CAGE GREEN PRIMARY SCHOOL IMPROVEMENT PLAN

Headteacher: Graeme Garthwaite
Deputy Headteacher: Richard Hall
Chair of Governing Body: Antonia Balaam
CAGE GREEN PRIMARY SCHOOL IMPROVEMENT PLAN
Headteacher: Graeme Garthwaite
Deputy Headteacher: Richard Hall / Chair of the Governing Body: Antonia Balaam

Introduction: This plan sets out the actions being taken by the school to address the Ofsted key issues detailed in the last inspection in July 2014.

Summary of key findings detailed by OfSTED

Improve the quality of teaching so that it is consistently good or better by:

  • making sure that activities are set at the right level to close the gaps between pupils and to stretch those who need more challenge
  • raising expectations of pupils’ written work, including in other subjects
  • ensuring that agreed policies and practice in marking pupils’ work are implemented at all times, particularly in subjects beyond English and mathematics.

Strengthen the depth and breadth of pupils’ learning in a range of subjects by:

  • implementing proposals for the new curriculum from September, and ensuring that sufficient time is given to all subjects
  • providing greater opportunities for pupils to use literacy skills and mathematical knowledge across a range of subjects.

Monitoring and Evaluation of Progress

The SLT and governors will monitor progress against the school improvement plan with full evaluation at the termly governing body meeting with progress communicated to parents at least termly.

These areas for improvement are the key priorities for the School Plan

  1. The Quality of Teaching, Learning and Assessment in School
/
  1. Outcomes for Pupils
/
  1. Effectiveness of Leadership and Management in the school
/
  1. Personal Development, Behaviour and Welfare of Pupils at the School

  • Ensure teachers pinpoint exactly what pupils learn and set tasks at the right level of challenge
  • Provide more opportunities to use literacy skills and mathematical knowledge in other subjects
  • To continue to ensure that agreed policies and practice in marking pupils’ work are implemented at all times
/
  • To narrow the gap in achievement between all groups of pupils
  • Create a more inspiring curriculum which motivates pupils to learn
  • Ensure all children are making the expected progress
/
  • Ensure a broad and balanced curriculum is in place to allow all subjects to be taught in depth
  • Ensure action plans show exactly what will be done to raise standards to help leaders and governors to check progress
  • To develop new systems for analysing the information about pupils’ attainment and progress
/
  • Continue to monitor attendance, in particular persistent lateness.
  • Regular monitoring of behaviour logs and incident book.

SCHOOL IMPROVEMENT PLAN FOR CAGE GREEN PRIMARY SCHOOL
Standards: Standards and achievement in the school to improve so that they are in line or above national averages by
July 2016
KS1 Summer 2016: 62 children in the cohort (including 3 children in the Phoenix Centre)
Figures in purple are % of main school children at ARE at the end of Term 6 (Interim Teacher Assessment).
  • 84% (52 children) to achieve expected in reading–70%
  • 73% (45 children) to achieve expected in writing – 66%
  • 85% (53 children) to achieve expected in maths – 69%
  • 35% (22 children) to achieve exceeding in reading – 22%
  • 19% (12 children) to achieve exceeding in writing – 14%
  • 37% (23 children) to achieve exceeding in maths – 17%
  • 95% of children to have made at least 12 steps of progress during the course of KS1 –
Reading – 77% / Writing – 53% / Maths – 65%
(figures are calculated using ‘End of Reception’ Vs KS1 Interim Teacher Assessment)
Year 1: 63 children in cohort (including 4 children in the Centre)
83 % (52 children) achieving 32+ in phonics assessment (77%)–
Y1 - 75% achieving 32+ exc Centre / 72% achieving 32+ inc Centre
Y2 retakes – 69% achieving 32+ exc Centre / 55% achieving 32+ inc Centre. This compares with 36.4% inc Centre in 2015.
Year R: 59 children in cohort (including 1 child in the Phoenix Centre)
Early Years below/ broadly average 69% (41 children) achieving GLD –
75% achieving the ‘Good Level of Development’ / KS2 Summer 2016: 66 children in the cohort (including 6 children in the Phoenix Centre)
Figures in purple are % of main school children at ARE at the end of Term 6 (Interim Teacher Assessment Data in brackets)
  • 79% (53 children) to achieve expected in Reading -65% (85%)
  • 74% (49 children) to achieve expected in Writing – 72% (72%)
  • 74% (49 children) to achieve expected in Maths – 48% (80%)
  • 79% (53 children) to achieve expected in Science – 88% (88%)
  • 73% (48 children) to achieve expected in SPAG– 52%
  • 21% (14 children) to achieve exceeding in Reading - 17% (47%)
  • 23% (15 children) to achieve exceeding in Writing – 25% (25%)
  • 23% (15 children) to achieve exceeding in Maths– 8% (23%)
  • 21% (14 children) to achieve exceeding in SPAG– 12%
  • 74% (49 children) to achieve expected+ in Reading, Writing & Maths combined - 37% (68%)
  • 21% (14 children) to achieve exceeding+ in Reading, Writing & Maths combined– 0% (18%)
  • Averaged Scaled Score Reading (103) - 102.3
  • Averaged Scaled Score SPAG (104)- 100
  • Averaged Scaled Score Mathematics (103)– 99.2
Progress figures are calculated comparing KS1 Baseline Vs KS2 (using Cage Green defined table for reference)
  • 89% (59 children) to have made at least 24 steps of progress in Reading since KS1 – 88%
  • 91% (60 children) to have made at least 24 steps of progress in Writing since KS1 – 69%
  • 88% (58 children) to have made at least 24 steps of progress in mathematics since KS1 – 72%

Achievement:
  • All pupils in YR to record significant progress from their starting points with an increase in the number of pupils working at age related expectations. (% exceeding or Expected Prime/ Specific/ all Learning Goals)
Attainment on Entry
59 children / At end of Term 6
Reception (%) / Reception (%)
22-36 months / 30-50 months / 40-60 months / ELG
Meeting / Emerging / Meeting / Emerging / Meeting / Beginning+ / Developing+ / Embedded+
Reading / Please see Baseline Data sheets / 88 / 75 / 38
Writing / 87 / 75 / 38
Number / 88 / 82 / 65
Shape, Space and Measures / 87 / 80 / 65
Teaching and Learning: Through triangulation (data, book scrutiny, lesson observations) all teaching and learning to be at least good to enable children to make good progress
Milestones:
December 2015 - All teaching and learning in the school to be at least good
April 2016 - All teaching and learning in the school to be at least good with 29% (5 teachers out of 17) consistently outstanding
100% of teaching and learning at least at the expected standard. 41% above expected.
July 2016 - All teaching and learning in the school to be at least good with 35% (6 teachers out of 17) consistently outstanding
100% of teaching and learning continues to be at least the expected standard. 35% above expected
Attendance:
•Attendance to be in line with national average by the end of the school year 2015-16 including all vulnerable groups
Attendance is 95.4% compared to national of 96%
Pupil Premium is 94.2%
Non Pupil Premium is 95.9%
Boys is 95.2%
Girls is 95.6%
•Persistent absence to be in line with the national average by the end of the school year 2015-16(2015 National = 2.7%)
Persistent absence (85% or less) = 3.7% (a significant reduction from 5.1% in 2015
Persistent absence (90% or less) = 12%
PRIORITY 1: THE QUALITY OF TEACHING, learning and assessment IN school
FOCUS / Success Criteria
In order to be judged good, the following criteria will need to be met:
  • Teachers use effective planning to help pupils learn well. Time in lessons is used productively. Pupils focus well on their learning because teachers reinforce expectations for conduct and set clear tasks that challenge pupils.
  • In lessons, teachers develop, consolidate and deepen pupils’ knowledge, understanding and skills. They give sufficient time for pupils to review what they are learning and to develop further. Teachers identify and support effectively those pupils who start to fall behind and intervene quickly to help them to improve their learning.
  • Teachers use their secure subject knowledge to plan learning that sustains pupils’ interest and challenges their thinking. They use questioning skilfully to probe pupils’ responses and they reshape tasks and explanations so that pupils better understand new concepts. Teachers tackle misconceptions and build on pupils’ strengths.
  • Teachers give pupils feedback in line with the school’s assessment policy. Pupils use this feedback well and they know what they need to do to improve.
  • Teachers set homework, in line with the school’s policy and as appropriate for the age and stage of pupils, that consolidates learning and prepares pupils well for work to come.
  • Teachers develop pupils’ reading, writing and communication, and where appropriate mathematics, well across the curriculum. For younger children in particular, the teaching of phonics is effective in enabling them to tackle unfamiliar words.
  • Teachers expect and encourage all pupils to work with positive attitudes so that they can apply themselves and make strong progress.
  • Pupils develop the capacity to learn from mistakes and they become keen learners who want to find out more. Most are willing to find out new information to develop, consolidate and deepen their knowledge, understanding and skills, both in lessons and in extra-curricular activities.
  • Most pupils commit to improving their work. They are given time to apply their knowledge and understanding in new ways that stretches their thinking in a wide range of subjects, and to practise key skills.
  • The school gives parents information about how well their child is progressing, how well their child is doing in relation to the standards expected, and what their child needs to do to improve.
  • Teachers promote equality of opportunity and diversity in teaching and learning.

Teaching is not consistently good. Teachers do not always set work at the right level to challenge pupils of different abilities.
The focus on English and mathematics means that not all subjects are taught in enough depth.
Pupils do not have enough opportunities to use literacy skills and mathematical knowledge in other subjects.
ACTION PLAN
ACTION / LEAD PERSON / MONITORING / RESOURCES / TIMESCALE / SUCCESS CRITERIA + MILESTONES / STATUS
1.1 / To continue the coaching plans for any teacher less than good. / HT / GB – Monica Pell / £2000 equating to 10 days supply cover for qualifying teachers
PPA Time / As per schedule / Triangulation confirms that 100% of teaching and learning is good or better.
Dec 2015–100% at least good.
Apr 2016–100% at least good with 29% outstanding
July 2016– 100%at least good with 35% outstanding.
1.2 / Intervention programmes established and impact measured. / SENCO + KM / GB – Monica Pell / £5400 employing Louise Barber one day a week.
Lisa N/ Lisa S supporting interventions
PPA Time / Ongoing / Monitoring confirms through analysis of provision maps interventions are embedded resulting in accelerated pupil progress.
1.3 / Develop provision across the school ensuring differentiation and challenge for all pupils especially those of high ability. / SENCO / SLT through pupil progress meetings.
GB – Data Cttee (AB) / £1000 to be spent on resources for G+T.
PPA time. / Term 1-6 / Monitoring confirms differentiation is in place and all pupils appropriately challenged resulting in accelerated pupil progress.
Term 2/4/6 – data shows vulnerable groups are making the expected progress.
1.4 / Develop provision and expertise across the school in the teaching and assessment of mathematics. / LofL for Maths / DHT / £5000 to be spent on resources/ training / Term1-6 / Triangulation of the quality of teaching and learning in Mathematics is graded at least good.
Dec 2015 – 100% at least good
Apr 2016 – 100% at least good with 29% outstanding
July 2016 – 100% at least good with 35% outstanding
1.5 / Agreed monitoring schedule implemented including external validation. / DHT / HT
GB- L+D Cttee (Monica Pell and Steve Cole) / £500 to release LofL for observations. IA visits. / As per schedule / Senior and Middle Leaders to make secure judgements of T+L with support plans in place for underperformance resulting in rapid improvement of teaching and learning. External monitoring confirms the school is on track to meet milestones.
1.6 / Curriculum Plans embedded for all subjects in response to the new National Curriculum for Sept ’14. / LofL (All) / DHT and L+D Cttee (MP/SC) / £840 for course costs. £800 supply costs.
Management time for LofL / Term 1-6 / Curriculum engages all pupils resulting in raised achievement with explicit cross curricular links and improved independence.
1.7 / Develop provision across the school to embed opportunities to use literacy and numeracy skills in other subjects. / LofL (AR/ JW/ CH) / HT / £3000 for management time for LofL / Term 1 -6 / Monitoring (book/ planning scrutiny, lesson observations) confirms opportunities in place to demonstrate literacy and numeracy skills resulting in accelerated pupil progress.
Term 2/4/6 – data shows vulnerable groups are on track.
1.9 / To ensure the children have full understanding of their learning journey. / Liz Clark / LofL / £400 for release time / Term 1-6 / Targets to be fully understood by all children and stakeholders leading to expected progress/ attainment.
1.10 / Embed provision for the teaching, learning and assessment of SPAG. / LofL for English (AR) / HT / £500 for release time.
£2000 to resource SPAG / Term 1-6 / Scheme of work, including assessment for SPAG fully embedded throughout the school resulting in at least expected progress.
Age related expectations to be in line with national
IMPACT
  • Topic curriculum Cycle A embedded and understood by all resulting in improved cross curricular opportunities for reading, writing and maths as evidenced in books.
  • Targets set for Years 3-6 using teacher’s knowledge, FFT Aspire and KS1 Baseline. Targets for Year 1 and 2 set using teacher’s knowledge and achievement at Early Years.
  • Baseline assessment completed for Year R and gaps identified.
  • Lesson observations all at least the expected standard.
  • Electronic analysis system in place to allow deep analysis (Pupil Asset)
  • Governors attended collaboration moderation at Cage Green (Maths)
  • Numicon intervention training for Year 3 TAs will mean suitable interventions are ready to set up in Term 1 for those children just slightly below expected.
  • Abacus training will support teachers in their teaching and learning in Years 5 and 6 through support in planning and resourcing

NEXT STEPS
  • Assessment scheme for SPAG for all year groups
  • Further training needed for Pupil Asset for Leaders of Learning
  • Provision Maps to be embedded and fit for purpose in all year groups resulting in accelerated progress. Years 3, 4 and 6 show SEN/ School Concern children making similar or better progress.
  • Numicon interventions to be monitored in Year 3 to evaluate effectiveness and progress children make.
  • Numicon intervention training to take place for Year 4 TAs.
  • Additional Numicon and manipulatives training to take place for main school and centre TAs (Monday 24th October 2016).
  • Monitor effectiveness of Abacus in Years 5 and 6 next year.

PRIORITY 2: outcomes of pupils at the school
FOCUS / Success Criteria
In order to be judged good, the following criteria will need to be met:
•Across almost all year groups and in a wide range of subjects, including in English and mathematics, current pupils make consistently strong progress, developing secure knowledge and understanding, considering their different starting points.
•In a wide range of subjects, the progress of disadvantaged pupils, disabled pupils and those with special educational needs currently on roll is close to or is improving towards that of other pupils with the same starting points.
•Pupils read widely and often, with fluency and comprehension appropriate to their age. The vast majority of children in Year 1 achieve the expected standard in the national phonics check.
•Pupils’ progress is above average or improving across most subject areas. Overall progress of disadvantaged pupils and those with special educational needs is above average or improving.
•From different starting points, the proportions of pupils making and exceeding expected progress in English and in mathematics are close to or above national figures. The progress of the vast majority of disadvantaged pupils is similar to or improving in relation to other pupils nationally.
•Where attainment overall is low, it shows consistent improvement.
•Pupils are well prepared for the next stage of their education, training or employment and have attained relevant qualifications. The proportion of pupils progressing to higher and further education establishments, apprenticeships, employment or training is close to or above average. These pupils do so at a level suitable to meet appropriate career plans.
Pupils’ achievement is not yet good. The majority of pupils make expected progress and some are making faster progress.
The rate of progress for some groups and in some classes is not fast enough.
Not all groups of pupils do equally well, boys do not do as well as girls. Pupils eligible for additional government funding are doing better in some year groups than others.
ACTION PLAN
ACTION / LEAD PERSON / MONITORING / RESOURCES / TIMESCALE / SUCCESS CRITERIA + Milestones / EVALUATION / STATUS
2.1 / Conduct regular, robust pupil progress meetings (inc attendance data for vulnerable groups). / HT / GB – Teaching and Learning Cttee (Monica Pell/ Steve Cole) / £500 supply costs to release teachers.
Directed time / Term 2,4 and 6. / Regular pupil progress meetings in place with staff held to account. Intervention programmes and individual targets in place resulting in measured impact in achieving the overarching success criteria.
2.2 / Establish networks focusing on improving standards across all subjects. / HT / DHT / Staff Meeting time / Term 1-6 / Collaboration networks embedded to support school improvement resulting in agreed milestones achieved.
2.3 / Leaders of Learning to monitor tracking data of boys against girls in all year groups. / LofL (All) / HT
GB – Data Cttee / LofL management time / Term 1-6 / Gender gap to be in line with national trends in reading, writing and maths through focused tracking and appraisal objectives resulting in agreed milestones above.
2.4 / Leaders of Learning to monitor tracking data of pupil premium children against non-pupil premium in all year groups. / LofL (All) / HT
GB – Data Cttee
IA – Noureddin Khassal / LofL management time / Term 1-6 / Pupil premium gap to be in line with national trends in reading, writing and maths through focused tracking and appraisal objectives resulting in agreed milestones above.
2.5 / Address gaps in staff subject knowledge.(Computing and PE) / DHT / HT / £1000 training costs funded through Sports Premium. £400 supply costs for RN. / Term 1-6 / Staff subject knowledge embedded through a range of CPD opportunities resulting in increased subject confidence.
2.5 / Ensure a curriculum balance across subjects. / LofL (All) / HT / Management time
£400 supply cover costs to release RC/AR. / Term 1-6 / Monitoring of timetables and planning shows that pupils across the school are provided with a daily 60 minute session on mathematics resulting in milestones achieved.
2.6 / Pupil Asset training for all staff in respect of new end of year descriptors / Leader of Phoenix Centre and HT / GB – Data Cttee / £1500 training costs.
Staff Meeting time. / Term 2 and 3 / Updated tracking system understood by staff. (Pupil Asset)