Joint Action Plan for
Oakfield School
Headteacher/Deputy Headteachers: Susan Boulton/Sarah Williams
Chair/Vice Chair of Governors: Caroline Kupfers/Shelly Collinson
Local Authority Lead: Paula Bennett
School Improvement Partner: Wendy Ripley
Partner School/LLE: N/A
Last Ofsted inspection and outcome: June 2016 – Requires Improvement
Anticipated date of next Ofsted visit:
Position on Graduated Approach:
Date of Progress Team Meetings: 6/1/17
Date of next Teaching and Learning Review: 1/2/17 – 2/2/17
Priority 1
/Improve teaching and learning
/Ofsted:
Improve the quality of teaching, learning and assessment in KS1, particularly in mathematics and writing, by:- Strengthening teachers’ subject knowledge and embedding consistency in practices in each subject area across the key stage.
- Equipping teachers with the skills and abilities to address misconceptions and give pupils precise feedback in a timely manner through the effective use of assessment information.
- Sharing the strengths in teaching and learning practices seen in KS2.
Some of the most able pupils particularly in KS1, are not challenged sufficiently.
Leaders at all levels make regular checks on teaching and learning. However, the impact of their actions is not linked closely enough to improving outcomes for pupils across subjects.
Success criteria
/ 1. 100% of KS2 teaching is good by December 20162. 80% of KS1 teaching is good by December 2016 and 100% good by 2017.
3. Teachers are frequently observed checking students’ understanding and adapting work accordingly in lessons
4. Feedback from pupils (especially the more able) & analytical, formative lesson observations shows pupils are motivated to achieve their best and are appropriately challenged in lessons
5. Work scrutiny shows teachers implement the marking policy consistently/effectively, and pupils act on the advice given to improve their work / Evaluation and evidence:
· Shared understanding of the constituents of a good lesson.
· Outcomes of lesson observations, learning walks, lesson plan sampling, work scrutiny and pupil interviews
· Feedback from senior and middle leaders
· Feedback from governors’ open days
· SIP termly visits and other reports
· Progress team meetings & minutes produced each term
· FGS peer scrutiny
· SLT mtgs
Actions / Lead person / Performance milestones:
outcomes/dates / Monitoring strategy / Resources/Finance/CPD /
1.1 / Produce clear and shared expectations for all teaching staff that should be seen in all lessons. Produce lesson observation forms to evaluate areas of development. Ensure regular monitoring of teaching and learning is taking place and formative feedback given with areas for improvement.
Produce set of non-negotiables to be found in a lesson to ensure progress, pace and challenge. / HT / Non-negotiables for all lessons created and shared (Nov 2016):
· Maths input 10 mins then to activity, children to access Gold as ARE and mastery as AARE
· Literacy, to build writing stamina.
· Children to have a written outcome each day.
· Weekly written comprehensions to take place.
· Weekly Guided reading sessions to take place.
· Weekly opportunities for sustained writing to be planned for.
· Independent writing taking place on a fortnightly basis.
· Purposeful gap sessions where skills are taught and then applied in writing in literacy sessions.
Expectation of an exemplar lesson developed and shared with all staff (Jan 2017)
All teachers use context sheets so that they can track groups of children and highlight individual pupils to track outcomes (Nov 2016)
Review lesson Observation form and create set of criteria to include prompts regarding learning objectives, active learning behaviours (Dec 2016)
By Feb 2017 in all lessons:
· children on task and actively learning with 10 minutes of the start time.
· Maths – FFT% ARE accessing Gold tasks
· FFT% AARE accessing Mastery/deeper learning
· Literacy – 6 pieces of independent writing to be evidenced in books per term.
· End of term analysis of standards identifies all those not on track and plans implemented to address gaps.
· Term on term progress towards FFT targets. / Feedback from SLT, use of in class tracking in lessons.
Monitoring from SLT/Middle leaders
Book sampling & lesson observations.
Teaching and learning reviews.
FGS Headteacher, Full governing body (headteacher report), Progress team mtgs. / INSET/mtg time
Lesson obs time
SLT and gov review of context sheets.
1.2 / Implement CPD to fill any subject specific knowledge gaps and a PLC (personal learning checklist) scheme to ensure all aspects of subject knowledge are covered by pupils see 2.3. / HT / Ongoing training from inspire maths, maths hubs materials, grammar training and CPD programme accessed through staff meetings.
Lesson obs and PIP highlight any subject knowledge gaps with appropriate action being taken (Feb 2017) / QA planner
Context sheets
Lesson obs
Work scrutiny
Governors development day to review programme
FGS Headteacher, Full governing body (headteacher report), Progress team mtgs. / Meeting time
Cost of Inspire maths training £1,561
Potential costs of any PLC scheme.
1.3 / Including the actions in 1.1, systems are put in place at KS1 to ensure appropriate challenge for the most able pupils.
PLCs used to ensure appropriate challenge is being given in lessons. / HOC, KR, NS, LH, LR / Lesson observation form ensures focus on challenge for the most able in the class (Dec 2017)
All lessons observed to show more able are challenged effectively by February 2017.
FFT% of pupils being evidenced in PLC system to be at mastery level in lessons (February 2017 ) and all those not on track with plans implemented to address gaps. / Lesson observations
Weekly context sheet reviews.
Data capture & PLC reviews half termly.
HT, FGS Headteacher, Full governing body (headteacher report), Progress team mtgs.
1.4 / KS1 teaching is at least good in all lessons.
In addition to actions 1.1-1.3:
Staff restructure to support development of KS1 teaching.
Personal Improvement Plans put into place detailing additional support for teachers needing to achieve consistently good teaching. / HOC, LH / Teaching restructured and appropriate support allocated (Sept 2016).
Teaching restructure reviewed (Dec 2016)
On-going no notice drop ins, peer coaching, half termly lesson observations, maths and literature, book sampling.
PIP reviews completed (Dec 1016)
All lessons to be good by Teaching and Learning Review Feb 2017 / T&L review
PIP plan Headteacher reviews
HT, FGS Headteacher, Full governing body (headteacher report), Progress team mtgs. / CPD needs, mtg time and lesson obs time.
1.5 / Lesson obs system to be expanded to ensure all staff observe each other on a regular impartial and objective basis to empower staff as well as share experiences, strengths and ideas.
Phase leaders to carry out peer coaching/triad coaching mode / HOC, KR, NS, LH, LR / Implement full peer coaching and peer observation timetable. Three phases Yr 1/2 Yr 3/4 Yr 5/6 on a termly basis (April 2017, June 2017, Oct 2017). / HT, Governors development day
Teacher feedback and lesson obs data / Cover for lesson obs and feedback.
1.6 / Raise standards of reading across the whole school. / HOC / Staff meeting to introduce and train (Nov 2016). Implement reciprocal reading scheme foundation to year 6 (embedded by end of Jan 2017).
Every child to have one guided session, one follow up session, one written comprehension per week.
Every day ‘bookended’ with group and individual class reading.
Library area created (End of February). / Guided reading observations and drop ins.
Book scrutiny
Pupil reading records.
Staff monitoring system.
HT, CK – Literacy Governor / Capital costs for library.
Priority 2
/ Raise achievement /Ofsted:
Improve the quality of teaching, learning and assessment in KS1, particularly in mathematics and writing, by:- Equipping teachers with the skills and abilities to address misconceptions and give pupils precise feedback in a timely manner through the effective use of assessment information.
- Providing a closer match of work to pupils’ needs to ensure that all pupils are sufficiently supported or challenged to make good progress, including the most able pupils.
Increase the effectiveness of leadership and management, including governance, by:
- Developing consistency across subjects in terms of assessment methods and reporting practices.
Success criteria / 1. End of KS2 outcomes for 2017 expected standard. Reading – 77%, writing 83%, Maths 77%, SPAG 83% (all in line with FFT 50)
2. End of KS2 outcomes for 2017 greater depth. Reading – 34%, writing 31%, Maths 28%, SPAG 43% (all in line with FFT 20)
3. End of KS2 outcomes for 2018 expected standard. Reading – 77%, writing 85%, Maths 79%, SPAG 84% (all in line with FFT 50 + 2%)
4. End of KS2 outcomes for 2018 greater depth. Reading – 29%, writing 27%, Maths 26%, SPAG 37% (all in line with FFT 20)
5. End of KS1 outcomes for 2017 expected standard. Reading – 93%, writing 86%, Maths 93%, SPAG 83% (all in line with FFT 50)
6. End of KS1 outcomes for 2017 greater depth. Reading – 41%, writing 21%, Maths 33%.
7. Where targets are not currently being met context sheets, lesson planning and book scrutiny of pupils not hitting expected progress shows attainment working towards that level and appropriate interventions. / Evaluation:
· Progress tracking outcomes and examination results for all groups of students and subjects
· Outcomes of lesson observations, learning walks, work scrutiny and pupil interviews
· Scrutiny of review reports.
· Feedback from senior and middle leaders
· Feedback from governor’s open days
· SIP termly visit and other reports
· Progress team meetings & minutes produced each term.
· FGS peer scrutiny
· SLT mtgs
Actions / Lead person / Performance milestones / Monitoring strategy / Resources/Finance /CPD /
2.1 / In addition to the non-negotiables in 1.1:
Continue to embed Inspire maths as the pilot from DFE through Maths hubs in years 1 and 2.
Introduce Inspire Maths as pilot from Maths Hubs to year 3.
Continue to embed and monitor Abacus maths for years 4,5,6 and supplement with additional materials and strategies from Maths Hub and NCETM. / HT / Half termly data and test results show good progress being made in maths at KS1.
Lesson observations half termly show the vast majority of pupils making good progress in KS1 maths.
100% of maths lesson good or better with appropriate challenge (May 2017).
Analysis of HAT children choosing Gold and then accessing mastery task shows all HAT pupils are extending their learning at all times.
End of KS2 outcomes for 2017 expected standard. Maths 77%, with 28% = greater depth. Term on term progress towards KS2 targets. / Lesson obs.
Data analysis half termly
Weekly maths drop ins.
Termly lesson observations
Half termly book sampling.
Primary peer work scrutiny and lesson obs.
FGS Headteacher, Full governing body (headteacher report), Progress team mtgs.
VW – Maths Governor / Inspire maths - £1,561
2.2 / In addition to actions in 1.1:
Continue to develop use of a mastery approach in literacy, hierarchical marking ladders and continue to enrich children’s learning with classic and good quality texts.
Peer coaching for all phases focussing on KS1.
Implement robust feedback mechanism for teachers. / HOC / Weekly work scrutiny with lit co-ord and head taking place and fed back to staff.
Half termly review of writing interventions fed back to relevant staff.
Hierarchical marking ladders developed and implemented (2017)
Drop in lesson obs shows non-negotiables and exemplar lesson planning in place in all lessons (March 2017)
End of KS2 outcomes for 2017 expected standard. Reading – 77%, greater depth = 34%. Term on term progress towards KS2 targets. / Lit co-ord and head weekly work scrutiny
Primary peer work scrutiny and lesson obs.
HT, FGS Headteacher, Full governing body (headteacher report), Progress team mtgs.
CK – Literacy Governor / Meeting time.
2.3 / Produce a formative, diagnostic assessment framework that works for KS1 across all subjects but particularly writing and maths.
Implement a form of Personal Learning Checklist to provide individual and group pupil targets to demonstrate next steps for challenge and reinforce basic skills and support where necessary.
PLCs will ensure work given matches their needs AND provides the diagnostic information to plan for individuals and groups of pupils. / HT / Research, development and implementation of PLC scheme with other primary schools (Jan 2017).
PLC scheme in place following February data capture to ensure class, individual and pupil group analysis (March 2017)
Evidence of PLCs being used to inform teaching of individuals and groups (April 2017) with outcomes predicted good in all phases.
Diagnostic information used to inform context sheets and individual targets created for all children (May 2017) / Lesson observation
Governors development day
SIP review.
FGS headteacher
VW – Data Governor / Potential set up costs of system
2.4 / Develop clear data capture & tracking systems for MLT, SLT and governors to analyse strengths and areas for improvement.
Tracking system enables predictions for combined outcomes to be tracked more efficiently.
PLCs, integral to data capture and tracking, used to create pupil target books so that staff can plan effectively meeting childrens needs and that children can take responsibility for their own learning and challenge themselves to make the next steps. / HT
CH / Termly Data tracking report created and shared with governors outlines standards for all SEN, disadvantaged and more able (Oct 2016).
See 2.3 for PLC outcomes.
Children to be using PLC target statements in lessons from January 2017
Half yearly appraisal review shows that staff are using tracking and PLCs to show movement and outcomes of individual pupils and groups May 2017) with term on term progress. / Full governing body and committee mtgs.
Teaching and learning reviews
Lesson planning scrutiny.
Performance management meetings.
Progress team mtgs
FGS headteacher
VW – Data Governor
PC – Inclusion Governor / Potential costs of PLC system.
Meeting time.
2.5 / Continue to develop relationships with parents/carers to enable them to support their children in learning. / HT / Review and refresh Dojo messaging system through behaviour system (Jan 2017).
Parents panel meetings with remit ‘How can school support me to support my child’ & sharing of PLC system (March 2017)
On the basis of the feedback obtained through parents panel mtgs implement changes to learning platform and website to enable help materials to be accessible (June 2017) / Progress team mtgs
Parent survey/panel feedback
Headteacher report to full governing body. / IT Subject leader time
Priority 3
/ PDBW /Ofsted: N/A
Success criteria / 1. Continue to have at least good behaviour for learning across the whole school. / Evaluation:· Termly attendance/punctuality data
· Outcomes of learning walks and pupil interviews
· Feedback from senior and middle leaders
· Feedback from governor’s open days
· SIP Autumn term visit and other reports
· Progress team meetings & minutes produced each term.
· FGS peer scrutiny
· SLT mtgs
Actions / Lead person / Performance milestones / Monitoring strategy / Resources/Finance/CPD /
3.1 / Continue to review use of Behaviour Watch to record behaviour issues. / AC / Half termly analysis with Pastoral lead (AC) / Class teachers to submit incidences on BW.
CH (SENCO) Pastoral team to monitor and evaluate / System already in place
3.2 / Continue to review use of Dojo system to reward above expected behaviour (Ready, respectful, safe)
Rewards/sanctions used effectively to maintain good behaviour
Review and amend Behaviour policy. / AC / Regular half termly analysis with Pastoral lead (AC) / Class teachers to record all class behaviour on Dojo system. Any sanction able behaviour recorded on BW.
SC – Behaviour governor / System already in place
3.3 / Continue to promote SMSC/Citizenship in school through British Values / LH / Assembly plan submitted half termly to include SMSC.
PHSCE spiral curriculum delivered in school / LH to include SMSC on half termly assembly plan and submit.
Class teachers to include PHSCE on termly planning and submit
PC – Inclusion Governor
Priority 4
/ Develop leadership /Ofsted: Increase the effectiveness of leadership and management, including governance, by: