Teaching and Learning

School Improvement and Development Plans 2017-18

In response to recent performance and the school's last OFSTED inspection, the governors and leadership have put a rapid action plan in place. The plan is under regular review to ensure ongoing improvement. The school engages with external support and monitoring to ensure continued progress and underwent a Local Authority Audit in October 2017 which recognised the improvement made so far.
 
 
Area for improvement
 
Teaching and learning – Ensure that all children make rapid progress from their starting points
What do we need to do? How are we going to do it? How will we know if we have achieved it?
Ensure that expectations are raised in all subjects for all children, particularly the most able
  • Communicate high expectations, through developing our behaviour policy to include behaviours for learning as well as improving our marking and feedback.
  • Expectations regarding quality and quantity of work are clear
  • Children reach or exceed age related expectations
  • Children will know what is expected of them and can talk about it
  • Improvements in quality of work across the school
  • Shared values and effective Behaviour for learning in place across the school
 
  • Provide consistently good opportunities for learning to take place across the curriculum
  • Long and Medium term plans in place – rolling programme across the school to ensure coverage in mixed aged classes
  • Children make accelerated progress in a range of subjects
Ensure assessment is accurate and progress is monitored
  • Staff engage in regular training, moderation and updates
  • Teachers confident in using a range of methods to assess children’s learning
  • Moderate as a school, within the cluster and the county
  • Judgements made at key points in the year
  • Progress tracked through Pupil Asset
  • Regular pupil progress meetings to monitor and plan intervention where necessary
  • Teachers are confident making judgments based on age related expectations
  • Timeline of assessments including baseline at the beginning of 2017
  • School has effective tracking system in place
  • Effective intervention is in place
Effective making and feedback policy in place
  • Agree effective practice which will impact on children’s learning
  • Teachers have opportunities to see a range of practice, working together, and with other schools
  • Agree school policy with common practice across the school
  • Policy in place
  • Common practice visible across the school
  • Children receive effective feedback which moves learning forward
  • Children understand their next steps
Ensure Teaching is consistently good or better
  • INSET on quality of teaching
  • Agree planning formats with teaching staff for English and maths
  • Regular programme of monitoring and lesson observation criteria agreed
  • Mentor support from colleagues, opportunities to observe colleagues/good practice
  • Children make progress in line with other children nationally
  • Lesson observations /work scrutiny show that teaching is consistently good or better and children make good progress in lesson
  • Shared understanding of what good teaching looks like
  • Common effective planning formats in place
  • Leadership have a good understanding of teaching needs across the school and areas for improvement
  • Good practice is shared across the school and teachers feel supported