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SIP 15/16

Castlewood Primary School: Key Improvement Priorities 2015-16

Priority 1 : ACHIEVEMENT

100% of pupils to be accurately tracked on the new curriculum using the agreed system, enabling stakeholders to be aware of the progress made each term. Staff working towards at least 85% pupils in each cohort to meet end of year expectations in Read/Write/Maths

School Actions

Monitoring (LT)

Monitoring (GB)

Monitoring (GB)

What questions do we ask?

How do we know this has been successful?

Embed our own internal tracking system Read/Write/Maths Yr 1-6- all objectives

Half Termly monitoring

Half termly meetings with class teachers to discuss data

Head teacher’s report Full Govs : termly update

Discussion with staff and LT

Please can you remind me of how the internal tracking system works? Can you show me some examples of how you record the children's progress? Is the data useful? How much time does the recording take up?

Please can you tell me how you know if you are making progress in your learning.

Can you show me something that your teacher has written on your work to help you learn better?

Yr 2/6 implement new curriculum

Monitoring planning/books

Termly update Q&S monitoring planning /books LT

How is the implementation of the new curriculum going? Have you had to learn anything new to help you deliver it?

Have you had help and support in preparing for the change? Can you show me some of your medium or short term planning?

Can you show me some topic work you have done this term?

Ensure consistency of our internal judgements via in house termly quality assurance

Termly monitoring books/planning/

Judgements KS meetings and Staff meetings

Class teachers termly impact of procedures we have in place

Please can you describe the process involved in the termly quality assurance. How helpful is this process?

Can you show me an example of work which has been discussed in a quality assurance meeting?

Can you show me some Maths/English work you have done this term?

Introduce new West Horsham Locality agreed system of tracking key objectives in Otrack

-Deliver CPD using Class Track -Sept 15

-All staff in Locality use agreed codes and objectives

-All staff in Locality use these as a basis for quality assurance at locality moderation

Lead Locality moderators summary reports

Key Stage/Staff meetings follow up discussions and monitoring tracking

Termly update to Q&S

Monitoring data tracking


Class Teachers-discuss use of Class track and impact supporting accuracy of judgements and pupil target setting

Talk me through the Locality agreed key objectives.How do they work alongside existing systems?

Could governors sit in on one of these discussions?

Increased staff understanding of Government exemplification materials Aut 15

Increased staff understanding of end of Key Stage descriptors when published Aut 15

LT/KS and Staff meetings

Termly update to Q&S

Monitoring how they will be used in school to support judgements

Could governors sit in on one of these discussions?

Castlewood School: Key Improvement Priorities 2015-16


100% pupils KS2 meet end Yr expectations that achieved 2B+ in KS1,

100% pupils that met GLD EYFS meet end Yr expectations KS1.

School Actions

Monitoring (L T)

Monitoring (GB)

GB - questions

How do we know this has been


To ensure continued differentiation teaching the new curriculum enabling:

- LA pupils to accelerate and meet raised expectations

-HA pupils have increased opportunities to embed their skills in the New Curriculum

Quality assurance- termly monitoring of planning and book scrutiny to see evidence of this in practice

Monitoring intervention programmes for LA pupils

Termly update Q&S

Please can you show me some planning and/or pupils' work which illustrates differentiation for both HA and LA pupils?

show me how this planning translates into pupil outcomes in books. Are HAPs able to describe how they apply their knowledge in different contexts? Can you give me examples?

Please describe to me how you identify those children who need intervention and what this provision consists of.

How long does the intervention last? How do you know when the pupil has ‘caught up’? How are they supported when flying solo in class? What % of objectives are LAPs meeting?

Speaking to a HA group, governors could ask them to show their 'best'/favourite piece of topic work.

Govs ask pupils to show them work that really shows they understand xxx objectives and talk about their learning.

Staff and Key Stage meetings each term to share practice and discuss planning to further evidence this

Termly tracking in KS2

2B+ pupils on track to achieve- met

Termly tracking GLD EYFS

On track or met end KS1

Class teacher discussion- planning/books to evidence this particular focus on Independent Writing and Maths books

Please tell me how you are going about focussing on Independent writing? How does this differ from your usual approach?

Please show me some examples of Maths work which illustrates the new curriculum requirements.

Continue to increase opportunities for choice/independence away from the point of teaching

Classroom observations/formal/informal

Class teacher discussion

How are the children responding to tasks which are designed to promote independent working?

What impact has this new emphasis had on standards?

Marking to evidence continued dialogue for improvement

Independent books standards monitored by LT

Termly update Q&S

Please show me some marking you have done which specifically encourages a dialogue for improvement.

When talking to pupils governors could ask them to show work which they have improved as a result of the teacher's marking.

Castlewood School : Key Improvement Priorities 2015-16


School Actions

Monitoring (LT)

Monitoring (GB)

GB - questions

How do we know this has been


Increased expectation of parental support of all parents in supporting their children in : Reading, Spelling and Multiplication tables

100% pupils in Year 6,5, know all their multiplication tables

100% pupils know their tables 4 by end of year,

100% of pupils in Year 3 know: 2,5,10,3,4,8 apply to 50 and 100

100% of pupils in Year 2 know: 2,5,10

Monitored weekly by staff and procedures followed

Termly update Heads Report Full Board

Termly update to Q&S

Discussion with class teachers, evidence in books/logs

Please describe to me how you are encouraging parents to help their children to learn their tables. How successful has this been?

How do you monitor the children's progress?

All staff follow the same procedures for holding parents to account in supporting their children with regularly learning these skills

Staff use agreed system of discussion/letter to parents/meeting with Head

Reading logs- monitored weekly by staff and procedures followed

Spelling patterns systematically learned - monitored weekly by staff and procedures followed

Similar questions to above .

Parent workshops/handouts to support all available to parents

Staff Meetings/Key stage meetings

Feedback from parent questionnaires

Governors would like to see these handouts and attend workshops if appropriate.

To continue to ensure good behaviour by:

Offering a parenting course funded by Locality -focus on KS1 parents:

Monitor impact behaviour KS1 pupils/parent meetings with Head

LT monitor attendance at these workshops

Analyse behaviour – PSHCE tracking termly

Review behaviour log termly

Update to Q&S

Can you tell me (anonymously) any examples of children who can be seen to have improved following their parents' attendance at the parenting course?

To continue to raise profile of Foundation subjects by:

Develop further opportunities for parents to contribute to pupils learning in school by:

90s day- Invite parents/grandparents in to share their experiences (History) (day May 16)

MFL/Geog /culture- (day Jan 16)- pupils

Parents/Grandparents afternoon in school –share their experience of school/working life (pm Nov 15)

Staff meetings/Key stage discussions

Feedback from parents/pupils

Staff/Pupil discussions/share work

Governors might be able to attend/contribute to these special events.

Review RAISEonline and amend SIP if there are any areas that need to be addressed

SIP 14/15

Castlewood Primary School: Key Improvement Priorities 2014-15

Priority 1 : ACHIEVEMENT

100% of able pupils (1b+ baseline KS1, 2a+ baseline KS2) achieve good or better progress in English

100% of able pupil make expected progress and 45% make more than expected progress

School Actions

Monitoring (LT)

Monitoring (GB)

Monitoring (GB)

What questions do we ask?

How do we know this has been successful?

1a.Raise standards in English by highlighting the

importance of regularly reading at home

-Review and agree clear school expectations in each year group with regards to parent involvement in reading.

-Place greater emphasis on all parents hearing their children read regularly at home.

-Ensure Home School diaries are monitored at least weekly by TA/Teacher using a consistent whole school approach.

-Workshops to be set up to support parents Autumn term–how to support reading at home for KS1 and KS2.

-Introduce the New Picture Book Award scheme in conjunction with West Sussex Library Service

-Organise an Author visit to raise profile of reading – Spring term

Informal lesson observations

Termly Formal lesson observations

Monitoring English short and medium term planning

Staff/Key Stage /LT meeting Agendas /minutes

Half termly meetings with all class teachers re pupil

progress/review tracking data:

Reading, Writing, Spelling

Monitor and review the effectiveness of booster sessions

Performance Management reviews

Work Scrutiny

Termly Moderation


Head teacher’s report JS: termly update on summary

of judgements Informal/Formal lesson observations.

Discussion with staff about the observation process and

support given for next steps.

(Individual targets not discussed)


Termly update Q&S monitoring English planning LBr/


Class teachers termly to assess impact of support

given to challenge able pupils in English

Termly update to Q&S

Monitoring data tracking


Class Teachers-discuss Performance Management

process in place and support given.

(Specific targets not discussed)

End Autumn and Spring Term

Show me what you send home to parents about reading


How clear is the expectation about reading at home?

Has your focus on reading at home made parents listen to

their child more regularly?

Is this better than last year?

Where is your evidence?

How many times per week is average?

How has this impacted on children’s confidence?

And progress?

Can I talk to some children about how often they ready

at home?

Can I ask them how they use their reading journals?

Do you have some reading journals to show me?

How did the parental workshops go?

What input did you have?

What would you do differently next time?

Spring Term

Tell me about the New Picture Book Award Scheme.

How will it make reading more attractive to pupils?

How will the school operate this system?

Who is responsible for overseeing?

What will the impact be on children’s reading?

Summer Term

Tell me about the author’s visit? Is this new or

something the school does every year? Which year groups

benefit? What is the quality of the author visit?

What do pupils tell us about the visit? Is it worthwhile?

Inspirational? Does is make pupils want to read? Write?

What have they written as a result of the author’s visit?

In what genre? At what level?

1b. RAISE STANDARDS IN ENGLISH by reviewing the use of quality texts across all year groups

-Review the quality texts used in each year group, review how texts are used in planning a sequence of lessons over

time to produce high quality writing. (coaching staff)

-Increased use of quality texts to support teacher’s modelling of writing particularly in non-fiction writing (coaching staff)

-Increase use of quality text to support SPAG (Mentoring staff)

Can you show me an example of one week’s lesson plan

when you use quality texts in a sequence of lessons?

Have you worked differently this year as a result of

using these texts?

How would you use quality texts to model writing?

How do you select specific texts?

Have you noticed a difference in the quality of writing

this year?

What support have you received to enable you to deliver

on government expectations in SPAG?

1c. RAISE STANDARDS IN ENGLISH BY raising the profile of spelling

-Focus whole school on ensuring all children are spelling high frequency words accurately, conduct baseline assessment in each year group and review progress

termly. For those pupils that require additional support, organise boosters.

-Pupils to understand all of the taught spelling rules and consistently apply these when writing. Focus on the application of the rules to new words. Revisit previous

patterns frequently to ensure learning is consolidated.

How have you supported children who need additional

support in spelling ‘high frequency words’ this year?

How have you developed your plan this year to improve

teaching of spelling rules?

Through re-visiting previous patterns, have you seen an

improvement in the consolidation of learning?

Ensure coverage of new National Curriculum re: Grammar

-Staff training on technical vocabulary from New National Curriculum in preparation for testing 2016.

-Training on teaching this technical vocabulary so that children find it meaningful and it improves the quality of

their writing.

Have you received any staff training on technical

vocabulary for New National Curriculum?

Castlewood School: Key Improvement Priorities 2014-15


Teaching and Learning increasingly moving from Good to Outstanding to achieve:

100% Good or better

75% Good with Outstanding Features

School Actions

Monitoring (L T)

Monitoring (GB)

GB - questions

How do we know this has been


Use Staff Teams:

(Upper Key Stage 2, Lower Key Stage 2, Key Stage 1 and EYFS) to support:

Improved communication and planning discussions to reduce workload by: weekly team meetings with TAs. Focus a week ahead to anticipate eg Team teaching, TA deployment

LT review Oct/Nov 13 to see if there needs to be any

amendments as a result of achievement previous year.

Review impact through Key Stage/Staff meetings and

Performance Management.

Termly update Heads Report Full Board

Termly update to Q&S

Can you tell us who is in your team?

Have you been able to implement weekly meetings with


Can you tell me what the TAs think of this?

What impact has this had on your planning?

Joint reinforcement of teaching-Intervention groups planned between 2 year groups where applicable. Develop greater flexibility of where and how TAs support.

Can you give me an example of how you have used TAs

flexibly across the year groups?

How do teaching and learning improve as a result of this?

Coaching/Mentoring sessions systematically set up each term to focus on supporting practice in any areas identified to improve

Can you explain the difference between coaching and


Are you currently involved in the coaching or mentoring


How was this decided?

Have you found it helpful?

CPD opportunities: Staff/TAs to observe Teaching and Learning in another Locality school to support developing own practice.

Have you been on a visit to a locality school?

Has it been helpful?

Assessment: Staff increasingly responsible for analysing own data using 0 Track, able to identify the next steps needed to improve progress so that all Class Teachers

are increasingly proactive in half termly reviews.

What impact do you think the introduction of O Track

has had on your ability to assess the children’s progress?

Castlewood School : Key Improvement Priorities 2014-15


School Actions

Monitoring (LT)

Monitoring (GB)

GB - questions

How do we know this has been


3a) Greater engagement with hard to reach parents.

Ensure 100% pupil premium pupil make at least expected

progress and 30% good progress

Provide workshops in response.

Setting up parenting programme.

Feedback from parent questionnaires

Termly update Heads Report Full Board

Termly update to Q&S

Feedback from parent questionnaires

Do you understand who your hard to reach parents are?

How are hard to reach parents identified?

Talk me through what steps you have taken to

communicate with hard to reach parents?

What challenges did you find with this?

What successes have you had with this?

Is there any further support you would find helpful in

reaching these parents?

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