Have high expectations and a commitment to excellence at all levels of learning, teaching, leadership, management and governance.
To make sure all groups of children achieve ‘sufficient progress’ in all years, achieving their end of year expectation or in greater depth.
Target
Reading - To
create lifelong
readers who enjoy
a variety of
genres
Action/Activity
Resources
and Cost
Lead
Person
Guided Reading sessions – timetabled
half hour daily sessions with a focus on
reading for pleasure, T & TA Guided
Reading groups, reading journal
activity, listening area. Children
supported by TA, Teacher and
independently working. Grouped by ability
– more able to be stretched within
sessions by specific activities. TA’s used
effectively in GR sessions. Use of stamps
in GR sessions.
Staff meeting
time
SB + all
staff
Library will be used at more times by the
children and run by a community
volunteer. All classes will have termly x2
librarians
Cost of
badges £50
Stamps + cost
of
subscriptions
£200
Time
Frame
Autumn
term
Autumn
Term
Observation
(SB)
Monitoring and Evaluation
Learning Walk by SB in Autumn Term -.
Observe guided reading sessions in all
classes – how are children supported or
extended? Are there any training and/or
support requirements for all staff?
Ongoing all
year
All teachers confidently teaching effective daily guided
reading sessions.
100% of pupils will make at least expected progress and
80% will make good or better progress.
Termly accurate assessment data will track progress of
all groups of children and analysis will show narrowing of
gaps.
Summer
Term
Observation
(SB)
SB
Milestones/Success Criteria
Pupil and parent questionnaire in Spring
Term will reflect greater use of library.
SENDCo’s termly analysis will show that 100% of all
children attending paired reading will be making at least
expected progress and 80% will be making better.
Consolidation and continuation of
the list below from 2014-2015:
All pupils in KS1 & KS2 to be recording
Reading activities in Reading Journal on a
weekly basis.
SB + all
staff
Library Service/Marilyn Brocklehurst
(NCBC) to review and update guided
reading books.
Cost of stock
replenishment
£1000
SB
10 Community Readers will be working on
a weekly basis in all 4 classes developing
a ‘paired reading’ scheme.
Additional ½
day for
training by CM
CM
Autumn
Term
onwards
Spring
Term
Autumn
Term
9.9.15
Reading journals / reading records – book
scrutiny will show progress in reading.
Feedback to staff through monitoring
report.
Pupil Interviews/staff questionnaire will
show the increase in use and enjoyment of
books.
Termly evaluation meeting 2.12.15 with CM
to discuss process and effectiveness of
sessions.
 Reader of the week award.
 Alternate ‘English
focused/aspirational’
assemblies with key
speakers.
 Termly Reading Cafes.
 Reading newsletter.
 Weekly Book Club.
 Reading competitions.
 Weekly Reading Carousel.
Phonics – To
monitor
progress,
teaching and
pronunciation
of Phonics
across the
school.
Daily phonics – YrR, 1, 2, 3, 4, 5, 6
assessment of all children at any Phase,
ready for teaching.
Phonics to be discussed on staff meeting
agendas when SB present to raise
awareness and evaluate impact in school.
No cost
SB + all
staff
Autumn
Term
onwards
SB to carry out Learning Walk for phonics,
book scrutiny to source evidence in books
and pupil interviews.
All timetables show regular phonics
sessions.
Termly monitoring of phonics trackers by
SB.
Monitoring of books will show phonological
development in wiritng.
BMPS classrooms will be a language rich phonic
environment.
Termly analysis of trackers shows progress across the
year groups and through the Phases.
3 differentiated groups to be taught in
Year 1 from beginning of Autumn Term for
year.
TA’s to have pronunciation training on a
weekly basis to aid support.
Tricky words and sounds taught each day.
No cost
SB/JG
Autumn
Term
onwards
Monitoring of planning by RS and lesson
drop-ins will show good and better
teaching.
2016 Year 1 Phonics check results will be >77% NA
All TA’s are delivering 3x a week
additional phonics to children identified
who need support (Sound Discovery/Toeby-toe) as highlighted by Salford Reading
Tests for Yrs 2-6.
CM + TC time
to carry out
assessments
CM/SW
+ TC
Autumn
and
Summer
terms
CM + Sue Wild (specialist teacher) to
observe TA’s teaching intervention groups
in Autumn Term.
Termly TA and CM meetings will increase
communication between groups.
X2 yearly analysis of data by CM will show 80% of
children on SD program will make at least 10 months
progress by July 2016 as measured against Salford
Reading tests.
Consolidation and continuation of
the list below from 2014-2015:
 Use of English jotter to
capture phonics.
 Working Walls for phonics
in each classroom.
 Use of Phonics Play
computing program for
school and parents.
 Parents Information Session
on phonics.
Writing - more
writing across the
curriculum with a
specific focus on
consistent
sentence
construction and
punctuation.
To develop
sophisticated
language and
more complex
sentences.
Writing and speaking and listening to be
integrated across the curriculum – e.g. RE
week. Daily extended topic related writing.
Cost of
visitors £500 a
year
JC
Termly
Pupil Interviews and monitoring of books
will show greater variety of writing in all
areas of the curriculum. Termly Pupil
Interviews – include English governor.
Writing celebrated on Celebration Tree in
Hall.
No cost
BC
Termly
Create writers – writing needs to be
meaningful and cross curricular. Children
to behave and be treated like writers –
writers’ books & topic books to be used.
No cost
All staff
Ongoing
Termly
staff
meeting
time
Book displays, reviews, reading events,
corridors and foyer celebrating all kinds of
reading/writing, discussion in assemblies, a
wide and relevant collection of reading
material – a culture of reading/writing in the
school embraced by children and whole
school community.
Working walls – language rich, new info
posted on top, word lists, examples of first
sentences, drafts of openers.
No cost
All staff
Ongoing
Lesson observations show that Working
Walls are being used.
‘Talk for Writing’ (Pie Corbett) to be used
by all staff as a basis for writing. 1) Imitate
2) Invent 3) Innovate.
 Termly staff meetings
 Weekly exercises
 X2 texts per term
 Focus on fiction & non-fiction
Cost if need
external
trainer
JG + JC
18.11.15
Monitoring of planning, pupil interviews,
book scrutinies and staff meeting minutes.
Weekly independent and sustained
writing. Children to enjoy the pleasure of
writing.
 Weekly StarWrite books in
Classes 2-4.
No cost
JC, TF,
RN, AK.
Weekly all
year
Injection of inspiration – visitors and
educational visits linked to English and
writing.
 English focused assemblies.
 Author visits/theatre trip
Coach cost for
theatre £600
SB
Weekly
and termly
Pupil questionnaires completed after
educ.visits to monitor impact.
KS1 attainment to raise from 81% in 2015 achieving
L2b+ to maintain and increase to match NA for 2016, for
both sufficient progress and attainment.
KS2 attainment to raise from 57% achieving L4+ in 2015,
to increase to match NA for 2016, for both sufficient
progress and attainment.
Higher level and more complex language is evident in
monitoring.
Children will feel more confident to use a story play/nonfiction layout, to support their own writing.
Maths – To
develop fluent
mathematical
reasoning for all
groups of children
Staff to receive regular CPD based on the
New Curriculum
 Whole staff training
£2000
RN & all
staff
October
22nd 2015
INSET
day
(T&TA’s)

Regular staff meetings including
reading relevant articles
Staff meeting
time
RN

Staff working with peers in a
coaching capacity to develop
pupil learning
Release time
(RS)
RN & all
staff
As above
Day release to
write
RN &
TF
Autumn
Term
2015
Calculation policy to reflect CPAR
(concrete, pictorial, abstract, reasoning)
teaching approach
From
Autumn
2015

Staff meeting to discuss and
amend draft
Staff meeting
time
RN &
staff
9.9.15

Parent launch event
(day/evening)
RN
preparation
time
RN &
staff
29.9.15
Maths lesson
planning
template to
include key
pedagogical
questions
All staff
From
Autumn
Term
2015
Taken from
website
All staff
As above
Use of NRich
All staff
As above
Planning and displays show evidence of
CPAR in all Maths lessons:
 Daily 15 minutes focusing on
fluency, connections and
mathematical visualisation
(bead strings/counting sticks
etc)
 NRich problems to be used at
least weekly in all classrooms.

All children to be accessing in-depth
mathematical investigations which
span longer than a lesson
Measurable evidence to show impact of
reasoning CPA in:
 Book scrutiny (RAG rating)
 Staff questionnaire (RAG rating)
 Pupil/staff interviews
(RAG rating)
EYFS – focus on Maths ELG will maintain or increase
further from 80% achieving ELG (NA 77%)
KS1 attainment to raise from 82% in 2015 achieving
L2b+ to maintain and increase to match NA for 2016, for
both sufficient progress and attainment.
KS2 attainment to raise from 71% achieving L4+ in 2015,
to increase to match NA for 2016, for both sufficient
progress and attainment.
Staff peer observations of pupils learning
across all classes (following NCSL
guidance)
Measurable evidence for calculation policy
to be seen in above methods of collecting
evidence also.
Teaching observations by RN/RS in Spring
Term will focus on CPAR approach and use
of equipment.
100% of lessons observed will show CPAR approach to
teaching.
100% of all pupil interviews and scrutiny of all books will
show evidence of CPAR approach in books.
EYFS –
To provide more
Writing
opportunities
both indoors
and outdoors.
To raise the
achievement of
EYFS children
achieving >70%
of ELG in
Literacy by
2016.
To develop the
outdoor area in
the EYFS
learning
environment.
To raise
achievement of
GLD to >66%
SB/JG to visit other settings to look at
outdoor provision.
Transport
costs
SB/JG
Termly
Record of visit/monitoring report completed
after visit and disseminated at staff
meeting.
Audit of resources for mark making and
ordering of new.
£1000
SB/JG
Autumn
Term
Termly analysis of resources and detailed
planning shows how the children are using
these.
Daily plans show outdoor writing area
used on a daily basis with staff assigned
to area.
No cost
SB/JG
Autumn
Term and
ongoing
Monitoring of plans on a termly basis will
show increased use of outdoor area.
Adults modelling writing on a daily basis.
No cost
SB/JG
+TAs
Autumn
Term and
ongoing
Pupil Interviews and book scrutinies will
show improvement in use of adults writing
and how the children are being exposed to
writing on a daily basis.
Talk Boost session for all children
highlighted after end of Autumn term
assessment against criteria.
No cost
SB/JG
+TAs
Spring
Term
Assessments at the end of the Spring Term
will show increase in scores against Talk
Boost scoring.
‘Talk for Writing’ (Pie Corbett) to be used
by all staff as a basis for writing. 1) Imitate
2) Invent 3) Innovate.
 Termly staff meetings
 Weekly exercises
 X2 texts per term
 Focus on fiction & non-fiction
Cost if need
external
trainer
SB/JG
+TAs
Autumn
Term and
ongoing
Monitoring of planning, pupil interviews,
book scrutinies and staff meeting minutes.
Termly attendance at Cluster/local EYFS
network meeting and NCC network
meeting.
£350
JG
Termly
Feedback to staff meeting after attending
meetings.
>70% of children will achieve the ELG in Literacy in July
2016.
Talk Boost assessments will show at least 80% raise in
levels linked to TB over the term.
Higher level and more complex language is evident in
monitoring.
Children will feel more confident to use a story play/nonfiction layout, to support their own writing.
Assessment To accurately
track progress
of all groups of
children to
enable us to
identify areas
for intervention.
All teachers to receive Pupil Asset training
and to be using the package to record all
assessments on an ongoing basis.
½ termly PPM with HT & SENDCo
Ongoing targets using the KPIs are
recorded in the children’s books for R, W
and M. Constant evaluation of this
process as it is evolving. Termly Parents
Evenings will use PA template which is
populated with data from package.
Moderation of Reading, Writing and Maths
carried out on a termly basis in school and
within the Cluster.
Marking - To
continue to use
and adapt
marking codes so
that children
know their next
target.
No cost
RS/TF
Cover
Supervision
by TAs
RS + all
staff
No cost
RS + All
staff
23.10.15
X2 a term
Autumn
Term
onwards
Staff meeting afterwards to discuss the way
forward and to be on staff meeting agendas
for 2nd half of Autumn Term to evaluate how
the teachers are finding it.
PPM notes and feedback to Governors
termly.
Pupil Interviews and book scrutinies on a
termly basis.
Feedback from Parent’s Evening
questionnaire in Spring Term.
No cost
RS
Every
term
Feedback to all staff in staff meeting. Staff
meeting minutes.
Marking Ladders will be used for marking
against and self-assessment by the
children for Years 2-6, for every genre.
No cost
All staff
Autumn
Term
onwards
Pupil Interviews and book scrutinies will
show use of these.
Termly staff meeting and
marking/feedback workshop with all
teachers, to show work and adapt marking
policy to make sure that it reflects the
needs of the learner and is specific for the
next step in learning.
No cost
All staff
21.10.15
and termly
on staff
meeting
planner
Staff meeting notes, book scrutinies and
pupil interviews show that marking codes
are consistently used across all classes
100% of Pupil Interviews show that all groups of children
know their next steps for learning.
Termly analysis shows all groups of learners are making
expected or better than expected progress.
PPM notes show that areas for identification are noted
and planned for. Progress of these children improves in
the following ½ term.
All staff will have a greater understanding of data. All staff
will have instant access to data and be able to analyse
own data for groups.
Pupils will have a clear understanding of their
achievements and next steps for learning.
Parents will have a clear understanding of their children’s
achievements and next steps for learning.
By December 2015, 100% of staff will be using the
ongoing Pupil Asset package to assess children and
collect all data. All staff will be able to group and analyse
their own data too.
100% of pupil interviews will show that - Pupils will be
able to clearly discuss the effectiveness of Marking
ladders and how these help them to assess their
achievements and next steps for learning.
100% of pupils identify their strengths and areas for
development and all groups of children can confidently talk
about their independent learning and next steps for learning.
Termly monitoring shows that all books in all classes are
marked using codes. 100% of lesson observations show
that marking is an effective use of AfL.
Bloom’s
Taxonomy - To
use higher order
questions to
develop positive
learners with
enquiring
minds.
Use of Learning Challenge Curriculum for
2015-2016 Curriculum Plan. Pupils to plan
a question for each topic and for it to be
displayed in classrooms.
No cost
All staff
Autumn
Term
onwards
Termly pupil interviews, book scrutinies and
monitoring of planning will show in depth
use of enquiry based learning.
100% of pupil interviews will show that children clearly
understand their learning and are asking questions of
their own learning.
Lesson observations will show that where relevant, 100%
of staff will be using the fobs to promote and develop
higher order questions.
Bloom’s Taxonomy is studied on a termly
basis by staff at staff meetings, who will
bring ideas to share about good practise:
 Fobs with questions on are
given to all T and TAs to use in
all lessons.
 Bloom’s is highlighted in Purple
text on all planning to show that
it is being considered in all
lessons.
 Ryan’s Thinking Keys are
planned in green on Eng &
Topic planning where app.
Materials for
making fobs
TF/BC
and
used by
all staff
23.10.15
Marking policy to be amended on a termly
basis as the Bloom’s questioning
develops.
Staff meeting
time
RS/TF
21.10.15
and in
Spring &
Summer
Term
Book scrutiny for marking will show that
questions are being used to promote next
steps for learning.
100% of teachers will be using the updated marking
policy and using Blooms questioning where appropriate
to move the learning on.
Book scrutiny will show that consistently, all teachers are
marking according to marking/feedback policy.
Homework tasks for Yrs 4-6 will show
weekly use of Bloom’s Taxonomy &
Ryan’s Thinking Keys/skills to develop
enquiry based homework projects and
tasks.
No cost
TF/RN
Sept’15
onwards
Books scrutiny, pupil interview and parent
questionnaire will show that enquiry based
learning is at the heart of the homework
and that it is supporting children in their
learning.
100% of parents will have a clear understanding of the
new homework tasks and be able to discuss how it is
moving the children’s learning on further.
Synthesis tasks and competitions will be
planned into the curriculum allowing
children to show skills in a variety of
contexts.
No cost
TF/RN
3.11.15
onwards
and every
term
Evaluation of events such as Guiness
World Record (3.11), Radio 2 event, Flower
Show, events days
End of year questionnaire to parents will show that these
events have had a positive impact on developing the
transition of skills across the curriculum.