Summary of Horndean Infant School Improvement for Autumn Term 1 2015
Self-evaluation using the school improvement cycle
a.
b.
c.
d.
e.
f.
Tracking pupil progress at whole-school and classroom level
The school uses all available data to set ambitious targets for improvement
Governors, headteacher, senior leaders and all staff have a shared overview of the
school’s improvement priorities which they share effectively with partners and all
stakeholders
School improvement activity builds capacity to ensure rapid progress over time
Continuous school self-evaluation leads to focused action(s) governed by the needs of
the pupils, families and the community
3 INSET days, equivalent to 15 hours, to be focussed on pupil progress through the
year to show greater impact. (All meetings highlighted in red)
2 INSET days, equivalent to 9 hours, LSA half termly team meetings, alongside staff
meetings, to show greater impact. (highlighted in blue)
a.
b.
c.
d.
e.
f.
g.
h.
d.
e.
f.
g.
Annual Review of attainment & progress
Monitoring, evaluation and review
of impact on pupil progress
Plan
b.
c.
Review Ensuring the progress of all learners: Apply
pedagogy and personalisation
+
+
=
Whole-school systematic continuing
professional development (CPD)
Whole-school
systematic CPD
Assess
Practice
Transfer
An explicit focus on improving the quality of learning and teaching
a.
b.
c.
d.
Quality first teaching is in place for identified pupil
progress children
Half termly targets sent out to parents and carers.
Engaging curriculum and more opportunities for
parental engagement
The Single Plan
Teach
Progress for all:
Pedagogy and
Personalisation
c.
Raising Attainment
a.
Practice
Transfer
b.
The school’s planned monitoring and evaluation activities ensure
all actions relating to the school’s improvement priorities are
implemented efficiently and the impact on outcomes is evaluated
effectively leading to sustained improvement. (planning, lesson
observations, learning walks, work sampling, data and pupil
progress meetings)
Senior leaders use a range of evidence to make judgements
about individual pupil progress, the quality of learning and
teaching and the appropriateness of the curriculum provision
Outcomes from pupil progress meetings lead to specific actions
to improve outcomes for pupils
Half termly monitoring of actions and the evaluation of outcomes
leads to ongoing revision and refinement of school’s
improvement plan
Senior leaders ensure professional accountability for progress
and attainment
Senior leaders discuss and agree the main features that emerge
from termly monitoring and evaluation activities and share
outcomes and actions with all stakeholders
Pupil conferencing is used to engage pupils in their learning and
improve provision and outcomes
Improvement Cycle
Pedagogical
Approaches
a.
Schools are responsible for their own improvement.
The diagram below illustrates the termly ISP cycle
that supports school improvement and
self evaluation with pupil progress at its centre
The School
Improvement
The
School Cycle
Informed
Assessment
Monitoring, evaluation and review, including pupil
progress
SLT analyse OTrack data to monitor progress of all children and inform new system of pupil progress
meetings
Staff track and monitor individual pupils’ progress half termly using pupil progress proforma
Yr Gp Leaders monitor progress and attainment for all pupil premium children in cohort and report to SLT
New arrangements for 1:1 pupil progress meeting with Assistant Headteacher
Staff discuss individual progress, attainment and planned next steps with pupil progress identified children
and their parents/carers prior, during and after intervention
Pupil Progress meetings to focus on ‘whole child’ and staff accountability
Literacy Intervention teacher to ensure benchmarking and impact intervention sheets are used by all
adults and monitor progress and report to Assistant Headteacher (LSA and volunteers)
New assessment arrangements understood by all staff.
All class teachers/ practitioners have a secure knowledge and understanding of progression in speaking and listening, phonics,
reading, writing and mathematics
All staff have a shared knowledge and understanding of the essential characteristics of effective learning and teaching and make use
of wide range of strategies, such as whole-class, guided and one-to-one support, that impact on pupils’ learning, progress and
attainment
All pupils have a clear understanding of what they are trying to learn, what they need to do next and can reflect positively on their
achievements
Each child’s progress, what they need to do to improve and how they can be supported is shared and discussed with parents/carers
regularly
7.9.15 What does outstanding progress look like at HIS? What
are the non-negotiables?
14.9.15 Marking and effective feedback
21.9.15 Team Meetings –Review Marking Policy and expectations
for marking
28.9.15 Assessment and effective next steps in learning (Literacy)
5.10.15 Assessment and effective next steps in learning (Maths)
8.10.15 Data analysis for PPM
16.10.15 Parent Consultations
19.10.15 Review of MMS: Applying and Problem Solving
22.10.15 Video presentation to YGLs
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