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(2018-19) Are you an improving school?

Explore the development of staff skills, coaching programs, and feedback mechanisms to elevate teaching quality, address pupil groups' needs, and enhance overall learning outcomes consistently.

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(2018-19) Are you an improving school?

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  1. (2018-19) Are you an improving school?

  2. Question You have rated ‘teaching and learning’ as good. Which aspects are deemed to be your strongest or outstanding aspects?

  3. What do we know already

  4. Action

  5. Impact

  6. Next Steps • What should feedback and self assessment look like in phase 1? • Level of challenge is consistently good across the school. What is required to raise the level of challenge to 3 across all phases? • How are we further developing assessment for learning and feedback and self assessment within sessions? • How can good practice in different aspects be shared across phases? RETURN to TEACHING PRACTICE RETURN to main contents

  7. How have you developed the skills of your staff to identify good/outstanding practice?

  8. Where does it all begin?Herrick Staff Handbook – 5 Non – Negotiables

  9. How are we developing staff practice? Professional development is supported by leaders through a coaching programme which encourage, challenge and support teachers’ improve their practice. Teachers have the opportunity to have a discussion about their progress with leaders, to reflect and agree on areas they need to develop, in order to improve practice in relation to the review of the 5 aspects. The 5 aspects review is carried out regularly by the HT to assess teachers understanding of the 5 non – negotiables and assess progress made against the agreed development points. A teaching value is given following this. Teachers are given regular opportunities to respond to feedback. There has also been opportunities for teachers to put their name forward for coaching (every Wednesday) with other members of staff to further develop their practice. This could consist of support with planning, watching a lesson being taught, team teaching etc.

  10. What is the impact of the coaching programme? RETURN to main contents RETURN to TEACHING PRACTICE Do the teachers teaching values in the 5 areas increase? Teachers opinions are necessary in order to understand how effective the programme is – could a questionnaire be carried out? Is the support requested from the teacher being addressed in their teaching? Are teachers aware of their next steps?

  11. Question What have you done to improve the quality of teaching and learning in the school over the past 2 years?

  12. What do we know already?

  13. Action 2016/2017

  14. Impact

  15. Action 2017/2018

  16. Impact

  17. Next Steps • With a high turnover of staff, what is the plan of action for coaching to ensure teaching and learning remains good or stronger? • How will Herrick further develop assessment for learning and feedback and self assessment in daily practice? RETURN to main contents RETURN to TEACHING PRACTICE

  18. Which groups of pupils are you targeting and how? (High Att. – reading) ACTION: Coaching drop in week revealed that the purpose and impact of reading sessions required more attention. Scrutiny of test papers revealed that more emphasis is required on the teaching of language and vocabulary. How we assess reading and making effective use of the reading journals requires more thought. A new approach to reading was introduced to Year 6 through the study of a range of extracts. This proved to be successful. All teachers delivered presentations on an aspect of Reading for all staff.

  19. Do particular groups of pupils achieve less well than their peers? What is the school doing to address this? (Disadvantage) Year 6 Action: Created learning environments to support specific focus time given to portion of time scheduled each day to develop phonemic awareness and skills for all children. New approach to Reading introduced this academic year PP chd targeted by Reading Champion KS2 Pupil Planners used daily Daily Reading to adult, partner or older child for individuals in term 2.2 Implement updated KS2 literacy unit with specific skills being taught Literacy overviews-Focus on Grammar and Punctuation at the beginning

  20. Do particular groups of pupils achieve less well than their peers? What is the school doing to address this? (EYFS – Boys) Action: Listening and attention activities/ strategies will be implemented into planning Fun Time intervention Talk for writing- boys friendly genres to be chosen Intervention- big move activities

  21. Questions What are you doing to address the difference between non-EAL and EAL in both attainment and progress in Reading(this includes Other Asian Background)? Attainment for disadvantage has beenbelow non-school disadvantage in maths on average of 26% in the last two years. What is being done to address this? Indian progress levels in maths has been below school overall. This has been a strength, why has there been a fall? RETURN to main contents RETURN to GROUPS OF PUPILS

  22. How are we using data to support and track progress and attainment across the school?

  23. What do we know already? • Data is also collected on a termly basis across the school for data analysis

  24. Impact of data collection • Data collection (see previous slide) is also taken at termly intervals for internal tracking • Analysis of our own year group (see data booklets for specific year groups) • Identification of trends and anomalies – use data to monitor sub groups • Action initiatives based on findings • Years 1 – 5 use scale scores of 100 for expected and 110 for greater-depth • Year 6 use the children’s PAG rating to enter progress scores based on their Year two attainment

  25. Action based on data analysis

  26. Impact of actions • The current actions are underway and the impact will not yet be known statistically until the Summer data is recorded.

  27. Questions to ask ourselves? Should data be collected more regularly in order to monitor progress? Would more regular data collection prevent gaps from forming? Is our approach having the impact and desired outcomes we wish for? Is there a more efficient way to record data? What changes are the class teachers making because of the data analysis? How are the actions being monitored across school? Who is responsible for them being carried out and monitored? RETURN to main contents RETURN to GROUPS OF PUPILS

  28. Where might I see intervention strategies in action around school?

  29. KS1 Letters and Sounds 9.00 – 9.20am (Mon – Thurs) Taken by a TA or Class Teacher A high percentage of children passing their phonics screening check in June 2017 (95%) Intervention groups were created from these results in order to support all abilities with their letters and sounds needs. More able children with high pass mark focus on grammar and punctuation skills Less able children with lower pass mark and retake children re-cap the phases again A total of 5 groups in year 1 A total of 4 groups in year 2 It is expected that all year 2 re-take children and more than 95% of year 1 children will pass their Phonics Screening Check in June 2018

  30. Reading 11.30 – 12.10am (Mon – Fri) Improving reading is a whole school priority (2017 -18) Children who are more fluent readers and more competent at reading comprehension stay with the class teacher in main class – look at stories (KS1) or extracts (KS2) Children who lack confidence and need extra support with their reading fluency and comprehension work outside of the classroom in small groups with a TA to practise and improve these skills Reading champion works with children in KS1 (am) and KS2 (pm) – focussing on greater depth/ more able readers and pupil premium children

  31. Literacy and Numeracy Literacy and numeracy interventions take place across both key stages. TAs take these groups in order to support children acquire the necessary foundations that they need in order to access the learning taking place in the classroom.

  32. What is the impact of interventions? RETURN to main contents RETURN to GROUPS OF PUPILS Do the children benefit from the intervention groups? Who oversees the groups in order to assess their effectiveness? Are our middle ability children getting the intervention support they need to be consistently achieving the expected standard? How are our more able children stretched/ supported in writing and maths?

  33. What success has the school had in increasing the achievement of those pupils identified as having SEND?

  34. FindingsSignificant progress in KS1Less progress in KS2 Why?KS1 - intervention groups sustained- More adult support for children overallPhonics teachingKS2 – higher level of need SEND childrennew arrivalstransition issues from KS1 – KS2

  35. Questions- Do we offer an effective and sustainable support programme for teachers to ensure they meet the needs of SEND children through QFT?- How can we support KS2 SEND children more effectively to ensure their progress is at least in line with KS1? RETURN to GROUPS OF PUPILS RETURN to main contents

  36. PE Questionnaire Analysis – how has this informed actions taken to support developing P.E? 2017-2018

  37. The pupil questionnaire was given to all pupils across the school from Year 1 to Year 6. In total, 265 children responded to the questionnaire. This is the analysis for all of the pupils in the school There were 14 questions in the questionnaire that, in this analysis, have been categorised into key sections:

  38. Gender context of questionnaire

  39. Pupils Attitudes in PE Most children feel confident and safe during PE lessons. Action: Teachers to ensure children are aware of the learning in the lesson and how well they have achieved.

  40. Children's’ preference of sports in PE lessons The majority of children at Herrick prefer football to other sports, however gymnastics, dance and swimming are also very popular.

  41. PE Lessons Children are aware and confirmed that they do a warm up at the beginning of their PE lessons. With regards to active learning, the children gave responses about what they do in the classroom. Action: Ensure all children participate in some form of Active Learning on a regular basis.

  42. Expectations at the end of primary school A large proportion of children responded that the could ride a bike confidently. Also, the majority of children can swim at least 5m and most 25m. Action: Encourage the children who cannot ride a bike to use the bikes on the playground. Ensure that the children who cannot swim are targeted with booster swimming lessons.

  43. Sports outside of school Many pupils at Herrick participate in sports outside of school with football and swimming being the most popular. Action: Give children the opportunity to experience a wide variety of sports and activities in school.

  44. After school clubs Overall, a small proportion of children participate in after school clubs. Action: Complete a survey to understand the activities that children would like to participate in after school and develop new clubs.

  45. Competitions and Sports Festivals A large of children at Herrick have not participated in a sports competition or festival. Action: Year groups to participate half-termly in Level 1 sporting competitions (inter and intra-class competitions). Overall RETURN to PE QUESTION ANALYSIS RETURN to main contents

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