Columbia Primary School Improvement Plan 2013-2016 Headteacher: Oliver Woodward Deputy Head: Lesley Reynolds Chair of Governors: Alan Russell
At Columbia Primary School we value
We wrote this plan following input from staff, pupils, parents and governors. It was shared with full governing body on 03.10.13.
Passion for Learning Fairness Quality Creativity Collaboration Readiness for the Future
The areas we are working to improve are chosen based on evidence from self review. This means that our selfevaluation ties in directly with our plans for improvement. Each year of the plan begins on 1st April to link with the financial year and we focus on 2 areas for improvement each year. Governors monitor the improvement plan via the Headteacher’s report.
Columbia Primary School Improvement Plan 2013-16
Aut Spr Aut Aut Spr
2015-16
Sum
Spr
2014-15
Sum
2013-14
Overview These are the things we are going to be improving over the next 3 years
Marvellous Maths – expectations, non-negotiables, aspirational targets, closing the gap, cross curricular learning Evaluate, consolidate and plan
We are writers – expectations, grammar, writing across the curriculum, closing the gap
Think about it – thinking skills for children, growth mindset
Evaluate, consolidate and plan
Love to learn – new curriculum, implementing any changes we haven’t already
Leaders, leaders, everywhere – working together TAs, Teachers, pupils, parents, how to take the lead
Evaluate, consolidate and plan
Columbia Primary School Improvement Plan 2013-16
Staff referred to in this School Improvement Plan Olly Woodward Lesley Reynolds Liz Fox Mandy Lui Erin Clinton Helen Moloney Kyrie Jeffery Emily Sharman Sonia O’Kane Janine Swan Colette Foskett Pru Clements Emma Smailes Philippa Jordan Stella Sargeson Elisa Darby Kate Windross Lotta Kivisto Sarah Ridgeon Julie Fountain
Headteacher with responsibility for Assessment (data) Acting Deputy with responsibility for Assessment for Learning and English Assistant Head with responsibility for Inclusion and Art Assistant Head with responsibility for EYU and Parents Leader of Learning for Maths Leader of Learning for Science Leader of Learning for ICT (mat cover) Leader of Learning for ICT (mat cover) Leader of Learning for PE Leader of Learning for Music Leader of Learning for Enrichment Leader of Learning for the School House Leader of Learning for Humanities Leader of Learning for Creative Teaching and Learning Assistant Leader of Learning for Inclusion Leader of Learning for Design and Technology Leader of Learning for EYU Leader of Learning for Modern Foreign Languages Assistant Leader of Learning for English Leader of Learning for PSCHE
Columbia Primary School Improvement Plan 2013-16
Columbia Primary School Improvement Plan 2013-14 Lead Target: Marvellous Maths What we’re aiming for:
Children are using the same sorts of methods across the school and are using pictures and maths equipment to help them.
What we’re going to do
•
•
•
All children are making good and outstanding progress in all year groups. More children
•
Make sure all classes have got Dienes maths equipment and order any missing sets.
Introduce strategies for division and multiplication from the calculations policy during a staff meeting. Follow up with TAs. Demonstrate how pictures and maths equipment should be used alongside calculations.
Share with parents and children on MLE and in parents’ meetings – see other maths action.
Look at different strategies for raising attainment in assessment staff meeting
Columbia Primary School Improvement Plan 2013-16
Who
When
Erin
Autumn 1
Erin
Autumn 1
Mandy, Kyrie and Emily
Autumn 2
Olly
Autumn 1
Money
What we’ll see when we’ve done it and what we’ll do to help us know E19 – Works surveys and Learning pupil voice show Resources children are using correct methods and E01 and are able to talk about E03 – their approach. Teaching and Education Support Staff E01 – Teaching Staff and E20 – ICT Learning Resources E01 – Teaching staff
Termly/ end of year tracking show Children in KS1 are making 3 or more sub levels
are reaching level 4 and level 5 at the end of key stage 2 than other schools in the country.
•
•
•
•
•
•
Introduce lesson study approach to peer monitoring to see the impact of teaching on children’s learning
FSM and other underachieving groups targeted by teachers, support teachers and TAs (Pupil Premium Funding)
Run inset on differentiation- targeting specific groups rather than adapting work up or down
More frequent moderation meetings within school and across network
Booster group/ focus group training for staff
Introduce EYU maths signing to support language.
Columbia Primary School Improvement Plan 2013-16
Stella, Olly
Autumn 1
E01 – Teaching staff
Everyon e
Ongoing
Liz, Stella
Autumn 2
E01 and E03 – Teaching staff and support staff E01 – Teaching staff
Erin, Olly
Ongoing
E01 – Teaching staff
Erin, Liz
Autumn 2
Lotta and Kate
Autumn 2
E01 and E03 – Teaching staff and support staff E01 – Teaching staff
progress a year. Children in KS2 are making 2 or more sub levels progress a year.
For children to improve their maths skills in lots of different subject areas.
•
•
•
To improve parental involvement in maths
Change foundation subject plan to include space for recording core skills – reading, writing, communication and maths
Inset (teachers and TA meetings) – introduce new planning sheet and share some activities which develop maths in a different subject area. Focus on children working at the correct level for their year group.
Check planning for developing core skills (and find examples of good planning)
•
Help in year groups where needed
•
Consult with parental involvement group on what parents would like support with
•
Use the Columbia newsletter to advertise Maths clubs and workshops to parents
Columbia Primary School Improvement Plan 2013-16
Helen, Elisa, Lotta and Kate
Autumn 1
E01 – Teaching Staff
Helen, Elisa, Lotta and Kate
Autumn 2
E01 Teaching Staff
E26 – Agency Supply
Helen Elisa
Autumn 1&2
Helen, Elisa, Lotta and Kate
Autumn
Mandy
Autumn 13
E01 – Teaching Staff
Ongoing
E22 – Admin supplies
Colette
Planning, lesson observations and samples of work will show how maths has been developed across the curriculum. Attainment and achievement in maths will improve because it receives a greater amount of teaching time.
E01 – Teaching Staff
Parents feel more confident when working with their children at home and are doing Maths at home- see
below
Parents feel more
•
•
•
•
Work with year groups to arrange workshops based on parents’ response
Use outcomes of consultation to decide which Maths methods to make child led clips of for MLE Roll out Maths MLE/Purple Mash drop in sessions across all year groups and monitor attendance (once in the year)
Mandy
Autumn 13
Kyrie
Autumn
and
13
E01 – Teaching Staff
informed and involved in their child’s Maths learning- ask parental
E20 – ICT learning resources
MLE is being used more at home- MLE
involvement group for feedback; child survey
monitoring of data
Emily
Clubs and workshops are well attended by a representative group of parents-club registers
Colette
Spring 14
E01 – Teaching Staff
Erin
Autumn 2
E01 – Teaching staff
Planning and works surveys will show new expectations are starting to be met.
Erin and Lesley
Autumn 2
E01 – Teaching Staff
Children will be making greater progress than previous years because they are mastering
Maths ‘Homework’ Club drop in for parents and children- opportunity to use MLE, resources, play Maths games, consolidate skills and knowledge
All staff to be aware of and working towards the expectations of the new National Curriculum so planning and processes are in place by the time the framework has come into effect from September 2014.
•
•
All staff review the new national curriculum in a staff meeting and identify key changes from current expectations.
Introduce non-negotiables for each year group in line with expectations from new NC.
Columbia Primary School Improvement Plan 2013-16
•
•
•
•
Send staff on CPD relating to new curriculum
Monitor planning, lessons and books to make sure new expectations are being covered.
Make links between the National Curriculum and the Primary Framework.
Identify gaps in teacher subject knowledge from planning and work surveys and provide further INSET/ CPD.
Columbia Primary School Improvement Plan 2013-16
Erin and Lesley
Ongoing
Erin and SLT
Ongoing
Erin
Autumn 1
Erin
Autumn 2
E09 – Staff developm ent and training E26 – Agency supply staff E01 – Teaching staff E09 – Staff developm ent and training
skills.
Lead Target: Consolidate, evaluate and plan What we’re aiming for:
To make children active partners in their own learning.
What we’re going to do
•
•
•
•
•
Agree the key strategies involved in assessment for learning with Virginia school. Share this with staff.
Have a joint staff meeting with Virginia. Year groups across the schools evaluate their progress in beginning to embed the strategies into teaching and learning.
Arrange to observe each others’ lessons to see areas working well in the other school.
Plan INSET on an aspect of formative assessment agreed by staff.
Deliver INSET
Columbia Primary School Improvement Plan 2013-16
Who
When
Money
Lesley, Sarah, Stella
By 8/10/13
E01 – Teaching Staff
Lesley, Liz
23/10/1 3
E01 – Teaching Staff
Lesley, Liz
Lesley, Sarah, Stella Lesley, Sarah, Stella
E26 – Agency Supply Staff
Before Christm as 2013 7/1/14
E01 – Teaching Staff
E01 – Teaching Staff
What we’ll see when we’ve done it and what we’ll do to help us know Conferencing of staff shows they have a good understanding of the key strategies involved in assessment for learning recommended by Shirley Clarke. Monitoring of planning and lessons shows that they are developing their use of these strategies with the children. Monitoring of lessons shows that children are more active in their own learning, working in partnership with teachers and other children.
•
Improve pupils understanding of our Thinking Skills curriculum.
•
•
•
•
For children to learn reading skills through
•
Peer monitoring. Team up with another class (same or different year group?) and plan lessons together. Observe the lesson taught in each class and focus closely on the learning of the children.
Staff meeting to distil the essence of each thinking skill
Consult a group of children
Working party to produce a visual document that represents thinking skills – poster
Present to staff in a business meeting and then whole school in assemblies
Refresh teachers’ and TAs knowledge of how
Columbia Primary School Improvement Plan 2013-16
Lesley, Liz
First half term Spring 2014
E01 – Teaching Staff
Philippa, Pru, Janine, Julie, Sonia Philippa, Pru, Janine, Julie Sonia Philippa, Pru, Janine, Julie Sonia Philippa, Pru, Janine, Julie Sonia Sarah and Lesley
Nov 13
E01 – Teaching Staff E22 – Admin supplies
Nov/ Dec
E01 – Teaching Staff
Jan 14
E01 – Teaching Staff
Feb 14
E01, E03 – Teaching and Support Staff
Business meeting
E01, E03 –
A visual document that children are able to use as a prompt for thinking and talking about their learning. (pupil conferences) Staff will be more able to embed thinking skills in planning and teaching “What kind of thinking are we using …?”
Monitoring of planning and lessons shows
shared reading with the teacher.
books for shared, guided and independent reading are organised and stored in the school. Renew systems for keeping track of books and replacing books. Alert staff to shared resources to support guided reading on the shared area.
To link core books, units of work and guided reading effectively. •
•
•
•
•
Plan INSETs on shared reading and how to link guided reading to units of work (reading skills, AFs and text types)
Deliver INSET on shared reading.
Deliver INSET on linking guided reading to units of work.
Continue to share ideas for guided reading on the shared area.
Refresh and update Core Book lists with teachers.
Columbia Primary School Improvement Plan 2013-16
24.9.13
Teaching and Support Staff
Sarah and Lesley
Autumn 2013
E01 – Teachin g Staff
Sarah and Lesley
21/1/14
E01 – Teachin g Staff
Sarah and Lesley
11/3/14
E01 – Teachin g Staff
Sarah
Spring 2013
E01 – Teachin g Staff
Emma
Business meeting Summer ‘14
E01 – Teachin g Staff
children learning reading skills in shared reading and beginning to use them independently in guided reading. Monitoring of planning, guided reading records and lessons shows that teachers provide learning opportunities that cover all the assessment foci across a range of text types so children become rounded readers.