Kent Association of Headteachers
Interim Review Form (to be submitted by 31st March 2015)
Name of Collaboration:Lead School: / Headteacher: / Email address:
Tel No:
List of all other schools in the collaborative:
School / Current Ofsted Status
Total funds allocated to the collaboration in 2014-15
Please set out below how the money has been spent:
Priority:Objective / Activities / Outcomes (include quantifiable data wherever possible) / Amount spent to date
1.1 All teaching triangulation within hub schools is good and moving towards outstanding / Hub Training
Consistently good bespoke training
Good to outstanding bespoke training
Shared CPD opportunities
EYFS training and coaching led by Shipway teaching school
Hub Support/Challenge
Schools who are judged by Kent to be 1 or 2 access school external view through the hub
Hub Evaluation
Headteachers to report to Hub Board meetings progress of priority / CAPEL
T+L rating has moved to 89% good T+L from 75%
Outstanding teaching is currently at 11%, teaching and learning is now good with outstanding elements in a further two classes, and if this is consolidated, the rating will move to 33%.
1.3 Leadership within hub schools has a clear capacity to improve / Hub Training
Effective Classroom Observation training by Cambridge Education
Bespoke coaching training for senior leaders
Subject leadership training
Internship
Leadership group
Governor CPD- How to ensure your school is good and moving to outstanding
Hub Support/Challenge
Paired observations of teaching within hub
Hub headteachers to take part in reciprocal learning walks in all schools
SEF sharing within headteacher group
Subject leaders groups established for all subjects
Hub Evaluation
Headteachers to report to Hub Board meetings progress of priority / 2 further teachers trained as part of Cambridge course. 6 of current staff have now received this training, (from a staff of 10.)This has meant that more staff are able to carry out lesson observations and other triangulation activities with confidence, and has had a definite impact on the role of subject coordinators and the consistency of their judgement.
Headteacher and Deputy are taking part in the bespoke training session. HT has recently trialled coaching with a middle leader taking part in NPQML and the result was that the middle leader was able to set themselves clear goals and action points, which will be of benefit to their professional development and help them to develop a school improvement priority.
School is currently recruiting a learning mentor who will be trained to coach individual pupils who have learning gaps.
Coaching is becoming part of the culture of the school.
School sent a governor rep to SLH training, and is preparing an action plan to move governance towards outstanding, based on the key messages.
HT carried out a reciprocal learning walk in October 2014. Impact has been
a) A review and development of the school learning environment
b) Greater consistency and progression in the teaching of maths and guided reading.(amendment and application of school policies, more accurate and progressive use of practical resources, improvements in the regularity and quality of guided reading sessions)
c) Different approaches to leadership-moved to a more pace setting style, which is having a positive impact.
Priority: Priority 2: All school’s to have outcomes at KS2 above national average
Objective / Activities / Outcomes (include quantifiable data wherever possible) / Amount spent to date
2.1 Progress within hub schools meets and exceeds DfE floor standards.
Capel-Le-Ferne Primary School: 97% 2 levels progress in maths
28% 3 levels progress,100% 2 levels progress in reading, 50% 3 levels progress, 97% 2 levels progress in writing, 28% 3 levels progress, APS of 14+ points in r,w,m / Hub Training
Assessment working party
Next Steps mentoring coaching to develop a system of pupil centered targeted setting
Hub Support/Challenge
Assessment moderation across hub of age appropriateness within each year group using different assessment approaches
Hub Evaluation
Headteachers to report to Hub Board meetings progress of priority / Currently (term 3 data)
91% of children have made 2 levels of progress in reading
94% have made 2 levels progress in writing.
91% have made 2 levels progress in maths.
47% are on target to make 3 levels progress in reading
31% are on target to reach 3 levels progress in writing.
31% are on target to reach 3 levels progress in maths.
Current APS progress KS1 to 2:
13.75 Reading
12.44 Writing
11.75 Maths
2.2 Attainment within hub schools meets and exceeds DfE floor standards.
Capel-Le-Ferne Primary School: School: 84% combined l4+
31% level 5 + / Hub Training
Bespoke spelling training
Bespoke L5/6 Reading training
Bespoke achieve secondary readiness mathematics training
Hub Support/Challenge
Year group action plans
Hub Evaluation
Headteachers to report to Hub Board meetings progress of priority / Currently(term 3 data) 84% of year 6 children have attained combined Reading, writing and maths level 4
34% of children are on track to attain combined level 5 in Reading, writing and maths (have either reached this mark now or are within one sub level.)
Priority: Priority 3: Reduce gap in attainment for FSM and SEND pupils
Objective / Activities / Outcomes (include quantifiable data wherever possible) / Amount spent to date
3.1 Gap in attainment for FSM pupils reduced
Capel-Le-Ferne Primary School: Yr 6 all pupil premium eligible children score 14+ points progress in all subjects / Hub Training
Every lesson counts for TAs
FSM barriers to achievement action research group facilitated by coach
Hub Support/Challenge
Year group meetings
Hub Evaluation
Headteachers to report to Hub Board meetings progress of priority / Currently 88% of PP children (7/8) on track for 14 points APS in reading.
75% (6/8) on track for 14 points APS in writing.
62.5% (5/8) on track for 14 points APS in maths.