English Action Plan 2013-14

Mill Hill Primary School English Strategic Plan 2013-2014 Page 1

Curriculum Action Plan for ENGLISH 2013-14

Created by Samantha Watts

English development focus Spring 1 In January 2013 Ofsted judged Mill Hill Primary School to require improvement and identified three issues that the school needs to address to become good. 1. Improve the quality of teaching so that it is at least consistently good by: a. ensuring that all pupils are provided with work that is challenging enough b. raising teachers expectations of the amount of work to be produced in lessons c. ensuring that when working alone, pupils are on task, actively engaged and producing an adequate quantity of work 2. Improve achievement, particularly that of the most able pupils, so that more reach the higher levels by: a. Focusing on carrying out the actions planned to accelerate progress in mathematics in Key stage 2 b. Ensuring that work set for the most able pupils is not too easy and provides sufficient challenge 3. Improve the effectiveness of leadership and management by: a. Ensuring that teaching is monitored in a more rigorous way and provides clearer guidelines for improving pupils progress


Improving Outcomes Priority: Key Theme 1: Improving Outcomes Main objective: To raise standards and accelerate progress in all year groups in reading and writing, to ensure that all standards are at least broadly in line with or exceeding the national expectations, with all year groups meeting D level FFT estimates. For all classes to be adding 6 APS at Key Stage 1 and 4 APS at Key Stage 2 during the year. Additionally to increase the proportion of more able children and potentially able children reaching the higher levels (target the top third of every class). Main strategies:

Analyse and evaluate whole school data for standards and progress half termly, identifying any trends linked to groups of children e.g. PP, vulnerable, SEN.

Identify key children within each cohort where progress is slower or standards are not being met. Meet with class teachers and discuss/identify strategies to be put in place to improve this.

Quality targeted provision for SEN and able pupils, with interventions showing impact on childrens learning.

Planning to show evidence of assessment being used to impact further on childrens learning.

Reading and writing assessments to be accurate and consistent and identify appropriately challenging next steps and targets for children.

Overarching success criteria:

- For pupil attainment by the end of years 2 and 6 to be at least in line and regularly exceeding national averages in reading and writing at both the expected and higher levels

- For each cohort to be meeting at least D estimates on FFT

- For all children to be making at least 3 sub levels of progress (6APS) at key stage 1 and 2 sub levels of progress (4APS) at key stage 2 each year

- For at least 68% of FS pupils to be meeting Early Learning Goals by the end of foundation stage

- For all year groups to be on track for English standards to be at least broadly in line with national averages at the end of each key stage

- For teacher assessment in reading and writing to be accurate and consistent across the school, the federation and with other schools

- For there to be no more than 1APS difference between pupil premium children and non-pupil premium children in any class


Evaluation questions

- Is the school achieving at least in line with national and local standards in all year groups for reading, writing, mathematics and science?

- What proportion of each cohort is working at the higher levels in reading, writing, mathematics and science?

- In which year groups are rates of progress and levels of achievement improving in mathematics?

- Which groups, cohorts and individuals are achieving outcomes in line with or exceeding the schools milestones and which are falling short of these?

Autumn Spring Summer


Key Theme Time Person/s responsible

Monitoring Costings Time

Analyse whole school data looking for trends in standards and/or progress; particularly in groups (SEN, able, PP, vulnerable, ethnic etc.) Inform staff of these trends and identify any actions which are necessary to address any issues within the trends.

Half termly ESL and Innovation team

H of S

Analyse cohort data; identify key children where progress is slower or standards are not being met. Meet with class teacher to discuss/identify actions to be put in place to accelerate learning.

Half termly ESL H of S day

Evaluate above actions for impact the following half term. Identify next steps. Half termly ESL H of S

English advisor to work sample/pupil conference able children with class teachers for reading/writing. Discussion linked to next steps and challenging targets to move forwards.

Half termly ESL H of S 1 day

Class teachers to work sample/pupil conference able children for the area of English not completed with English advisor.

Half termly ESL H of S PPA? Or 1 hour?

Twilight to share outcomes of work sampling/pupil conference and setting next steps for able children.

Half termly ESL H of S



Improving provision Priority: Key Theme 2: Improving provision

Main objective: To improve learning & teaching in reading and writing so that it will be consistently good with much that is outstanding because children will be fully engaged in the learning process and learning will be differentiated, well-paced and challenging, enabling all children to make good progress within lessons and over time. The learning environment will promote high quality learning and learning will be undertaken across a language rich, context driven, broad curriculum with clear skills progression. Main strategies:

- Continue to develop talk for writing type strategies to build a language rich English curriculum and environment

- For all staff to set high expectations of learning and of the amount and quality of work produced and learning taking place.

- For teachers to plan in opportunities for reading and writing skills be applied across the curriculum.

- For feedback to provide high quality assessment and targets for children to improve in their learning. Evidence of progress should be seen through feedback.

- Further develop an understanding of how to challenge and extend more able pupils within writing.

- Further develop use of Blooms taxonomy to create meaningful task within guided reading.

- To continue to promote a love for reading across the school.

- To develop school newspaper & radio station (initially as a focus for more able)

Overarching success criteria

- For all teachers to be consistently delivering good learning

experiences in reading and writing for 90%-100% of the time aiming for at least 40% being outstanding

- For monitoring to indicate that all children are fully challenged in their learning both through focus, adult-directed learning and through independent child-led learning

- Children to apply basic reading and writing skills at a good standard across a broad, rich curriculum

- For provision for SEN, able and pupil premium to be of a high standard exemplified by the good progress made by these children

- For children to be able to talk about and know how to improve their reading and writing

- For all teachers to be confidently using a range of pedagogical strategies to challenge and extend childrens learning in reading and writing.

- For monitoring to indicate that all adults are using assessment to identify and set appropriately challenging targets for children, particularly the able.



- What percentage of learning and teaching is good & outstanding for reading and writing; is there any variation between subjects?

- What evidence is there that children are fully engaged in the learning process and taking responsibility for their learning in all year groups?

- Are observations of learning and teaching firmly focussed on progress for individuals, groups and classes? Autumn Spring Summer




Twilights to review talk for writing type strategies; including monitoring planning, learning walk of school environment and work sampling. Areas of success and next steps identified and planned for strategies to address.

2/3 twilights.

Work sampling of English books against pupil progress levels how are next steps identified in pupil progress being met within planning? Are objectives

Autumn 2 ESL

Lead discussion with staff about how we provide opportunities for reading and writing to be applied across the curriculum. How do we need to be more explicit to ensure that these opportunities happen? Monitor later in term.

Spring 1

Monitor feedback in English books and guided reading how does our feedback help learning moved forward. Plan and deliver twilight based on the outcomes of monitoring.

day

English advisor to work sample/pupil conference able children with class teachers for reading/writing. Discussion linked to next steps and challenging targets to move forwards.


Class teachers to work sample/pupil conference able children for the area of English not completed with English advisor.

Half termly ESL H of S PPA? Or 1 hour?

INSET day to focus on further developing talk for writing strategies and Blooms taxonomy for guided reading.

Yr1 and 4 to take part in Hampshire school library service book awards.

English advisor (with ESL) to monitor English interventions with TAs. Discuss baseline and actions to be taken to use these opportunities to accelerate progress further.

Twilights with TAs and teachers to develop ability to plan and deliver interventions to ensure accelerated progress.

Able children to work alongside member of staff to develop school newspaper.


Leadership and Management Priority: Key Theme 3: Developing leadership and management

Main objectives: To improve the impact of leadership at all levels with a focus on outcomes, provision; to improve leadership and management by improving the quality of the monitoring of learning and teaching and the developmental feedback process

Main strategies:

- Monitor English across the school using a range of strategies to

develop a full and honest view, using pupil conferencing, work sampling, observations, outcomes of pupil progress, data analysis.

- Evaluate the outcomes of monitoring and identify the impact of the initiatives which have taken place.

- Model and maintain exemplary standards within English in own classroom.

Overarching success criteria:

- To show evidence that rigorous monitoring by the ESL has

had an significant impact on improving learning and teaching and its consistency across the school

- For standards and achievement at level 2+ and level 3+ in year 2 and level 4+ and level 5+in year 6 to be at least in line with national average



- How is the work of ESL effectively raising standards and improving the school?

- How has the leadership and management of English supported improvements in the quality of learning and teaching; what has been the impact on the quality of teaching?

Autumn Spring Summer




Analyse whole school data looking for trends in standards and/or progress; particularly in groups (SEN, able, PP, vulnerable, ethnic etc.) Inform staff of these trends and identify any actions which are necessary to address any issues within the trends.

Half termly ESL and Innovation team

H of S

Analyse cohort data; identify key children where progress is slower or standards are not being met. Meet with class teacher to discuss/identify actions to be put in place to accelerate learning.

Half termly ESL H of S day

Evaluate above actions for impact the following half term. Identify next steps. Half termly ESL H of S

Carry out work sampling with particular focus on key groups identified in data analysis above.

Pupil conference to identify feeling about reading within the school.

Offer open door policy within English for other members of staff who wish to visit.

Lead twilights and INSETs which focus on key development areas and evaluate the impact of these at a later date.

Review standards and achievement for Yr 2 and 6 identify groups who are at risk of not achieving and discuss with teacher strategies to boost progress.

Termly English SL EHT and HoS ?

English Action Plan 2013-14

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