Draft School Strategic Plan 2012/13

Halterworth Primary School
School Self Evaluation &
Strategic Plan 2014/15
Initial Priorities as a result of SSE
The SSP has 4 sections in line with Ofsted categories. An overview of strategic
priorities identifies the objectives. Working with all Leaders we will produce ’30 day
plans’ (each half term) to detail the planned actions to achieve our objectives. This is a
more responsive and recommended process to ensure challenge remains high.
Targeted Action Plans provide further detail and goals.
PT/JF/JC
Reviewed April 2015
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Our Focus – Assuming nothing…
Our focus this year is a continued aspiration for greater successes overall. This is not just within pupil achievement but equally with the
provision of an enriching and invigorated curriculum. We want to ensure that the learning experiences we create for pupils and families
is valued and recognised as excellent. In order to do this we believe that making no assumptions about prior successes and current
satisfaction / impact levels. Therefore, to commence the year we have posed these questions to staff to ensure that throughout our
year and the completion of our SSP is supported by deep, relevant and honest questioning.
OVERVIEW OF PRIORITIES 2014-15
Three underlying themes are woven across the four key areas within the SSP. These have been selected by prior self-evaluation of
achievements and progress from 2013/14 SSP, a review of revised Ofsted goals and priorities identified by staff, pupils and parents at
the end of the previous year.
Social Mobility:
How can the school’s performance of and provision for disadvantaged and LA pupils ensure that they
achieve outstanding outcomes both collectively and individually?
High Achievement:
How can a high achieving school stretch attainment and progress further for the all pupils, whilst
ensuring a rich and broad curriculum?
High Performing Teams:
How can we ensure that all members of the school team provide a consistently high standard of
support and challenge whatever their role or designation?
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Overall effectiveness: the quality of education provided in the school
Outstanding (1)
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We evaluate the quality of teaching as outstanding over all through a ‘triangulation’ approach that we refer to as Strengths and Needs Analysis.
This document captures the blend of marking & feedback, responsive learning environments, evidence of challenge, pitch and expectation in books,
class performance outcomes over time and the effectiveness of observed teaching to eradicate misconceptions in lessons.
Where teaching is developing or a new approach is introduced a well-established coaching programme commences to support planning and carry
out joint lesson development.
A revised curriculum for 2014-15 offers pupils a wide range of creative and problem solving opportunities through a question based approach to
thematic study. A strong focus on the core curriculum ensures that pupils develop strong skills with which to apply their learning in cross curricular
study. Our REACH to learn skills are a strong focus for pupils in developing the important approaches and attitudes to learning. These are evident in
classes and celebration assemblies.
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Feedback from GCSE / Secondary schools show that Halterworth pupils continue to be high achievers in the future which many recognised as being within the top
25% for their year within the county(10 pupils (16%) now in Y7 from Halterworth have been identified as within the top 10% of Hampshire).
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Outcomes for English and maths are consistently well above national average. (RoL) & end of year / subject termly analysis. Pupil progress
records show a clear focus on regular review of progress and attainment so that all staff take action to support and boost achievement where there
are weaknesses.
Pupils identified within disadvantaged and challenge groups are a strong focus of our work. Children identified as Pupil Premium show attainment
above that of their national peers – see report on vulnerable groups.
Teacher enquiry is deeply embedded across the school and this leads to ‘disciplined innovation’ for teaching and learning. So that, pedagogy is grown
through measured and evaluated processes. No grouping, Learning styles & Mind-set are some examples.
Our pupils demonstrate a strong moral and social awareness of themselves and others through assemblies & PHSE. Pupil groups take responsibility
for key initiatives and they communicate well with visitors and adults. Relationships between pupils and staff are strong as evidenced in surveys and
feedback.
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Performance data headlines:
In Key stage 2, attainment at level 4+ was the strongest it has ever been with 100% level 4 in reading, 98% in maths and 97% in writing. (92, 98 and 95 respectively in 2013).
89% achieved level 4 in EGPS, an increase of 3% over last year. 95% pupils achieved a combined Level 4 score and 92% a combined Level 4b+ score.
Attainment at level 5+ was also stronger in all areas than in 2013: 83% in reading, 72% in EGPS, 63% in maths and 50% in writing. 44% pupil achieved a combined Level 5+
score.
19% achieved Level 6 in maths, 6% in writing and 11% in EGPS. These were all increases over the previous year, especially the EGPS which increased from 2% to 11%. No pupils
obtained a level 6 in reading this year.
In Key stage 1, attainment at the higher level 3 was improved over last year. 58% in reading, 47% in writing and 32% in maths achieved a level 3.
Figures for level 2 were 97%, 95% and 98% respectively, and 92%, 85% and 88% for level 2b+. Each of these is slightly lower than the previous year.
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Achievement
Vulnerable groups gaps and progress
Progress or attainment
as prioritised
(high achievers)
Use of an efficient
system for summative
& formative assessment
Quality of
Teaching
Behaviour &
Safety
Leadership &
Management
Developing 'Mindset' &
mental health
Access to further
opportunities and
support for
disadvantaged pupils
Teacher time & use of
intervention
Use of enhanced
resources for learing
Teacher research /
enquiry to develop
enhanced pedagogy
Governors will establish their own GSP to include a focus on:
1. Reviewing Pay & Performance 2013/2014 regulations
2. Evaluating the constitution of the GB
3. Visible Leadership of Governors – working with parents
4. Succession planning – roles and responsibilities
(Attribution theory)
Coding and problem
solving
(Problem solvingbehaviour for learning)
Whole school
community self
awareness - extending
our Learning &
Behaviour values
Middle Leadership of
assessment & the new
Curriculum
Visible Leadership
strategy for all staff
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Self-Evaluation - Achievement:
Outstanding (1)
Attainment
In Key stage 2, attainment at level 4+ was the strongest it has ever been with 100% level 4 in reading, 98% in maths and 97% in writing. (92, 98 and 95 respectively in
2013). 89% achieved level 4 in EGPS, an increase of 3% over last year. 95% pupils achieved a combined Level 4 score and 92% a combined Level 4b+ score.
Attainment at level 5+ was also stronger in all areas than in 2013: 83% in reading, 72% in EGPS, 63% in maths and 50% in writing. 44% pupil achieved a combined Level
5+ score.
19% achieved Level 6 in maths, 6% in writing and 11% in EGPS. These were all increases over the previous year, especially the EGPS which increased from 2% to 11%.
No pupils obtained a level 6 in reading this year.
In Key stage 1, attainment at the higher level 3 was improved over last year. 58% in reading, 47% in writing and 32% in maths achieved a level 3.
Figures for level 2 were 97%, 95% and 98% respectively, and 92%, 85% and 88% for level 2b+. Each of these is slightly lower than the previous year.
Progress
Progress from year 2 to year 6 in terms of APS was 15.1 in Maths, 15.3 in reading and 13.9 in writing. 98% in maths & reading and 97% in writing made 2 whole levels
of progress. Of those who did not, 1 child arrived at Halterworth in year 4 with KS1 English results at Level 4, which we questioned. Over half the pupils made 3 whole
levels of progress in reading and maths. 14 points progress was made by 87% pupils in maths, 86% in reading and 68% in writing. Over half the pupils made 16 points
progress in reading. This figure was 48% in maths and 27% in writing.
Our estimates of value added are around 100.6 overall, with writing the highest at 100.9. This indicates that although our points progress in writing is lower than in
reading and maths, we may be outperforming other schools relatively in this area.
Vulnerable Group (extract from report)
Progress rates for Pupil Premium Pupils are in line with those for their peers across the school.
In writing, progress for Pupil Premium children was stronger than their peers (av 4.7 points vs 4.6 points).
In maths and reading, there was a small gap of around 0.3 points progress between the Pupil Premium children and their peers.
Pupil Premium Progress is above national expectations at over 4 points for the year.
Of the Pupil premium children, progress was lowest for the Ever 6 group in reading. This is an area which requires a focus for 2014-15. Pupils have been
identified in data priorities for pupil progress meetings (Sept 14).
Foundation Stage:
EYFS – 85% GLD
Y1 Phonics – 90%
Y2 Phonics 5 out of 6 passed re test
(AS OF MARCH 2015) For our 2014 year 6 results, we had 17 (27%) of our pupils who scored in the top 10% of Hampshire pupils. 13 of our pupils (20%) scored in the
top 10% of Hampshire pupils. 9 of our pupils (14%) scored in the top 10% of Hampshire pupils.
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ACHIEVEMENT
Goals:
Y6 – at least 12 (15)pupils L6 maths, 8 (10)pupils L6 writing
Y2 – at least 34 children (57%) maths level 3, 40 children (67%) for reading level 3, 25 children (42%) for writing level3
Progress over the year is greater for Pupil Premium children than the rest of that cohort (based on beg/dev/sec/exc)
Focus
Vulnerable groups
Why?
(School self-evaluation 2013-14 SSP &
National initiatives)
Actions
Outcomes (lead)
(RAG)
There is a need (accountability) to ensure a
greater range of staff are aware of the
membership of defined vulnerable groups
within the classes they work with, especially
those which are historic cases
Central list updated and shared regularly,
especially since replacement of Access database
Pupil Progress conversations
prioritise Vulnerable pupils
All pupil progress meetings to make explicit
reference to vulnerable groups and pupils
Awareness of Pupil Premium
children is high amongst staff and
governors
FSM attainment and progress is above
national average. However, whilst EAL pupil
performance is greater than that of ‘all’ pupils,
there remains a small gap, in attainment on
average, with FSM and Pupil Premium pupils.
Average at year 6 – Non FSM =
31.0, FSM = 29.4, Pupil Premium =
28.3
Progress for FSM was higher than
that of the whole school (R+ 5.1 vs
4.4, W = 4.9 vs 4.6, M 4.9 vs 4.5)
Monitoring in class and of books will focus on the
gap between those pupils in vulnerable groups and
their peers with similar previous or KS1 levels of
attainment
The outstanding practice in teaching and
learning observed throughout 2013-14 should
lead to high rates of progress and attainment
for all pupils
Our systems of mentoring and support across
the school could be increasingly focused on
pupils defined as being from vulnerable groups
Monitoring &
Review
Drop in monitoring will look at pitch, expectations,
quantity of work and levels of support available for
Pupil Premium and SEN pupils
Next round of mentoring through governors and
TAs to prioritise those pupils from FSM and SEN
groups
Analysis of progress and
attainment term by term clarifies
any gaps between groups and the
rest of the pupils
A reduction in the gap of
attainment between pupil
premium pupils and the rest of the
pupils taken as the year
progresses across the whole
school in reading, writing and
maths combined
Central list has been emailed to all
teaching staff, also whole school
group set up on Classroom
Monitor for all to access.
Pupil Progress meetings
documents and data priority
sheets show planned provision.
Class monitoring shows awareness
of disadvantaged children and
provision by TAs and teachers.
Governor mentors established and
first meeting taken place.
Disadvantaged groups prioritised.
TA mentoring to commence Spring
15. List of pupils collated.
Booster sessions have prioritised
FSM groups.
See CRM tracking reports for
Spring term – produced and
shared with staff on first staff
meeting back.
Moderation meetings as a whole staff will have a
focus on children from FSM and SEN groups (last
year focus was on lower attaining writers)
Booster sessions – membership of these groups to
prioritise pupils from SEN and FSM groups
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Our changing assessment practices will make
more regular monitoring of recorded progress
easier through classroom monitor
High achievers:
Progress &
attainment as shown
by raise
Moderation meetings across year groups have
not historically identified FSM, EAL or forces
families pupils as those to focus on.
Percentages of pupils reaching level 5 is high
(ave R, W, M, SPAG 67%, (56% in 2013),
but reaching level 6 remains relatively low,
despite increasing, at 9% (5.8 in 2013)
Our current (2014-15) year 5 and 6 have a
progressively higher proportion of previous
high attainers and progressively smaller
proportion of lower attainers at KS1.
A change in the use of adults in year 6 will
enable more focused differentiated teaching to
support, challenge and extend
Team leaders and SLT to use access to class
groups on Classroom monitor. Monitoring of class
mark books and whether pupils are beginning/
developing/ secure/ exceeding will form part of
team leader time for monitoring and fed back to
SLT.
English planning revised to allow for and
encourage more opportunity for higher levels of
writing
3 teachers (1 SD) in the year group to encourage
more teacher time to be given to developing level 6
reading and writing skills
Discuss use of additional teaching for potential
level 6 maths
Continue to make writing at the heart of the
curriculum, maximise opportunities to write for
different purposes and share writing with a range
of audiences. Consider how we publicise and
celebrate success in writing (and reading) as we
would for sport and music?
Increase range of library books – selections, comic
books – to encourage more pupils to have access
to books they would choose
Planning (when moderated) in
English and maths shows a higher
pitch due to the new curriculum
descriptors and a focus on
expectations for higher attaining
pupils.
Use of Abacus mapping has
guided change in pitch. Spag
expectations updated and
mapped.
Based on start of year
attainment, target 9 (15%) pupils
in Reading/Maths and 6 (10%)
pupils in Writing to attain Level 6
KS2.
Writing higher profile through
blogging – wider audience and
purpose. Writing competitions
completed.
Writing profile continues to be
high and opportunities for writing
maximised through competitions
etc
Wider range of library books
available, including comics. Future
selections informed by Accelerated
Reader breadth, which all KS2
children now familiar with.
KS1Based on start of year
attainment, Target 34 (57%) for
maths level 3, 40 (67%) for
reading and 25 (42%) for writing
Accelerated reader – ensure at least 1 pupil book
is well matched to their comprehension scores and
that the pupils know their range.
Across all year groups, data
collection and attention will be
focused on the proportions of
pupils, term by term, who are
meeting or exceeding the new,
more advanced, curriculum
expectations.
Guided reading – whole school focus starting on
September inset day, continuing with a more
consistent approach to timings and questions.
Graduate the development of reading skills so that
more complex skills are left for older year groups.
In year 6 and year 2, through
observations and monitoring, the
use of the School direct students
will allow more focused on
targeted teaching of higher
Use of adults in Year 6 to
facilitate more L6 provision
GR inset delivered routines more
consistent.
Overview documents for reading
skills/objectives produced and
shared.
Guided reading established in year
2 and being introduced in year 1.
6
Introduce guided reading into Key Stage 1 to
supplement Miskin work.
attaining pupils.
Teachers across all year groups
report that the use of Accelerated
Reader and Classroom Monitor
enables them to track and
challenge higher attaining pupils
more effectively.
Use of an efficient
system for
summative &
formative
assessment
The system of levelling is changing. We have
established a good level of moderation,
improved formative assessment and termly
points of summative assessment. We need to
ensure smooth implementation of the use of
Classroom Monitor to inform teaching and
learning.
We need to modify our system of reporting to
parents on a termly basis
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Train core group across family of schools
Lead staff training in Autumn on use of
Classroom Monitor in ensuring
consistency and whole school application
of formative and summative assessment
Monitor use of formative assessment
through class and book scrutiny
Monitor use of Classroom monitor as a
mark book and as a way of assessing
pupil progress
Support staff where necessary in
techniques for transferring assessments
into Classroom Monitor
Refine and establish a format for data
analysis on a termly or half termly basis
to ensure a clear picture of attainment
and progress is obtained between classes,
year groups and groups of pupils.
Monthly usage reports show a
more frequent use of classroom
monitor
Staff confident in reporting
whether pupils are at
beginning/developing/secure/excee
ding expectations for that year
group
Heads of School Meetings share
developments, findings and next
steps in use of CRM.
See above.
Monitoring has shown that need
to continue to focus on ensuring
SC extend HA children. This has
not been an identified problem but
is something we wish to explore to
ensure that continuing to focus on
depth not breadth for these
children in line with New NC.
This will be a continued focus next
term
Data report for Autumn term
shows how use of CRM markbook
is starting to be established and
future priorities.
Ongoing (more than half termly)
data analysis produced using CRM
and shared with teachers. Parent
reports planned for Spring Term.
MILESTONES
Autumn Comment
Pupil Premium children awareness is high (Pupil Progress documents, all adults
know the children)
Pupil Progress documents name disadvantaged pupils, and continue to do this for the Spring. Additional
SEN work/forms requested by DM and JKD raised further awareness of group membership, Lesson
observation and monitoring shows strong provision for disadvantaged pupils in class
Training provided during Staff Meeting on 10/11/14. This was also attended by Mountbatten, Wellow
and Awbridge staff. All Halterworth teachers have set up groups for pupils in their class which will
enable further snapshots of data to be taken – to inform planning
100% of Class Teachers are able to use the tracking aspects of Classroom Monitor
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School protocols for Pupil Premium spending and priorities are revised,
personalised and agreed
Y6 – at least 9 pupils (14%) on track for L6 maths (5b+), 6 (9%) pupils on track for
L6 writing (5b+)
Y2 – at least 34 children (57%) maths level 2b
40 children (67%) for reading 2b
25 children (42%) for writing 2b
Provision is ongoing. Excel document sets out financial protocols, shared with TC for support outside the
curriculum. Agreed in collaboration with Wellow and Awbridge.
18% auto levelled at 5B+ Dec 2014 in maths
11% auto levelled at 5B+ Dec 2014 in writing
Maths 30% level 2b+ Dec 2014
Reading 20% level 2b+ Dec 2014
Writing 29% level 2b+ Dec 2014
MILESTONES
Spring Comment
Progress towards year/stage objectives greater for Pupil Premium children than
rest of cohort (% of mark book completed since end of Autumn)
31 children (Spring 1) in 3 subject areas = 93 possible areas of assessment, 55 of these areas were above
the average attainment (progress).
8 children are at or above the year group average in all 3 subject areas (ELD, JP, CCD, FK, HML, TT, ELD,
MD)
10 children are at or above the year group average in 2 of the 3 subject areas (CP, AS, LI, HO, CS, GB,
SR, LH, JMC, JM)
4 children are below the year group average in all 3 subject areas (TML, MM, FH, AI)
8 children are below the year group average in 2 of the 3 subject areas (HP, JH, KN (now left), CS, CH,
EMD, JW, OR)
Monitoring from team leaders (as of 23/3/15) through interviews shows the qualitative measures are
clearly in place. Level / stage outcomes to be finalised this term.
TBC
Current 12% (8 pupils) at 5a or higher.
27 children to be entered/registered for the level 6 tests and receive separate teaching.
19 children entered/registered for the level 6 SPAG tests. 11 children currently 5a or above in writing.
2a+ maths: Currently 25 (+another 10 higher than 2b, on 2b+)
2a+ reading: Currently 44 children are above 2b =73%
2a+ writing: Currently 26
The objectives from the Pupil Progress Meetings achieved – minimum of 90%. Any
not achieved require alternative measures put in place.
Y6 – at least 10 pupils on track for L6 maths (5a+), 8 pupils on track for L6 writing
(5a+)
Y2 – at least 34 children (57%) maths level 2a,
40 children (67%) for reading 2a,
25 children (42%) for writing 2a
Summer
86% of teaching outstanding and 15 % good; measured by lesson observations, drop in sessions and monitoring
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Self-Evaluation – Teaching & Learning
Outstanding (1)
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Evaluations of teaching and learning show all observed learning as either good or outstanding. Where enhancement to the school marking and feedback
policy is developing rapid support is given to secure good outcomes. Teachers have a strong application of AfL and use this to refocus teaching throughout
lessons to ensure misconceptions are rectified. (Strengths & Needs analysis & monitoring documents).
The large majority teaching over time in all key stages and most subjects is outstanding and never less than consistently good. As a result, almost all pupils
currently on roll in the school, including disabled pupils, those who have special educational needs, disadvantaged pupils and the most able, are making
sustained progress that leads to outstanding achievement. (see Data analysis documents)
High expectations are evident from the use of clear objectives for learning with progressive and challenging success criteria. Pupils are able to explore
learning beyond their limits and are not constrained by fixed grouping.
Teachers check learning through the use of a learning scale which directs support throughout the lesson. This was developed as part of an enquiry with NCTL
funding for disadvantaged groups which showed excellent outcomes and is effective for all pupils.
The teaching of reading, writing, communication and mathematics is central to our curriculum and is given a greater proportion of teaching time. Additional
engaging resources have been purchased to extend independent reading and maths teaching at all levels.
The culture of respect for learning is evident throughout all classes. Pupils and staff demonstrate high expectations and a language of learning is evident
through marking, feedback, rewards and recognition systems
Class blogs provide a window on learning for parents and visitors to our school website. It shows a clear focus on engaging learning with high levels of pupil
participation. Homework is varied and uses a blend of weekly tasks, longer project based approaches, IT based investigations and general practise. Parent
feedback suggests that home learning continues to be an area where agreement for all families is difficult to achieve. Our response has been to revise the
policy through a parent working party, and provide a range of learning opportunities for those who wish to engage with home learning and for those who
seek independence for their children.
Without exception, every child I spoke to was engaged in their learning and was happy to talk to me about their mathematics and the choices they were making as independent learners. Catherine Pollock
– Hiltingbury
The school has a fantastic atmosphere - calm yet energised with polite, respectful and happy children engaged in their learning. The relationships between staff and pupils are relaxed but respectful, fun
and caring. The displays around the school are of an excellent standard, not only in the way they look but in the learning which the children can gain from them. They highlight the engaging curriculum of
the school. Jeff Sendall – St Thomas More
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TEACHING
Goals:
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measured via observations, data & book scrutiny – 100% Good & 85%Outstanding
Teacher time & use of intervention demonstrates greater focus on core
Use of enhanced resources for reading & Maths show strong impact on quality of teaching & assessment
Teacher research / enquiry- developing ‘growth mindset’ and attribution theory work
Focus
Subject time allocations
- proportional to need
Why?
(School self-evaluation
2013-14 SSP &
National initiatives)
New curriculum
introduced with an
increased focus on
securing knowledge and
understanding and
raising achievement in
English and maths
Actions
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Outcomes
Monitoring &
Review
Monitor timetables to ensure curriculum coverage in line
with time allocations
Close monitoring of PPA use of time to ensure that meeting
curriculum learning objectives
Consider each task in times of time allocation and
associated learning (differentiated productivity expectations
to ensure all children have high standards e.g. writing a
best extract)
Monitor quality of PPA curriculum coverage in terms of
activity quality to meet objectives
Timetables show that there
is an appropriate
distribution of time spent on
subjects over a term.
Timetable monitoring shows above
60% core subject time allocation in all
year groups.
PPA team have had meetings with
AHT to evaluate new planning –
meetings with class teachers arranged
to plan for next term and time
allocated. Ongoing review process.
Spring monitoring shows this
continuing.
Monitoring of planning shows that the
objectives of the New Curriculum are
being met and there is change in all
Year groups.
Action plans are now in place for al
subject areas. Next term need to
monitor that planned monitoring is
/has taken place in individual subject
areas and that findings acted upon.
Lesson observations and monitoring
show that teachers are ‘actively
teaching’ throughout the lesson.
LLPR showed strengths in use of TA &
Teacher and assigned times during
lessons.
New National curriculum
raised expectations are
integrated into planning
Introduction of new
curriculum – need to
ensure that expectations
are raised as
expectation levels
different
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Curriculum action plans show evidence of monitoring
Support given as necessary
Children meet and exceed
raised expectations of new
curriculum. Teachers are
confident
Ensure that children
receiving interventions
have quality teaching
from teachers
Research shows that
children make most
progress when taught
by teachers. We need
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Continue to encourage use of TA interventions in the
afternoon
Use of cutaway groups for teaching
Teacher ‘actively teaching’ throughout lesson – role of TA
Children receive
interventions in the
afternoon or at times when
maths and English taking
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10
to ensure that children
with gaps to close are
prioritised.
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To monitor introduction
of new curriculum
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New curriculum – focus
on enquiry based
learning
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To ensure that new
resources are used to
maximum benefit to
enhance learning
experience
School has invested in
new resources to
support and enhance
learning experience for
children and we need to
ensure that these are
being used to maximum
impact
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To maintain enthusiasm
for reading in KS2
Guided reading
Children in KS2 often
become less enthusiastic
readers. Need to
develop a love of
reading and enhance
comprehension skills.
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considered?
A focus on the individual ensure that curriculum tasks are
personalised for children with specific needs
Teachers to ensure that they know the ‘whole picture’ of
children – especially those with gaps to close
Continue 1:1 Governor and Ta mentoring of children
place in class
Focus on learning not activities in line with mapping of
curriculum
For subject leaders to be given time to monitor provision
and make adjustments as needed
Set up key assessment foci for each foundation area
Children will continue to be
able to talk about learning
rather than the activity and
make explicit links.
Ensure that staff are using Abacus to support maths
planning and making informed choice about use in line with
best meeting the needs of the children
Review use of Abacus in terms of meeting needs of new
curriculum time and supporting learning styles (focus on use
of practical equipment and modelling) share learning
amongst staff
Review and support the introduction of Accelerated Reader
to ensure impact on reading activity
Review use of classroom monitor being used to inform
planning / day to day practice.
Attainment and progress in
maths and reading
improves (reflected by
classroom monitor
assessments)
Guided reading to be at set times - 9.00 in morning
Parent help to be fully utilised in this time
Links with accelerated reader in guided reading times – use
of IT suite
Encourage adults to come in and support during guided
reading time
Review provision of books in KS1
Introduction of accelerated reader
Children receive high quality
guided reading on a daily
basis.
Pupil surveys and library
loans issued show increased
use and engagement with
reading
All Govs have met with their assigned
children
Monitoring and PP meetings shows
that teachers are very aware of the
children with individual needs.
Continue to keep this high profile in
PP meetings next term – need priority
feedback from teachers.
All half term plans are learning based
Time allocated for subject leaders to
monitor provision in autumn term
Method for looking at key assessment
foci set up. Subject leaders all signed
up for time slot to work with AHT on
assessment.
The focus in classes is on learning
however sometimes the children could
be more explicit about what they are
learning rather than doing and the
purpose of their learning / where else
they could use it – revise being explicit
with staff
CPD time given on Abacus feedback –
shared what working well.
Maths leader has completed a subject
audit and all staff have had a staff
meeting from maths team looking at
use of practical equipment
JF has supported maths in Y1 and
next term with Y2 planned
Links made with School in Dorset to
support maths – to be set up in detail.
Visit planned for 7th May.
Guided reading now set at 9.00 for all
(unless PPA slot).
KS1 book provision reviewed and new
books ordered
Introduced in Y2 and anext term into
Y1
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Teacher enquiry to
question, develop and
enhance practice
Building on Growth
Mindset and attribution
work
Use of new assessment
involving classroom
monitor to inform
content of teaching
Enhanced provision for
years 2 and 6
Last year we introduced
the concept of growth
mindset and attribution
theory. This year we
need to fully embed this
throughout school and
give teachers / children
the opportunity to
explore other areas.
Classroom monitor had
not previously been used
to full advantage to
inform daily teaching.
New dashboard gives
opportunity for this
To provide ‘over
learning’ opportunities
for children to
consolidate knowledge
at end of KS
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Attribution mind-set continued through class work and
group interventions as needed
Make explicit links between gaps / acceleration and existing
enquiries (Mindset /AoL 1:1)
Teachers raise a question that has a real purpose and they
do not know the answers to
Teachers and children partake in a learning enquiry
Review and adapt the enquiry at regular intervals to meet
need and improve
Enquiries presented to staff and key learning incorporated
Continue Governor and Ta mentoring of children
Daily teaching is informed by the outcomes of the
dashboard on classroom monitor
Teachers that need extra support are given this
Good practice shared
School Direct students are placed in these year groups to
provide extra teacher input
Breakfast booster sessions for Year 6
LA children have the opportunity to ‘over learn’ key skills
Use of concrete materials and modelling
Learning from enquiries
improves practice and
outcomes in learning
Organised to start enquiries in Autumn
term.
Enquiries started – and data being
collected. Planned to share at INSET
day prior to half term.
Time for review planned into ALP for
next term
Classroom monitor will be
used to inform teaching and
learning – ensuring that
children are taught what
they need to be in order to
improve
Gaps for children in
attainment to close are
narrowed
Support provided for tracking elements
of classroom monitor. Further training
allocated for Spring term Inset.
Spring term Inset provided on this and
will continue to be focus of PP
meetings.
Children are confident in key
skills
School Direct Students in Year 2 and
6
Meetings have taken place to look at
maximising use of students to support.
KR has moved to Y4 but will go back
to support in Y2 if needed Meeting
planned for next term
MILESTONES
Autumn Comment
TEACHING (measured via observations, data & book scrutiny) 100% Good - 65%
Outstanding – book focus
December 2014 100% Good and 65% outstanding as measured by strengths and needs analysis
data.
Resources are available to support enquiry themes
Resources available and launch planned for first week in January
Guided reading is at a set time for all KS2 classes; Phonics routines have been revised and
established by all KS1 classes
Achieved
Timetable and planning monitoring shows EPGS/Phonics, Mental Maths, Guided Reading,
‘Free Write’ mapped with progression evident. All maths planning is in line with
Achieved – ongoing monitoring of timetable balance and maths planning
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expectations of new curriculum, utilising new resources as appropriate
MILESTONES
Spring Comment
TEACHING (measured via observations, data & book scrutiny) 100%Good 70%Outstanding
Monitoring, book sampling in staff meeting and observations. No formal lesson
observations this term but lots of ‘drop in sessions’ and additions to strengths and needs
Identified areas for enquiries; a clear question /focus) and started action research
Continued timetable monitoring shows a coverage of foundation subjects and priority for core
subjects in line with guidance provided at the start of the year
Enquiry projects started with peer observations taking place
All research has started and
Achieved. Average core balance over 50% across the term, including named blocks for
phonics, spelling, ‘free’ writing, spag, handwriting and mental maths.
Lesson observations show majority of teacher time spent actively teaching (cutaway group
model)
Monitoring shows this is occurring, whether through bringing groups of children over for
teaching or spending time at tables for focused questioning/teaching/feedback.
Evidence of interventions happening in the afternoon where possible
Year 6 once a week and breakfast, Year 5 some afternoons across year group, Year 4 before
school, Year 1 some during afternoons
Summer
86% of teaching outstanding and 15 % good; measured by lesson observations, drop in sessions and monitoring
Timetabling monitoring consistently shows greater emphasis on core.
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Self-Evaluation – Behaviour & Safety
Outstanding (1)
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Progress and attainment data shows evidence of achievement in learning. Observations of learning show active participation of pupils through self-assessment,
marking feedback and levels of interaction. Pupil surveys and interviews show deep enjoyment of learning and challenge.
Learning behaviour at Halterworth has a clear and identified code via REACH to learn. Children apply these skills when working and utilise a learning scale
to self-evaluate understanding and personal performance. An expectation of full participation and focus in learning is deeply embedded and recognised by
visiting staff, professionals and students.
The large majority or parents and pupils recognise that the school is a safe learning environment. A small number of pupils (girls in KS2) and their parents find
some aspects of behaviour challenging. A high level of SMT involvement has lead to external agency support for child mental health and counselling
support for parents. Any reported incident of bullying is swiftly investigated with high levels of communication and consequence. There is an ongoing need to
build greater resilience and tolerance of difference for some pupils and parents.
An extensive programme of Support for families through workshops and weekend activities is in place and is well attended.
All classes and pupils have been active volunteers either in the community or within the school to reflect the them of ‘giving something back’
Attendance is high 97.5%. Incidents of term time absence are greatly reduced.
There have been no exclusions for well over 3 years.
The large majority of pupils are fully aware of different forms of bullying, including cyber-bullying and prejudice-based bullying, and actively try to prevent it
from occurring. Bullying and derogatory or aggressive language in all their forms are very rare and dealt with highly effectively. (Behaviour records)
Pupils’ excellent conduct and behaviour reflects the school’s effective strategies to promote high standards; this makes a strong contribution to an exceptionally
positive climate for learning. Many visitors and LA professionals recognise the high standards of behaviour and relationships. Through close work with
families and pupils in need there are excellent improvements in behaviour over time for individuals or groups with particular behaviour issues. The large
majority of learning concerns are reported at home and cause challenge for families. The school works in partnership with parents through Early Help Hub
referrals and agencies to improve housing and conflict issues.
Governors carry out interviews with groups of pupils to assess how well pupils feel safe in school. They are able to articulate clearly what constitutes
unsafe situations and are highly aware of how to keep themselves and others safe in different situations, including in relation to e-safety. This is discussed
with all children annually as part of the IT curriculum and class blogging.
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Feedback from Childline course leaders, who ran assemblies and workshops with y5&6 Spring 2015, was that levels of awareness and understanding of cyber
bullying and e safety were higher at Halterworth than other schools they worked with.
2 staff attended Hampshire training on anti bullying interventions during Spring 2015
Results from the NCMP received Spring 2015 showed Halterworth was the only school in Test Valley to have significantly lower lower obesity rates in y6 than
the local comparator schools.
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BEHAVIOUR & SAFETY
Goals:
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The language of positive mind-set is embedded at all levels across the school
Identified pupils have completed a 12 week programme of Attribution theory and are able to describe strategies to support them
IT coding and problem solving is embedded within the curriculum. Pupils demonstrate high levels of persistence and resilience
Reach to Learn behaviour values have been re branded and promotional materials available for classes
Focus
To encourage teaching and
learning behaviours that do not
cap or limit progress and develop
growth mind set as learners
Why?
Actions
(School self-evaluation
2013-14 SSP & National
initiatives)
Need to ensure that
children
across
the
attainment range continue
the drive for progress.
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Coding and problem solving
Changes in National
curriculum in an area
where staff confidence is
less secure.
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Outcomes
Encourage growth mindset learning behaviours (see target in T and L section)
No pupil groupings and support for greater break out learning
Children know what success looks like and the steps they need to take to get
there (SC)
Children are encouraged to take risks with their learning through higher
challenge and support in lessons
Focused children take risks with their
learning- as identified and assessed via
Attribution groups.
Teaching staff to receive training on coding, programming and problem
solving using ipads and PC software
Repeat training and support for staff throughout the year
Establish rationale that the purpose of programming is not really about
making " programmers of the future" but about the skills and ways of
thinking to solve problems analytically
Ensure staff are familiar with terminology of coding, debugging, algorithms,
programs and the software to use
Decide on programming language to follow across the school to ensure
consistency, quality support and repetition (NW) (ipads, Scratch, Kodu)
Coding to be integrated into ICT curriculum planning in line with guidance
on the balance between digital literacy and computer science
Ensure a focus on debugging (pupils solving problems, not teachers) as well
as creating programs from a blank starting point
Find creative solutions to provide a way of allowing some pupils extended
time to explore programming (timetables, curriculum, extracurricular,
parents?)
Monitor planning and lessons to assess: the extent to which pupils are faced
Staff report increased confidence in
working with and delivering computing
lessons involving programming.
Coding/programming appears in scheme
of work and planning for all year
groups with clear progression and
development of skills.
Children have extended opportunities
for problem solving using age
appropriate ICT.
Children adopt an increased level of
resilience and independence in solving
problems in computing.
Monitoring &
Review
SIP visit focused on use of break
out areas for teaching.
Monitoring showed that available
in all classes. Monitoring of
planning show evidence of
challenge.
Staff meeting has reviewed the
use of SC – needs to be ongoing
Next step with SC see comment in
achievement about taking risks
through high challenge.
Training and rationale provided
for staff on inset day and in staff
meeting as well as with governors.
New mapping achieved (adapted
for year 1 of the cycle)
Software decisions made
INSET completed where each year
had opportunity to look in detail
at new units
Detailed mapping completed with
hyperlinks. Future planning
allows for growth in computing
knowledge as children progress
through new planning
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with problems they cannot initially solve, the range of software/languages
used, the balance of ICT time between digital literacy and computer science.
School community selfawareness(perceptions of conduct
around our school)
Response to parent
feedback
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Collective Action – all staff assertive re parent, child behaviour expectations.
Communicating a standard.
Provision of support for parents to manage child behaviour
Guidance for staff / parents via CPD re mental health issues – attachment,
self-esteem, parent/child relationships.
Proactive provision for mental health (child & family) via independent
brokerage
Implement programme for Attribution Training for specific pupils
Parent feedback from specific pupils is
more confident and positive. Governor
involvement and communication with
families.
MILESTONES
Autumn Comments
Evidence of AoL through in class monitoring instead of groupings/caps (see Strengths &
Needs analysis)
Staff have received ipad and software training to help deliver computing
Coding and programming skills have been mapped across the school
Audit of resources/purchases needed to support computing
Programme of parenting support identified with external professionals
See Monitoring and Strengths / Needs analysis
MILESTONES
Spring Comments
Books show evidence of teacher work/VF following lower self-assessed AoL grades. The ‘So
Achieved
SLT present on gate and door at
start and end of every day.
Bespoke programme for the power
of emotions on the logical mind
established for children, staff and
parents across ks2.
Specific content for parenting
sessions agreed.
Children for attribution training
identified in years 5 and 6.
Groups to start in January.
New guidance given to parents
about new curriculum and
available on website. Continued
support for parents on behaviour
and relationships through LL
workshops and The Wiz which has
involved staff CPD, pupil and
parent workshops , pre and post
surveys and plans for future
projects relating to this in place.
See adult learning plan and Governor minutes/feedback
Whole school mapping documents
Ongoing. Scratch and Ipad apps are in place for the current year.
The Wiz programme set up as part of Spring provision
Lorraine Lee leading sessions to meet specific needs/demands
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what?’ of AoL is evident mid lesson and to inform the next.
Monitoring of computing lessons shows evidence of (age appropriate) extended time, within
and beyond curriculum, being given to problem solving
Programming is increasingly evident, especially in years 4, 5, 6 and 2 this term
Curriculum shows a progression from digital literacy to increased computer science with age
Achieved – balance of long term planning covered in staff meeting in January.
CPD provided/arranged for staff re mental health areas. (Inset)
Achieved, with 2 sessions for teachers and TAs. Follow up session run for TAs who couldn’t
attend evening session. Wiz sessions in progress for pupils and parents.
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Self-Evaluation – Leadership & Management
Outstanding (1)
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A designated National Support School (NSS), Halterworth routinely provides support for RI schools through NCTL funding. This has involved leadership
support and challenge, interim leadership of EHT, coaching to improve teaching & learning from senior teachers etc.
We actively promote an outward facing collaborative approach to school improvement through the Collaboration with Awbridge & Wellow Schools.
EHT works across all 3 schools to improve outcomes (both schools now rated Good)
We work with DfE funding to support RI schools with teaching & leadership developments.
LA annual reports support and celebrate the schools achievements. The school is used as a centre of best practise to support other LA schools.
A strong partnership between leaders and governors ensure that regular visits to school show active partnership and self-evaluation. Governor
minutes, HT reports demonstrate high levels of accountability
Governors regularly mentor pupils throughout the year to support learning and achievement. (feedback from pupils)
The school is fully compliant with website and policy expectations
Leaders focus relentlessly on improving teaching and learning and provide focused professional development for all staff, especially those that are newly
qualified and at an early stage of their careers. This is underpinned by searching performance management that encourages, challenges and supports
teachers’ improvement. As a result, the overall quality of teaching is at least consistently good and improving. Strengths & Needs Analysis
,monitoring records, PMan & Pay progression records
Our curriculum provides rich cross curricular opportunities to inspire learning. This includes working in role experiencing thematic days and ensuring that
all children receive opportunities to excel in sports and the arts. (Rock Challenge, Sports Awards, music participation.)
We are clearly focused on the achievement of all vulnerable groups. (Provision maps, PP meetings and monitoring) Outcomes show that pupils
achieve above national expectations and any gaps are rigorously challenged
A rich programme of parent support is in place to engage parents in their child’s school and provide guidance for their needs. An active PTA raise over
£13000 annually and work in partnership to enhance resources for the school. A parent Questionnaire Summer 2014 show high levels of satisfaction.
Governors actively investigate any concerns to influence self-evaluation
The Early Years Leader is a trained LA moderator and supports Pre-Schools to deliver effective Phonic based learning (Songs & Rhymes)
Pupil records show that we are adept at identifying any child at risk of harm and work with families and agencies to intervene swiftly. Staff model
professional standards in all of their work and demonstrate high levels of respect and courtesy for pupils and others.(PMan/Teacher Standards)
Governors and senior staff provide highly effective, rigorous planning and controls to ensure financial stability. Pupil Premium follows best practise
whereby provision for individual children is personalised and directly accountable. Sports Funding raise levels of participation and enjoyment in sport
through specialist coaching. This leads to the excellent deployment of staff and resources to the benefit of all groups of pupils.
Learning and achievement in the early years is consistently evaluated as outstanding. Leaders support other settings to achieve stronger outcomes for
the youngest learners. Achievement and progress over time is strong.
Pupil Premium achievement: As of Spring 1 2015. 31 children 3 subject areas = 93 possible areas of assessment, 55 of these areas were above the average attainment
(progress).
8 children are at or above the year group average in all 3 subject areas, 4 children below. 10 children are at or above the year group average in 2 of the 3 subject areas,
8 children below.
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LEADERSHIP & MANAGEMENT
High Performing Teams
Goals:
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Increased rates of participation for PP / Vulnerable groups
Teaching – 100% G, 85% O
Achievement – Reduced gaps, L5/6 attainment achieves expectations
Clear mapping of SMSC & British Values across the curriculum
Stronger than 2014 Survey outcomes
Focus
Access to
opportunities and
support for
disadvantaged
pupils
Why?
Actions
(School self-evaluation
2013-14 SSP &
National initiatives)
Not all PP pupils
engage in clubs and
activities and we
want to ensure that
PP are fully
involved in the life
of the school.
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New curriculum
and assessment
commences Sept
2014 and all
subject leaders will
need to evaluate
effectiveness of new
units and resources
Monitoring &
Review
(RAG)
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Middle
Leadership of
assessment & the
new Curriculum
Outcomes
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Define our understanding of the term ‘disadvantaged’ to make
provision for specific children beyond those in receipt of PP
Refine data systems to monitor participation in additional learning
groups and clubs/activities
Broker opportunities for Disadvantaged pupils to participate in clubs
and activities
Carry out pupil interviews so that participation is encouraged and
supported (heighten communication)
Evaluate the effectiveness of additional provisions to ensure impact
Ensure every pupil progress meeting includes reference to
disadvantaged groups and records impact of interventions.
Review the effectiveness of IEPs ensuring that goals are specific and
measurable
Use the PEP Toolkit to assess the provision we are making for our
vulnerable / disadvantaged pupils.
Continued high standards of
achievement for all
Disadvantaged pupils (ensure
more complex/diverse needs are
focus)
Ensure provision of release time for subject leaders is given priority
Action plans to focus on evaluating the curriculum via pupil outcomes /
books
All middle leaders evaluate and make recommendations to strengthen
SMSC / British Values across subject areas
Evaluate the pitch and challenge of curriculum plans to meet individual
needs
Introduce and support the delivery of Classroom Monitor
Curriculum is refined as the year
progresses.
Increased participation in clubs
ad activities of Disadvantaged
pupils
Increase provision for music /
learning support.
Heightened provision for pupils
leads to stronger progress and
emotional stability (feedback)
Highly effective use of
Classroom Monitor to evaluate
pupil progress.
Effective systems to analyse P
Progress extended.
Collective decisions made for
definitions of disadvantaged pupils
IEP writing staff meeting
Pupil progress meetings refer to
disadvantaged groups.
Comprehensive analysis of
provision for disadvantaged pupils
– through use of audit tracking
spreadsheet.
This has evolved to produce pupil
summaries for individuals which
term by term will be adapted to
need. Continue to monitor the
data for these children for impact
and feed into PP meeetings.
Subject leader release time
provided also in summer.
Collaboration across schools re:
action plans and disaggregated
time assigned to this
All SL action plans complete.
Collaborative meeting planned in
with other schools
Agreements on assessing
foundation subjects using CRM
established.
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Visible Leadership
strategy for all
leaders
Changes in
leadership
personnel mean
that confidence
could be weakened.
Expectations of all
leaders in public
service are high.
Moderation of judgements against new criteria
Collect data on pupil progress and attainment against new criteria,
evaluating the proportions at different phases.
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Analyse and respond proactively to findings of Parent Questionnaires
Summer 2014
Identify key areas / parents to hold 1:1 or small focus group meetings
Enhance modes of communication – welcome letters, postcards,
website, emails, blogging (cc – SMT re any parents concerns)etc.
Ensure admin team forward and respond to email queries
Develop a more assertive leadership style for all teachers and senior
staff – greater presence and visibility
Enhance the management of behaviour with greater proactivity and
provision of support where available.
Governors – Communication strategy and engagement with parents
Better communication with any
disaffected parents / families.
Ensure all leaders, governors and staff are updated on new pay reforms
and publish revise pay policy
Establish governor pay committee
HT makes recommendations to pay committee following Autumn
reviews
Govs to review Leadership performance in light of new regulations
Performance pay in place
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Performance
Management /
Pay reviews
new regs
Autumn 2014
Ensure that new
reforms are
established and
governors pay
committee are fully
effective
SMSC mapped across subject
areas.
Staff meeting – Dec 14 –
Monitoring wrt judgements
against new criteria.
Wring moderation took place
across collaboration
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Wider and more prolific range of
comms with home.
Less concerns notified by a
minority of parents whose
children may have behavioural
issues or challenges?
SLT present on gate and door at
start and end of every day.
Protocols for sharing/forwarding
emails amongst teachers (SLT)
established
Sharing of child/family
information given priority
Govs present at parent evening
and parent interviews conducted
See comment above re: Wiz and
parenting courses
PT and JF have been more
involved with meeting parents
with NQTs and other teachers as
required to help with modelling
communication
Governor survey took place at
parent’s evening – being acted on
to enhance Gov profile – blog
being developed.
PMan reviews record
achievements and enable staff to
develop professionally
MILESTONES
Autumn Comments
Priorities established –system for monitoring the allocation of funds for disadvantaged pupils
TEACHING (measured via observations, data & book scrutiny) 100% Good - 65% Outstanding
– book focus
Central shared document to monitor funds and participation
December 2014 100% Good and 65% outstanding as measured by strengths and needs
analysis data. Monitoring and observations show effective provision for disadvantaged
pupils.
Completed, in collaboration with Wellow and Awbridge. British Values also considered.
SMSC mapped by subject leaders for all subjects
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Discussed with link governor.
MILESTONES
Spring Comments
Pupil Premium/Disadvantaged pupil tracking has been updated to reflect changes in
provision/support shows high levels of participation
Audit / tracking system updated in light of contributions and currently (March 15) shows
clearly £36600 coming in, £46654 being spent. Of this, around £23880 on learning
support/interventions, around £6000 on clubs, music and visit contributions.
Achieved
Subject leader monitoring related to new curriculum provision leads to recommendations and
changes for planning
Staff continued training on tracking elements of classroom monitor – Staff using this area to
inform teaching, 100 % use of new system
100% use of new system and being used by all staff. Progress evident every half term.
Continue to monitor
Moderation of learning in English & Maths support termly / annual predictions
RAP monitoring shows that measures identified in the RAPs are occurring and test scores in
line with or exceeding predictions. Work in booster groups also supports this.
All classes now are regularly ‘blogging’
Communication systems and blogs are accessible to a greater proportion of families
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