Page |1
CLINTON PRIMARY SCHOOL
SIDP 2015-16
Page |2
SIDP target 1
Descriptive Goal
Having designed and implemented an assessment system that meets the higher demands of the New National Curriculum, describing success by the mastery and
application of new skills, to adapt and improve our teaching methodology to enable all children to make good progress in Reading, Writing and Maths.
Numerical Goals:
100% of children make at least ‘good progress’ from their starting points in reading, writing and maths. The definition of this in our new assessment system is for a child to
move from the ‘stage of learning’ reached in a previous year, coded from B to E, to the equivalent stage in the subsequent year. For children in year R, the measure will be
taken from the new baseline assessment.
Evidence gained throughout the year will demonstrate that ‘teaching and assessment’ in all classes in reading, writing and maths is at least good and in 50% of classes,
outstanding.
Current reality:
 Assessment systems have been designed and implemented for Reading, Writing and Maths, with tracking having been used successfully to identify children for
additional support.
 Moderation and pupil performance review activities show that:
All staff understand how to assess using the new systems and judgements are becoming more aligned.
The system is providing useful information about children’s next steps and this information is beginning to be used well.
Tracking is in place and used for intervention and reporting to governors.
Foundation stage ‘next step system’ in place and beginning to be used. Less children reached the Reading Early Learning goal.
BUT that:





Tracking for reading, writing and maths demonstrates spikes in progress performance, some of which are caused by lack of experience with the new system as well
as challenges posed by the new system (such as the need to capture children’s application of skills).
Tracking also highlights starkly the challenge of the new curriculum, in maths and writing in particular, which has led to approximately 10% more children being
assessed lower than the National Average than previously.
Less able children could feasibly move through the assessment system without applying the concepts they’ve learnt at a lower level. Eg. From a C in year 3 to a C in
year 4, without applying year 3 methods.
Teaching methods / philosophy of assessing the ‘profile’ of a child (which was the previous method) does not lead to much experience of being systematic with
mastery of skills. Therefore children have practised a range of skills without necessarily demonstrating them in practise and they don’t all become embedded. This
needs exploring further.
Foundation Stage baseline assessment HAS to be implemented in September and more information will be gathered from which to create ‘next step’ assessment
and learning system.
Page |3
Leadership and Governor Links
Performance Goals
Leadership structure designed and
roles defined, with subject leaders
ambitious and clear about what they
hope to achieve, mapping out the
actions required to do so.
Children will be much more
systematically practising the range
of skills the curriculum requires
them to develop in reading, writing
and maths, and be applying them
successfully in a variety of contexts.
Ali McLester (Reading and Writing)
Julia Brown (Maths)
What will this look like in practice?
Leaders will be able to express their aims with
clarity, knowing how they intend to achieve them
AND what possible barriers there will be.
By When?
2nd October
2015
Training and support
for staff
Input into how to
write effective action
planning via
headteacher.
Action plans will be written and will demonstrate
how ‘teaching practise’ will be developed,
including impact measures, focussed on
children’s progress.
Simplistically
Monitoring methods
Governor to review
action plan in meeting
with individual staff
Book trawls
In reading, the group sessions will start ensuring
children understand and know the expectation
level of the skill to be practised. They will then
practise that skill more in isolation, before using
it practically whilst reading an age appropriate
text.
End of the
Autumn term
In maths, teaching over a ‘phase’ will ensure
children understand the root of the concept, give
them practise at the related skill before ensuring
they apply that learning in a different context
which is likely to involve problem solving.
In writing, during a phase that leads to an
extended ‘showpiece’, children will be taught
elements of ‘language work’ (including grammar,
spelling and punctuation), be given opportunities
to practise that in ‘skills sessions’, and then be
expected to use what they have learnt.
The skill practise will be targeted at the right level
for each individual, with children being provided
with the right instruction, appropriate resource /
activity to practise it.
End of the
Spring term
Staff meeting input
Shared planning
Lesson observation
and feedback
Data tracking, including
measurement of targets
being met in writing.
Planning trawls
Cost
implications
0
Time out
for class
teachers –
built into
budget
until Spring
term.
£1500
Children will be making good
progress with each individual skill,
achieving the standard they have
been targeted at the start of the
Whole school training
on ‘mastery’ and
‘depth’ in the
curriculum as a whole
(through Cluster).
End of the
Summer term.
For reading,
end of
Autumn term
Shared planning
(combined with
above allocation)
Pupil interviews
Observation
Lesson
study time
£1000
Page |4
year or beyond.
Differentiation is accurate.
Consistency in use of new
assessment systems is
demonstrated, with all teachers’
understanding of what constitutes a
judgement grade aligned, leading to
progress and attainment data being
accurate, trusted and useful.
There is a ‘testing strategy’ for each
subject in place, providing useful
information to support teacher’s
making judgements and leaders
verification of these.
Teaching assistants enable focussed
practise of skills and their
application, in line with the
philosophy of this target, feeding
back to teachers their own
assessments.
Children in the Foundation Stage are
systematically being provided with
their next steps in learning, with the
baseline assessment system
providing information that is used in
day to day teaching to support
progress.
Tasks to enable the application of skills are
provided to all children albeit at a simpler level
for the less able and children are learning and
experiencing HOW to apply.
Teachers across Clinton have the same view of
what constitute each judgement grade, and in
particular what constitutes the ‘National
Standard’ in each case.
The same view is shared across Kenilworth
Schools demonstrating further reliability.
There will be a concrete plan for testing reading,
writing and maths for each year.
Data from testing will correlate with assessment
judgements made by teaching staff to a large
extent, with anomalies explained.
TAs, through communication with teachers, are
very clear about how to enable children to meet
success criteria in lessons, knowing how to hone
in on skills and how to facilitate application of
these. They understand how the assessment
system works and talk to teachers about where
children are in relation to the ‘stages in learning’.
Foundation Stage managers will have implemented
the new ‘Baseline Assessment’ system fully.
‘Next steps’ target setting system for children will be
used effectively by all staff working in reception,
ensuring children are making demonstrative progress
towards these steps within the philosophy of a
creative, exciting environment.
Planning reflects next step learning system being an
integral part of teaching, particularly in reading.
For maths and
writing, end of
Summer term,
with work
beginning in
the Autumn.
End of
Summer term.
End of Spring
term.
End of
Summer term.
Drop-ins and
feedback.
Book trawls
Data tracking, including
measurement of targets
being met in writing.
Learning
resources
£2000
Lesson study
Through school
moderation, within
and across Key
Stages.
Cross school
moderation making
use of the cluster.
Providers to be
invited in and
judgements made.
SP to support.
TA input from
subject leaders and
work with teachers.
Planning trawls
Book trawls
Data analysis
Data analysis
Review of testing
strategy.
Cross
school
moderation
paid for
through
Cluster
funds.
Cost of
testing
materials
£2000
Observation
NA
Review of assessments
as they are being
undertaken.
Observation of next
step teaching in
practise.
Planning trawl.
NA
Lesson study
Assessments
carried out by
Oct half term.
Assessment and
next step
system in place
for reading,
writing and
maths by
Summer 2016
Baseline assessment
training.
Support from subject
leaders and
headteacher.
Further training on
how to support
children’s progress in
the areas of reading,
writing and maths.
Page |5
SIDP target 2
Descriptive Goal:
To improve the quality and consistency of provision in maths for less able children, developing how it is led and how it is taught in classrooms and beyond.
Numerical Goals:
To decrease the proportion of children working below Age Related Expectations from 19% to 10% in maths.
Current reality:
 Level 4s at KS2 were at 97% for maths, which is well above the National Average, however the 3 with general learning difficulties (GLD) averaged 10.6 points progress
compared to the class average of 14.6.
 94% achieved the National average at KS1, which is well above the National Average but those with GLD, despite intervention failed to close the gap.
 Data in other yeargroups demonstrate that at the end of 2014 there were 11% of children working below Age Related Expectation and that at the end of 2015 there were
19% working below Age Related Expectations in maths. Many of the children who have fallen below that mark have Special Needs, many are those entitled to Pupil
Premium.
 Interventions have proven to be successful, based on entrance and exit criteria but the expectations of the New Curriculum for maths have meant that larger numbers
appear not to be on track to make good progress from their starting points.
 In the Foundation Stage, just one chid didn’t reach the Early Learning Goal, and 1 child did not make expected progress. It is in the Foundation Stage where the first
difficulties in number arise and we need to spot these.
Leadership and Governor Links
Charanjit Gurum (SEN); Julia Brown (Maths)
Performance Goals
What will this look like in practice?
By When?
Training and support for
Monitoring
Cost
staff
methods
implications
Leadership team established, with Leaders can express their aims and approach for
2nd
Action planning support
Review of action
NA
clear mission in mind, roles
achieving these.
October
from Headteacher
plans
identified and action planning
2015
completed.
Action planning demonstrates a methodical approach
to developing maths provision across all facets of
school.
There will be a fuller plan for the
In addition to identifying on tracking data the children October
Team to support itself,
Review of plan –
NA
identification of children who find
who are beginning to fall behind in maths, other
half term
with schoolwide expertise update to maths
maths challenging.
elements of screening will take place from as early as
2015
sought and input from
policy
in reception.
SEN professionals.
A strategic response to children
Use of ‘known interventions’ are evaluated for their
December Team approach, shared
Review of plan –
NA
who are identified as finding
strengths and are planned and ordered, into an
2015
expertise and experience. update to maths
maths difficult is put in place, with overarching programme, to be in place for as long as
policy
a route identified to ensure gaps
the child needs it.
Review of
Page |6
are closed as early as possible.
Maths interventions that have had
the strongest impact to be
researched, purchased and used to
improve children’s progress.
Teaching phases will ensure that
less able mathematicians will be
making good progress during each
lesson, practising skills and
applying them, achieving
ambitious targets that enable
them to close the gap, set for them
at the beginning of the year.
Children’s concept of number in FS
and KS1 will enhanced by the use
of concrete manipulation.
Children will be applying their
maths in varied and interesting
ways AND at a level where they
can do-so purposefully and
independently.
There will be a strategic plan for the
use of TAs to support maths teaching
in place, ensuring that the dialogue
and teaching of mathematical
concepts is consistent throughout the
school.
Intervention resources as well as training to have
taken place. Children identified for these will be
achieving the success criteria set on intervention
plans.
Lesson planning will show teaching phase design that
indicates good skills practise and application will
occur, with excellent use of resources planned for as
well as interesting and varied use of contexts.
Summer
2016
Training for how to
deliver interventions for
TAs to deliver.
End of
Spring
term 2016
Lesson study
Shared planning
Feedback from planning
trawls
Drop-ins and feedback
External input
Cluster maths input
Summer
term 2016
Training on how to use
numicon
Drop-ins and feedback
Shared planning
Demo lessons
Input into how to use
more problem solving in
their sequences.
Input into how children
can learn to apply.
Plans will show how children with SEN are catered for.
In lessons, less able children will be confident,
independent, working on objectives that are suited to
their ability level and mastering these before applying
them.
Work in books will demonstrate they have been
productive, getting lots of practise at the skill, and
then will show the application of this skill.
Children will regularly be using numicon to explore
number and calculation.
These will support understanding of simple and
gradually more complex concepts, before they begin
to us pictorial models and work towards the abstract.
Children will be doing more problem solving, learning
actually HOW to apply their learning.
Summer
term 2016
They will often be doing maths within meaningful
contexts, away from text books, where they can apply
the skills they have learnt.
TAs will be deployed for interventions in line with the
strategic plan.
They will be used in class teaching in the most conducive
way to ensure consistency of maths development.
TAs will be trained to understand early number
development.
From April
2016
TA input from maths
leader in order to work
within the strategic plan.
intervention
sheets
Evaluate success
of interventions
Data analysis
Pupil interviews
Planning trawls
Lesson study
observation data
Observations /
drop-ins
Planning trawls
Drop-in evidence
Observation
Book trawls
Planning trawls
Observation
Pupil interviews
Data analysis –
looking for ‘D’.
Observation
Data analysis
£2000
Lesson
study costs
£1000
£1000
More
numicon
resource
£1000
Budget set
in SIDP 1 for
this
element
NA
Page |7
SIDP target 3
Descriptive Goal:
Lessons taught in History, Geography, Science and ICT demonstrate effective ‘specialist subject pedagogy’ with learning continuing to be deepened by skills
teaching developed last year.
Numerical Goals:
To ensure 90% children are on track to achieve expectations set out in the National Curriculum for History, Geography, Science and ICT, with further
development and application of the skills based approach ensuring critical thinking and a more ‘global development’.
Current reality:



The curriculum has undergone a radical overhaul, with lessons taught to ‘develop children’s skills’ enabling them to ‘interact more fully’ with the
content, knowledge more broadly, as well as with each other.
The challenge for teachers has been to gain a shared understanding of this new teaching pedagogy and to apply their understanding of that to their
teaching of a broad National Curriculum, deepening learning experiences.
Lesson observation, lesson study and book scrutiny have shown:
Clarity and coherence of the skills philosophy with growing consistency
All teachers teaching skills based lessons confidently
Children understanding that they are developing skills and beneficial practise of these is taking place
Exciting activities and greater critical thinking taking place
BUT also:


Some inconsistency in how skills and content are being assessed, leading to lack of visibility of attainment.
Lessons where teachers’ subject pedagogy, due to the ‘master of all trades’ nature of primary practioners, limits the depth of learning a little.
Page |8
Leadership and Governor Links
Performance Goals
Leadership roles are clearly
established, aims clear and well
expressed, with action planning
meeting these aims.
We have the reassurance from our
assessment system that children
are meeting the objectives stated
in the National Curriculum at a
rate that ensures they reach the
expectation for their yeargroup.
Information from testing feeds
into planning, enabling children to
revisit objectives they had not
succeeded at first time in order to
succeed the second time.
Assessment of progress against
key skills is in place, showing which
skills are being practised and how
successfully children are applying
them at their level. Coverage of
these is even and children show
progress and range of application.
Teaching of the above subjects
includes the important elements
required in each discipline and
immerses children in the themes and
skills of that curriculum.
Sam Pater
Gary Viner
What will this look like in practice?
2 action plans completed which outline
1. How assessment systems are going to be
designed and introduced.
2. How teaching of the subjects above will be
developed to ensure they are authentic in
content and ‘feel’ as well as built upon the
skills based philosophy designed last year.
There is a school level of clarity about the
expectations for children’s attainment in each subject.
These will be documents for each class.
We have an assessment system, with testing a part,
that is accurate and manageable, providing
attainment data. We will need testing materials and a
schedule for these to be used.
Assessment information gathered will clearly state
whether children are reaching the required standards
and who needs extra practise at which skills.
Planning will show that where children had not
reached the standard, they were being given another
opportunity.
Established system for assessing Key Skills is in place.
Children are aware of how they are progressing with
these skills and know how to improve at them as a
result.
The system is very efficient and not at all time
consuming for teachers.
Teachers pedagogy has developed so that lessons use
exciting and authentic resources combined with key
expected ‘subject’ elements. Children’s development of
transferrable skills is still at the heart of their learning. They
teach more like specialist teachers of these subjects.
By When?
2nd October
2015
December
2015
Training and support
for staff
Support from
Headteacher
Monitoring methods
Review action plans
Cost
implications
NA
Staff meeting input, Reviews with each
including.
teacher, monitoring use
of tests and in class
Focus group of
assessment systems,
teachers to identify
including data collected
the best materials /
for those subjects.
methods for
assessment.
Input into staff
Assessment and
meetings.
planning trawls.
Reviews with
individual members
of staff.
£1500 for
assessment
materials
In place in
December.
Compliance
by April.
Embedded
by July
Support from
Headteacher
Monitoring of use of
skills assessment
system.
Pupil interviews
NA
Summer
2016
Training from
‘specialists’ in the
subjects above for
staff.
Drop in observations
Planning trawls
Resources
for
teaching:
£1200
April, but
reinforced
by July
NA
Page |9