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School Improvement Working Groups

Focus for 2018/19

 

The focus of work for the Trust in 2018/19 will shift form reading - although this work will continue to develop - and the main area for Trust development will be writing.

 

The aims of the work are as follows:-

 

  • Children make accelerated progress from their starting points (4+ jumps) in Reception class towards the Early Learning Goal in Writing.
  • Writing outcomes at KS1 & KS2 show improvements from the previous year.
  • A greater % of pupils reach end of year expectations in writing in all year groups.
  • Progress data from KS1 – KS2 at least in line with national levels.
  • An increase in % of children meeting end of year expectations in writing in each year group.
  • An improvement in the application of age appropriate GPS skills in all independent writing.
  • An increase in opportunities for cross curricular writing.

 

As before, a detailed action plan is in place which is monitored by the Trust consultant and reviewed and evaluated by the Trust consultant and the Trust Board.

In 2017/18 the Trust continued to work together on improving outcomes in reading. The aims remained the same and the outcomes were monitored and evaluated by the Trust consultant.

 

The work on reading had a very positive impact across the five schools – see below

 

Aims and Impact of Reading Action Plan 2017/18

 

  • Children make accelerated progress (4+ jumps) in Reception class towards the Early Learning Goal in Reading - accelerated progress was made by between 75% and 100% of Reception pupils across the 5 schools.
  • Reading outcomes at KS1 & KS2 show improvements from the previous year - KS1 reading outcomes remained fairly stable but significant gains over the two years were seen at KS2. Four out of the five schools had outcomes exceeding national levels at expected level and three out of five schools at greater depth. In the combined attainment at EXS in reading,  writing and maths there was a cumulative increase of 67% from 2016.
  • A greater % of pupils reach end of year expectations in reading in all year groups - this was evident in all schools through teacher assessment and our termly Rising Stars test outcomes.
  • Progress data from KS1 – KS2 at least in line with national levels - All schools had progress levels in reading above the national level of zero.
  • An increase in children’s understanding of a wider vocabulary in reading and an increase in children’s fluency and stamina in reading. This was evidenced through test outcomes, formative teacher assessment and fluency assessments.
  • An increase in parental involvement in reading - This was evident in all schools across the Trust. Events such as Book Week ( including visit from Michael Rosen), strong links with the library service, subsidised book sales and events such as bedtime stories with parents in school have strengthened the involvement of parents and families and raised the status of reading across the Trust.

 

The work in speaking and listening has also continued to have a positive impact across the Trust. Evidence for the improvement can be seen in the outcomes at the end reception in speaking and listening and the quality of engagement in activities such as debating events.

In 2016/17 the Trust have worked together on two key priorities, Reading and Communication.  A detailed action place is in place, monitored regularly by the Trust Consultant and reviewed by the Trust Board.

 

Reading - to improve attainment in reading

 

  • Children make accelerated progress in Reception class towards the Early Learning Goal in Reading. 

  • Reading outcomes at KS1 & KS2 show improvements from the previous year. 

  • A greater % of pupils reach end of year expectations in reading in all year groups. 

  • Progress data from KS1 – KS2 at least in line with national levels. 

  • An increase in % of children meeting end of year expectations in reading in each year group. 

  • An increase in children’s fluency and stamina in reading. 

  • An increase in parental involvement in reading. 

 

Communication to raise overall attainment and levels of progress by improving pupil’s communication and spoken language skills.

 

  • Children make accelerated progress in Reception class towards the early learning goals in the Communication and Language (Listening and attention, Understanding and Speaking) strands. 

  • Children in years 1-6 make rapid progress (January to July) towards meeting age related expectations in spoken language. 

  • Staff confidence and expertise in developing communication skills is significantly improved. Impact evident in high quality verbal interactions in the classroom. 

  • All physical classroom environments promote language development and communication. 

  • Pupil confidence in the use of spoken language is improved through projects such as the Debating project and Drama programme. 

  • Consistency of approach in improving communication skills evident across all schools.

In 2015/2016 the decision was made to have one key area for school improvement. A significant amount of time and money has been invested in this area of focus to ensure impact.

 

Our priority is Communication – To raise overall attainment and levels of progress by improving pupils communication and spoken language skills.  A detailed action plan is place, and is monitored regularly by the Trust consultant.

 

Our aims:

  • Children will make accelerated progress in Reception class towards the early learning goals in the Communication and Language strands.
  • Children in years 1-6 will make rapid progress towards meeting age related expectations in spoken language.
  • Staff confidence and expertise in developing communication skills is significantly improved.
  • All physical classroom environments promote language development and communication.
  • Pupil confidence in the use of spoken language is improved through projects such as the Debating project and Alive & Kicking programme.
  • The impact of improvements in spoken language will be evident in other subjects.

 

We have written and published a detailed document that provides a clear framework for teaching and assessing spoken language in each year group.

 

Each school has two Lead Communication practitioners who are being trained to ensure that we all achieve the Elkan Communication Friendly status by the end of the year.

 

Previous School Improvement priorities

In 2014/2015 there were three main areas of focus:

 

Improving Speech and Language skills

 

  • Early Identification of Speech & Language needs.
  • Increased number of parents accessing workshops.
  • Accredited training for Teaching Assistants.
  • Talk Boost practice embedded in Foundation and Key Stage 1.
  • Outcomes from drama are evident when applied to verbal and written skills.
  • Debating workshops evidence improvement in confidence in speaking skills.  Debating skills applied in written work.
  • Pen Pals established across all schools.

 

Ensuring consistently good and outstanding teaching and learning

 

  • Effective marking strategies reported in all 4 schools.
  • Children responding to marking and making progress as a result of incisive feedback.
  • More accurate moderation of work as a result of shared discussions.
  • Increased knowledge and expertise of Teaching Assistants as a result of CPD.
  • Identified staff in all 4 schools cascading information to all support staff.
  • Increased expertise of staff to deliver and support speech and language.
  • Shared best practice.

 

Assessment without levels

 

  • Portfolios of moderated work, assessed using the new national curriculum, have been created and are now available on the website.

 

As a Trust in 2013/14 we worked on four priorities to improve our schools and raise standards:

 

Ensuring consistently good and outstanding teaching

 

  • Shared training days on teaching and learning
  • Shared leadership development
  • Improved lesson starts
  • Focussed on first hand experiences

 

Increasing rates of attendance

 

  • Worked across the Trust
  • Attendance toolkit in place
  • Improved attendance in all schools

 

Improving progression in Maths at Level 3

 

  • Increased progress
  • New materials in use
  • Successful interventions in place

 

Improving speech and language skills

 

  • Joint training for staff
  • Increased number of pupils receiving speech and language support
  • Support for parents

 

 

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