional development / Resources / Enrichment who is to do it SL when it will be done Start Date July 05 what resources are required TAs 2 days monitoring who HT Review date Sept 05 when Sept 05 how SL report to QSC SL report to QSC SL report to QSC SL report to QSC SL report to QSC SL report & Observation Curriculum 3.4.1 Establish priorities for learning by analysing end of KS2 SATs. 3.4.2 Review schemes of work to ensure coverage, progression and inclusion for AT1. 3.4.3 Incorporate science opportunities across the curriculum into medium term plans. 3.4.4 Incorporate problem solving opportunities across the curriculum into medium term plans. 3.4.5 Review time quotas for science. Identify timetables. 3.4.6 Develop end of module science tests and use to assess learning. 3.4.7 Review effectiveness of actions. LEA Advisor & SL LEA Advisor & SL LEA Advisor & SL SL & HT Oct 06 Sept 06 Oct 06 Sept 05 Mar 07 then ½ termly then ½ termly Mar 06 EDS £180 6 x half day supply @ £90 = £540 6 x half day supply @ £90 = £540 Weekly Planning HT HT HT HT Nov 06 March 07 April 07 April 07 LEA Advisor & SL LEA Advisor & SL Nov 06 Jan 07 then ½ termly May 07 PDM 1 x 1½hrs EDS £180 Wk 4 2 days release time HT HT April 07 Feb 07 June 07 SL report to QSC Professional Development 3.4.8 Train staff in the use of science assessment through AT1 as above 3.4.9 Improve teachers’ assessments by moderating student’s work in lessons and across year teams. Staff to feedback issues in whole staff meetings. LEA Advisor & SL LEA Advisor & SL Jan 06 Apr 06 PDM 1 x 1½hrs Wk 16 PDM 2 x 1½hrs Governors QSC HT Feb 07 June 07 Feb 07 SL report to QSC SL report to QSC Oct 06 Nov 06 Resources & Organisation 3.4.10 Locate a science display & stimulus board in each classroom. 3.4.11 Review the use of software and audio visual resources for science 3.4.12 Review & purchase science equipment & resources All staff Nov 06 March 07 TA weekly meeting time Wk 9 Resources £2000 Governors QCS Governors QCS Governors QCS Dec 06 Monitoring visit SL Report to QSC SL Report to QSC SL & LRM Nov 06 March 07 Dec 06 SL & LRM Nov 06 March 07 SL 2 hrs Dec 06 Enrichment 3.4.13 Involve parents by holding workshops on practical ways to encourage science investigation and problem solving at home. LEA Advisor & EDS Commission Mar 06 April 07 EDS £180 Practical strategies Wk 23 Governors QCS May 07 Attend 20 Post OfStEd Action Plan Key Priority 4 Improve the pupils’ behaviour and attitudes to their work Task 4:1 Improve the pupils’ behaviour Success Criteria · · · · Positive behaviours modelled and consistently promoted by all staff, reminding students of expectations Students taking responsibility for their behaviours and selecting appropriately for the task or situation School behaviour policy consistently implemented by all staff, ensuring fairness, appropriate support & intervention Consistent use of a progressive, coherent system of dealing with students experiencing behaviour difficulties · Term on term reduction in frequency of Incident Reports Key people Behaviour Support TA Debbie Haynes Behaviour Support TA Kylie Hicks SENCO Anita Rowley LEA Advisor Gill Dixon LEA Inspector Phil Robbins Deputy Head Steve Hammond Governor Betty Rossi what is to be done who is to do it SLT & Govs when will it be done Start Date Review date Sept 05 Feb 06 Sep 06 Feb 07 Jan 06 April 06 Sept 06 June 05 what resources are required SMT Meeting 2 hrs Governors QSC SLT 3 hrs Contingency for Action Plan costs PC £500 monitoring who CoG when Oct 05 how Monitor policy HT Report 4.1.1 Reinforce the behaviour policy and implement consistently. 4.1.2 Audit current behaviour policy and practise using self-assessment tool from Primary Strategy Behaviour strand in order to identify and plan for action. 4.1.3 Apply guidelines consistently for monitoring behaviour. 4.1.4 Write and agree a code of conduct and values for each class. 4.1.5 Write and agree sanctions and rewards for each class. 4.1.6 Devise rules for fair play and display prominently. 4.1.7 Include examples of good work in weekly whole school praise and reward assemblies. 4.1.8 Write the Behaviour Improvement Plan 4.1.9 Create behaviour panels chaired by School Council for students who trigger 10 points on Incident Reports. & Behaviour Support TAs & EP Sept 05 CoG Dec 05 March 06 June 06 Dec 06 Oct 05 Class teachers SENCO & Sept 05 Nov 05 Behaviour monitoring proformas from SENCO CoG Class teachers Class teachers School Council & DH School Council & DH Sept 05 Sept 05 Sept 05 Sept 05 Nov 05 Nov 05 Nov 05 Nov 05 Lesson time Lesson time School Council meeting time Weekly assembly time DH & CoG DH & CoG DH & CoG HT & CoG Oct 05 Oct 05 Oct 05 Oct 05 Monitor behaviour logs & Incident records Governors monitoring visit Governors monitoring visit Governors monitoring visit Governors monitoring visit LABSS report SLT & EP School Council & DH Oct 05 Oct 05 Nov 05 Feb 06 SLT meeting School Council meeting time Guidance for School Council LABSS commission Dec 05 Nov 05 HT & CoG Governors monitoring visit 21 Stockingford Junior School Key Priority 4 Improve the pupils’ behaviour and attitudes to their work Task 4:2 Improve the pupils’ attitudes to their work Success Criteria · · · · · · · Students showing pride in their work and appearance Students interested in or excited by their work and keen to achieve as well as they can Students behaving well in and around the school, offering help and willingly undertaking work of their own accord Students being thoughtful and caring of one another during playtime Students using prompts in their learning environment about shared values, conduct and learning targets Students working well together and with teachers, sharing ideas and extending learning through talking partners Students eager to know how to improve upon their work, being positive about mistakes and learning from them Behaviour Support TA Debbie Haynes Behaviour Support TA Kylie Hicks SENCO Anita Rowley LEA Advisor Gill Dickson LEA Inspector Phil Robbins Deputy Head Steve Hammond Governor Betty Rossi Key people what is to be done who is to do it DH when it will be done Start Date Review date Nov 05 Feb 06 May 06 Nov 05 Feb 06 May 06 Nov 05 Feb 06 May 06 Weekly May 05 what resources are required Assembly time monitoring who HT & CoG when Nov 06 Feb 07 May 07 Nov 06 Feb 07 May 07 Nov 06 Feb 07 May 07 Termly how Assembly Obs Lesson obs Sch Council interviews Lesson obs Sch Council interviews Monitoring visits & walking the school with HT Class data & Lesson obs 4.2.1 Include attitudes to learning in weekly whole school assemblies, highlighting good practise, praise and recognition. 4.2.2 Discuss attitudes to learning within class and link improvement plans to individual class charters of conduct and values. 4.2.3 Engage students in evaluating their own attitudes by scoring them against Ofsted criteria. 4.2.4 Walk the school every day and check for 100% compliance of systems for classroom organisation, workbook presentation, uniform and movement around school – in accordance with guidance in staff handbook. 4.2.5 Collate the evidence from students’ judgements about attitudes in lessons to monitor year group and whole school trends. Behaviour TAs Class Teachers Sept 05 PHSE time DH & HT Each class Sept 05 Classroom display chart HT & DH HT & DH Sept 05 Daily Daily time CoG SLT Oct 05 Nov 05 Feb 06 May 06 Evidence, data and evaluation DH & HT Nov 06 Feb 07 May 07 22 Post OfStEd Action Plan 23 Stockingford Junior School Appendices Training Programme Overview Action & Impact 1.1.1.3 Produce a Governor Action Plan by attending joint Index training for SMT and Governors. 1.1.1.4 Train new Governors to understand their strategic function and be proactive in their individual roles. 1.1.1.6 Attend training in the process of Self Evaluation. (see 1.1.2.11) 1.1.2.1 Appoint a substantive DH and implement CPD induction in curriculum and assessment updates. 1.1.2.2 Train SLT to be effective in evaluating the impact of actions in subject and year group responsibilities. 1.1.2.4 Provide a mentor for the HT to improve effectiveness of monitoring and evaluation. Provided by Governor Services -(Carol Manley) Governors Services EDS (Lorrie Cooper) EDS ISPC & LI LEA Who is being trained? Governors Governors CoG & HT DH When? June 05 Sept 05 Sept 05 - 07 Oct 05 Summer / Autumn term ISP RAP Progress meetings Summer / Autumn term Where? School School Manor Hall Various School School Cost Subscription £500 WES fees £1000 £360 £500 £0 £2500 Who is paying? LEA School School School School LEA Supply cover None evenings – None – evenings Travel costs None None 12 days None HT 1.1.2.11 Develop the skills of SLT in self evaluation and apply to their responsibilities. EDS (Liz Furness) SMT Nov 05 School £SLA LEA None twilights – 1.1.3.4 Keep abreast of subject knowledge and developments by attending relevant local subject Leading Learning Networks – feedback to PDM & SMT as appropriate. Feedback in PDM, SMT staff room display. 1.1.3.7 Audit subject leaders understanding of role by completing a self-evaluation grid to establish priorities for training. (derived from NCSL Subject Leader matrix). 1.1.3.9 Train SLs to coordinate Gifted and Talented students. Form a register and incorporate appropriate activities into MTP. 1.1.4.4 Audit the skills of the Teaching Assistants and draw up a professional development plan for the team. LEA Subject advisors and inspectors Subject Leaders Various termly Various inc. Manor Hall Manor Park Teachers Centre School £70 per session covered by WES subscription £0 School None twilights – EDS (Liz Furness) EDS Commission Subject Leaders Subject Leaders Teaching Assistants Oct 05 SMT / PDM Wk 7 May 06 ½day LEA None – twilight School £360 School None SENCO + LEA advisors as necessary Sept onwards 05 2.1.5 Train new staff in the use of ISP tools and remind all staff of ISP protocols and systems. 2.1.17 Highlight teachers who show good practise, arrange viewings, share feedback & impact in staff meetings. 2.1.16 Link the long-term curriculum plan to cross curricular areas of ICT content. 2.1.20 Train teachers and assistants in the effective use of questioning to support learning and probe understanding. 2.1.21 Improve critical reflection by establishing teacher buddies. ISPC DH & HT All staff Teaching Staff Teaching Staff Teaching staff Teaching staff Sept 05 June 05 + Regular PDMs (Wk 22) June 05 + PDM Wk 6 20 & 32 Jan 06 Various inc. School Manor Hall & Manor Park Teachers Centre School School Nov 05 School None £SLA None LEA School None None twilights – ISPC ISPC School School None £SLA LEA Intervention Fund LEA None – training day Assistant overtime = 12 x 1½hrs = £150 None - twilight DH Oct 06 + Wk 5 22 & 23 School None School 24 Post OfStEd Action Plan Action & Impact 2.1.23 Train staff with We learn Teacher Tool Kits to develop skills in the use of new technology to raise standards across years 5 & 6. Provided by We Learn Team Who is being trained? Year 5 & 6 teachers When? ALL on 29th Sep 05 & 8th Mar 06 then individuals on: Numeracy 15 Nov 05 Literacy 16 Nov 05 Science 18 Nov 05 Humanities 22 Nov 06 ICT 23 Nov 06 Where? Manor Hall Cost We Learn Subscription Who is paying? School Supply cover Supply x 8 days = £1440 2.2.1 Provide advice to Year Teams on the quality of each ½ term’s module of study. 2.2.3 Provide feedback to teachers on the quality of IEPs and lesson planning differentiation. 2.2.7 Train staff in the use and writing of IEPs to target the learning of students with SEN. 2.2.8 Train staff in identifying learning styles and in how to provide effective teaching and learning across the styles. 3.1.9 Provide training on Guided Reading so that teachers have a clear understanding of the skills needed to improve standards in reading throughout the school. 3.1.14 Involve parents by holding workshops on practical ways to encourage reading at home. 3.2.14 Train TAs in use of FLS & Wave3. 3.2.23 Involve parents by holding a workshop on the standards of writing required and how parents can help at home. 3.3.10 Support subject leader in monitoring and leading subject by providing a mentor. HT & DH SENCO SEN Inspector EDS Commission Teachers Teachers Teachers Teaching & assistants Teachers & Assistants Parents Teaching assistants Parents Numeracy and Literacy coordinators LEA Teachers and assistants Teaching Assistants Y6 teachers & assistants Parents Teachers Teachers Parents Sept 05 then ½ termly Sept 05 & Feb 06 Sept 05 April 06 PDM x 3 Wk 28 30 & 34 Sept 05 Training Day PDM follow up wk 10 & 24 Sept 05 Wk 4 Sept 05 Weekly communication meetings School School School School None None £SLA Sept 06 Jan 07 April 07 LEA School School LEA School None None None Assistant overtime = x 1½hrs £150 Assistant overtime = x 1½hrs £150 None None None None 12 = 12 = SL, Initiative Ldr and Primary Strategy advisor SL, LRM & DH SL & SENCO SL & DH LEA Adv School LEA Intervention Fund School School School LEA School School School Manor Hall None None None £0 Jan 06 14 Sep 05 Paired observations with LEA & 3 day course Training day Sep 16 2005 PDM Wk 2 RAP Wk 6 14 20 27 32 & 38 Sept 05 Sept, - Nov 05 Nov 05 Wk 11 Jan 06 PDM 1½hrs Wk 16 March 06 PDM 1½hrs Wk 19 Mar 05 Wk 23 3.3.11 Train staff in the use of strategies for raising standards from Intensifying Support Programme (PDM & RAP) 3.3.12 Train TAs in the use of Springboard in year 5 & 6. 3.3.13 Train teachers to teach interactively using NPS software and We Learn Teacher Tool Kits. 3.3.16 Hold parent workshops supporting maths in the home. 3.4.8 Train staff in the use of science assessment through AT1. 3.4.9 Improve teachers’ assessments by moderating student’s work in lessons and across year teams. Staff to feedback issues in whole staff meetings. 3.4.13 Involve parents by holding workshops on practical ways to encourage science investigation and problem solving at home. ISPC & Advisors School LEA LEA Assistant overtime = 12 x 1½hrs = £150 None None None None None None SENCO LEA PS Advisor Chris Edmunds EDS Commission LEA Advisor & SL LEA Advisor & SL LEA Advisor & EDS Commission School School School School School School Sept 05 LEA March 06 £56 - twilight LEA EDS £180 Practical strategies School Intervention Fund School School Intervention Fund School Total Cost of training = £2956 + (EDS subscription £2153) = £4347 25 Stockingford Junior School Budget Overview Key Priority Total cost of Resources Sources of Funds 1 2 Leadership Quality of teaching & learning 5500 32,600 (06/07) LRM Curric. 5000 LRM Ads. 1000 LRM Admin. 500 LRM Curric. 600 LRM ICT 6000 ICTIS ICT 20000 Capital ICT 6000 (05–07)LRM Curric.10000 Capital 10000 LRM Curric 1670 LRM Curric 2080 (05-07) LRM Curric 2000 LRM 500 3.1 3.2 3.3 3.4 4 Reading Writing Maths Science Behaviour & attitudes 20,000 1670 2080 2000 500 TOTALS Total cost of resources Total cost of training Total cost of supply (20days) Total cost of TA overtime Total cost of plan £64,350 £64,350 £ 4,347 £ 3,960 £ 600 £71,866 26 Post OfStEd Action Plan Sequence of Actions & Checklist MAY 05 1.1.1.1 Use cohort-tracking data to inform all stakeholders of progress and trends in order and to steer their monitoring and decision-making. 1.1.1.2 Agree to suspend formulation of broader School Improvement Plan until the school is out of Special Measures and publish Action Plan. 1.1.2.1Appoint a substantive DH and implement CPD induction in curriculum and assessment updates. 1.1.2.2 Train SLT to be effective in evaluating the impact of actions in subject and year group responsibilities. (see 3.2.9) 1.1.2.3 Train SLT in the process of performance management and implement a PM cycle. 1.1.3.1 Appoint experienced teachers to year leader and curriculum leadership positions. 2.1.7 Monitor lesson planning weekly to check learning objectives, assessments, differentiation and TA use. 2.1.22 Implement support plans to ensure that elements of unsatisfactory or poor teaching are addressed within timescales. 3.2.17 Appoint a literacy co-ordinator 4.2.1 Include attitudes to learning in weekly whole school assemblies, highlighting good practise, praise and recognition. JUNE 05 1.1.1.3 Produce a Governor Action Plan by attending joint Index training for SMT and Governors. 1.1.1.4 Train new Governors to understand their strategic function and be proactive in their individual roles. 3.1.1 Analyse the QCA tests and establish whole school curricular targets for reading. (ISP core tool) 3.2.1 Analyse the QCA tests and set whole school differentiated curricular targets for writing. 3.2.18 Identify whole school curricular targets and display prominently in line with ISP guidance. 3.2.19 Locate a working writing board prominently at the front of all teaching areas; dictate design, content, and approach to using it inline with ISP guidance. 3.3.1 Analyse the QCA tests and establish whole school curricular targets for maths. (ISP core tool) 3.3.2 Increase maths teaching time by 20 mins per day for extra target group teaching. (RAP Priority 3) 3.3.14 Locate a working maths board prominently at the front of all teaching areas; dictate design, content, and use. (RAP Priority 3) 4.1.1 Reinforce the behaviour policy and implement consistently. 4.1.2 Compose a school song that instils the values and mission of the school. JULY 05 1.1.2.7 Make professional expectations and systems clear to all staff and document in staff handbook. (see 1.1.36) 1.1.4.2 Inform all staff of intentions to review staffing. Review the current staffing structure with regard to National restructuring initiatives. 3.1.11 Relocate and refurbish library at the heart of the school. 3.4.1 Establish priorities for learning by analysing end of KS2 SATs. HT & DH Full Governors HT & GB ISPC, HT & LI Tony Jukes (EDS) HT & DH DH & HT HT & Primary Inspector HT DH Governor Services Commission (CM) Governor Services Commission (CM) & HT SL LEA Advisor & SL All staff All staff SLT & teacher Class teachers All staff SLT & Govs School & HT HT & SLT HT & Governors WCC Library Services & HT SL 27 Stockingford Junior School SEPTEMBER 05 1.1.1.5 Schedule monitoring for governors. (School visits, discussion with subject leaders and experience pupils’ learning at first hand.) 1.1.2.8 Implement an evaluation system for recording the impact of actions against success criteria. Share evaluations at LEA review and Governing Body meetings. 1.1.2.9 Clarify the monitoring protocols and responsibilities of the SLT. 1.1.2.10 Implement SLT protocols and train in how to model professional behaviour at year group meetings. 1.1.3.5 Induct new core subject leaders and provide a handbook. (see 1.1.2.7) 1.1.3.6 Provide a mentor from LEA to support core subject leaders in their monitoring role. (see 1.1.2.10) 1.1.3.6 Agenda POAP matters arising at weekly SLT meetings. (see 1.1.2.7) 1.1.4.3 Devise with the Governing Body a complete staffing structure for teachers and assistants with clear roles and responsibilities that impact upon students’ learning. 1.1.4.4 Audit the skills of the Teaching Assistants and draw up a professional development plan for the team. 2.1.5 Train new staff in the use of ISP tools and remind all staff of ISP protocols and systems. 2.1.6 Implement marking policy consistently. 2.1.10 Set clear end of year targets for pupil attainment in 1:1 meetings with teachers. 2.1.15 Link ISP main target areas to specific software for whole school use. 2.1.23 Train staff with We learn Teacher Tool Kits to develop skills in the use of new technology to raise standards across years 5 & 6. 2.1.25 Establish a learning and teaching display in the staff area to share and highlight good practise. 2.2.1 Provide advice to Year Teams on the quality of each ½ term’s module of study. 2.2.2 Set up Talking Partners in Numeracy and Literacy to develop problem solving strategies linked to key questions. 2.2.3 Provide feedback to teachers on the quality of IEPs and lesson planning differentiation. 2.2.7 Train staff in the use and writing of IEPs to target the learning of students with SEN. 3.1.2 Incorporate reading opportunities across the curriculum into medium term plans 3.1.3 Review reading time quotas and identify guided reading on weekly timetables. 3.1.4 Implement a reading record that monitors the range of genres being read and encourages a balance of experiences. 3.1.9 Provide training on Guided Reading so that teachers have a clear understanding of the skills needed to improve standards in reading. 3.1.10 Implement a programme of induction for LRM. 3.1.12 Increase time that students are heard reading by launching a volunteer campaign. 3.1.14 Involve parents by holding workshops on practical ways to encourage reading at home. 3.2.2Review time quotas for writing, spelling and handwriting practise. Identify on timetables. 3.2.3 Review & revise the short term planning format for writing 3.2.5 Incorporate writing opportunities across the curriculum into medium term plans. 3.2.6 Implement ½ termly writing assessments, store in Portfolios and moderate marking in and across year teams. 3.2.14 Train TAs in use of FLS & Wave3 3.2.20 Adopt format from Infant School for communicating weekly spellings to parents. 3.3.2 Review the short-term planning format for maths to incorporate evaluation. Governor Services Commission (CM) & HT HT & LI ISPC ISPC PrStAd (N&L) Mark Sharrott - (ICT) PS Ad - (N&L) Mark Sharrott - (ICT) SLT SLT SENCO ISPC All staff DH & Year Ldrs ISP Consultant & ICT Ldr We Learn Team Admin – Premises HT & DH ISPC & Class teachers SENCO SEN Inspector SENCO – to follow up SL, Initiative Ldr and Primary Strategy advisor SL & Initiative Ldr SL & Class teachers SL, Initiative Ldr and Primary Strategy advisor DH & WCC Library Services Initiative Leader & SENCO SL, LRM & DH SL SL SL & LEA Advisor SL SL & SENCO Year Ldrs, SL & Admin LEA Adv & SL 28 Post OfStEd Action Plan 3.3.3 Review & ensure all staff use the agreed approaches to operations in the calculation policy. 3.3.4 Incorporate problem solving opportunities across curriculum into MTP using NPS PS resources. 3.3.5 Incorporate maths opportunities across the curriculum into MTP plans. 3.3.6 Assess learning through 6 weekly progress meetings. 3.3.7 Implement Springboard in Year 5 & 6 3.3.8 Use SATs analysis – put findings of weak areas into MTP for mental oral starters and monitor planning. 3.3.9 Review time quotas for maths & mental maths. Identify on timetables. 3.3.10 Support subject leader in monitoring and leading subject by providing a mentor. 3.3.11 Train staff in the use of strategies for raising standards from Intensifying Support Programme (PDM & RAP) (See 2.2.2) as identified from QCA analysis. 3.3.12 Train TAs in the use of Springboard in year 5 & 6. 3.3.13 Train teachers to teach interactively using NPS software and We Learn Teacher Tool Kits. 3.4.5 Review time quotas for science. Identify on timetables. 4.1.3 Audit current behaviour policy and practise using self-assessment tool from Primary Strategy Behaviour strand in order to identify and plan for action. 4.1.4 Apply guidelines consistently for monitoring behaviour. 4.1.5 Write and agree a code of conduct and values for each class. 4.1.6 Write and agree sanctions and rewards for each class. 4.1.7 Devise rules for fair play and display prominently. 4.1.8 Include examples of good work in weekly whole school praise and reward assemblies. 4.2.2 Discuss attitudes to learning within class and link improvement plans to individual class charters of conduct and values. 4.2.3 Engage students in evaluating their own attitudes by scoring them against Ofsted criteria. 4.2.4 Walk the school every day and check for 100% compliance of systems for classroom organisation, workbook presentation, uniform and movement around school – in accordance with guidance in staff handbook. OCTOBER 05 1.1.1.6 Attend training in the process of Self Evaluation. (see 1.1.2.11) 1.1.2.10 Provide coaching in forming judgements about the quality of teaching and how to give improvement feedback. 1.1.2.11 Develop the skills of SLT in self evaluation and apply to their responsibilities. 1.1.4.5 Consult with staff and unions on proposed new staffing structures. 1.1.4.6 Implement a cycle of Performance Management reviews for TAs. 2.1.16 Link the long-term curriculum plan to cross curricular areas of ICT content 2.1.21 Improve critical reflection by establishing teacher buddies. 3.1.5 Implement a weekly session in the library that shares good reads and teaches key study skills linked to module. 3.1.6 Review policy of home readers, complete audit and purchase more resources. 3.1.7 Implement regular meetings to evaluate the impact of school curricular targets on pupils. (ISP core tool). 3.1.13 Involve School Council & WCC library services in purchasing library and guided reading stock. 3.2.8 Instigate meetings with teachers to account for progress and identify any barriers to learning. 3.2.9 Review the Raising Attainment Plan and implement actions within a six-week time frame. SL & All staff SL & All staff SL & All staff ISPC, SL & DH SL & Tas LEA Adv. & DH & SL LEA Adv & all staff LEA Adv LEA Adv SENCO LEA PS Advisor (Chris Edmunds) SL & HT & Behaviour Support TAs & EP Class teachers & SENCO Class teachers Class teachers School Council & DH School Council & DH Behaviour TAs Class Teachers Each class HT & DH EDS for Cog, HT & DH HT with SLT LI HT with all staff SENCO LEA Literacy Advisor & ICT Ldr DH LRM & TAs SL, Initiative Ldr and Primary Strategy advisor ISP consultant & SL DH & LRM SL & DH All staff 29 Stockingford Junior School 4.1.9 Write the Behaviour Improvement Plan 4.1.10 Create behaviour panels chaired by School Council for students who trigger 10 points on Incident Reports. 4.2.5 Collate the evidence from students’ judgements about attitudes in lessons to monitor year group and whole school trends. NOVEMBER 05 1.1.4.7 Revise staffing proposals and issue for 2nd short consultation. 3.2.7 Implement FLS and Wave 3 with TAs. (See 3.2.14) 3.2.15 Provide training on guided and shared writing so that teachers have a clear understanding of the skills needed to improve standards in writing. 3.2.21 Audit spelling and writing resources and ensure that class-based and central resources are easily accessible and of good quality to support learning. 3.2.15 Audit Numeracy resources and ensure that class-based and central resources are easily accessible and of good quality to support learning. 3.3.16 Hold parent workshops supporting maths in the home. 3.4.6 Develop end of module science tests and use to assess learning. DECEMBER 05 1.1.4.8 Ratify and publish new staffing structure with agreed time scales for implementation between Jan 05 & Dec 08. JANUARY 06 2.1.26 Establish a staff library to support professional development. 1.1.2.5 Provide coaching for the leadership team to develop the their leadership individual skills and team working capacity. 2.1.17 Identify content from Easiteach and link with medium term plans (store on Kaleidos). 2.1.20 Train teachers and assistants in the effective use of questioning to support learning and probe understanding. 3.1.8 Review, revise and implement reading policy. 3.2.16 Provide training on teaching effective strategies for good spelling and handwriting and in exploring the links between the two. 3.2.22 Purchase a spelling and handwriting scheme. 3.2.22 Involve parents by holding a workshop on the standards of writing required and how parents can help at home. 3.4.7 Review effectiveness of actions. 3.4.8 Train staff in the use of science assessment through AT1.as above MARCH 06 1.1.3.7 Audit subject leaders understanding of role by completing a self-evaluation grid to establish priorities for training (derived from NCSL Subject Leader matrix). 2.1.12 Complete an audit of assessment and produce an action plan. (Use PNS model.) 3.4.13 Involve parents by holding workshops on practical ways to encourage science investigation and problem solving at home. APRIL 06 1.1.3.8 Write foundation subject action plans. 2.1.19 Highlight teachers who demonstrate good practise by arranging observations, sharing feedback & impact in staff meetings. 2.2.4 Audit students’ learning styles in preparation for training. 2.2.8 Train staff in identifying learning styles and how to provide effective teaching and learning across the styles. 3.2.4 Form target-writing groups, particularly boys. Identify appropriate stimulus and resource. 3.2.10 Agree on and implement a consistent handwriting policy in conjunction with feeder infant school. 3.2.11 Agree and implement a consistent spelling policy in conjunction with feeder infant school. SLT & EP School Council & DH SLT HT with all staff SENCO & TAs SL, DH & Primary Strategy Advisor SL SL EDS Commission LEA Advisor & SL Governors SLT with LRM Liz Furness (EDS) LEA Literacy Advisor & ICT Ldr ISPC SL, Initiative Ldr and Primary Strategy advisor SL, DH & Primary Strategy Advisor LEA Advisor, SL & SMT SL & DH LEA Advisor & SL LEA Advisor & SL EDS Trainer (Liz Furness) SMT & LEA Advisor LEA Advisor & EDS Commission SLT with SLs DH & HT DH & (class teachers) EDS Commission SL & DH SL & DH SL & DH 30 Post OfStEd Action Plan MAY 06 1.1.3.9 Train SLs to coordinate Gifted and Talented students. Form a register and incorporate appropriate activities into MTP. JUNE 06 1.1.3.8 Implement the foundation subject action plans. 1.1.4.1 Allocate a line manager for TA’s with specific roles and responsibilities. 3.2.12 Review effectiveness of spelling initiative. SEPTEMBER 06 2.1.13 Share plan with staff, train accordingly and implement revised policy for Assessment for Learning. 2.2.5 Identify the more able students and plan suitable cross-curricular work in each ½ term’s Module. 2.2.6 Revise the long-term curriculum plan by devising key questions, based upon the RE syllabus, that draw together aspects of Excellence and Enjoyment. 3.4.3 Incorporate science opportunities across the curriculum into medium term plans. OCTOBER 06 3.4.2 Review schemes of work to ensure coverage, progression and inclusion for AT1. 3.4.4 Incorporate problem solving opportunities across the curriculum into medium term plans. 3.4.9 Improve teachers’ assessments by moderating student’s work in lessons and across year teams. Staff to feedback issues in whole staff meetings. NOVEMBER 06 3.2.13 Increase real purposes and audiences of students writing. e.g. parents, web, students, community 3.4.10 Locate a science display & stimulus board in each classroom. 3.4.11 Review the use of software and audio visual resources for science. 3.4.12 Review & purchase science equipment & resources JANUARY 07 2.1.14 Agree, write and implement a whole school teaching and learning policy. DH & SLs SLT with SLs HT / SENCO SL & DH then with all staff - DH DH & SLs SLs & SMT LEA Advisor & SL LEA Advisor & SL LEA Advisor & SL LEA Advisor & SL SL & DH All staff SL & LRM SL & LRM DH & all staff 31 Stockingford Junior School Governors’ Performance Indicator Monitoring Quality of teaching – recording table Apr 05 Baseline Sep 05 25% Nov 05 30% Feb 06 35% May 06 45% Sep 06 50% Nov 06 55% Feb 07 65% May 07 75% Target / 20% Good or better Satisfactory Actual Target Actual / 35% 100% 100% 100% 100% 100% 100% 100% 100% Target / 45% 0% 0% 0% 0% 0% 0% 0% 0% Inadequate Actual Behaviour and attitudes – recording table Apr 05 Baseline Sep 05 Nov 05 Feb 06 May 06 Sep 06 Nov 06 Feb 07 May 07 Target / 0% 20% 40% 50% 55% 65% 75% 85% 95% Good or better Satisfactory Actual Target Actual / 55% 100% 100% 100% 100% 100% 100% 100% 100% Target / 45% 0% 0% 0% 0% 0% 0% 0% 0% Inadequate Actual 32 Post OfStEd Action Plan Glossary Adviser Attainment Booster Groups CDT CoG Collect Planning Co-ordinator CPD Cross Curricular EDS Evaluation FLS Formative Assessment Further Literacy Support GB Governor Governor QSC Governor RMC IAP Inset Intervention Inspector ISPC LEA Leading Learning Network Lesson observation Levels LRM Monitoring MTP Num-co PDM PNS POAP RAP SATs School Visit SEF Senior Leadership Team SPI Spring Board STP SLA We learn - Teacher Tool Kit · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · a person from the LEA who specialises in one subject area where the pupils have reached in their progress in the National Curriculum name of the special classes in literacy for pupils in year six between levels three & four Curriculum Development Team - the school team of teachers responsible for an individual subject development and coordination Chair of Governors to gather the lesson notes that teachers prepare for each lesson the person in school responsible Continuing Professional Development more than one subject Education Development Service – the training wing of the LEA how well something has been done Further Literacy Support finding out how pupils are progressing as they go along in their day to day learning name of the special classes in literacy for pupils in Year Five Governing Body a designated person on the schools elected Governing Body Governors’ Quality and Standards Committee Governors’ Resource Management Committee Individual Action Plan (ISP) In Service Training, usually a non pupil training day, or after school twilight session an LEA inspector who supports schools Intensifying Support Programme Consultant (from the LEA) Local Education Authority (Warwickshire County Council) Twighlight training and updates for subject leaders to watch a lesson in progress and make judgements the stages of learning within the National Curriculum Learning Resource Manager checking whether something has been done or not Medium Term Plan Numeracy – Co-ordinator Professional Development Meeting (ISP) Primary National Strategy Post Ofsted Action Plan Raising Attainment Plan (ISP) Standard Assessment Tests taken by Year six in May each year a visit made by a Governor, authorised by the Head Teacher, to see the school day in progress The self evaluation tool that Ofsted use to inform the focus of their inspection Head teacher, deputy, SENCO, year & core subject leaders (SLT) Senior Primary Inspector (LEA) name of the special classes in numeracy for pupils in Year six between levels three & four Short Term Plan Service Level Agreement (LEA Intervention Fund) WCC ICT project to transform teaching with leading edge hardware & software 33 Stockingford Junior School Stockingford Junior School Grove Road Nuneaton Warwickshire CV10 8JY 024 7638 2167 admin@2120.wgfl.net 34