Catshill Middle School
Strategic Improvement Plan
“Achievement” “Challenge” “Opportunity”
Enquiry & Discovery School
Tell them
Show them
Let them find out for themselves
Sharing best practice
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Capacity to improve
Sharing best practice
Areas of expertise within school
Coaching in place: extend from Sept using
support from LA
Consistency is key
• Marking policy reviewed Sept 2013
• Evidence of exemplary marking – moderated by
LA
• Main focus English, Maths, Humanities and
Science
• Focus extended to all subjects NOW
• Embedded by Dec 2014
• Special emphasis on Close the Gap comments
and R2M
Pupil Conferencing: because
information is power!
• Strengthening pupil voice
• School council, book trawls, lesson
observations
• More learning based conversations: books,
style of lesson, ways in which they like to learn
• More formal opportunities for more pupils to
discuss their learning experiences and needs
• Pupil pursuit – a day in the life of a CMS pupil
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Priority 1: Improve teaching and achievement by:
providing work which challenges all pupils, especially the most able, to make good or better progress in all subjects
applying the new marking policy consistently well, so that pupils know how to improve their work
giving pupils more opportunities to deepen their understanding, for example through questioning in class
providing opportunities for extended writing in all year groups
Key
milestones
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Summative
Evaluation
Strategies
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From June 2014 to be achieved by July 2014
All staff aware of our “Developing enquiry and discovery” vision as
an extension of Catshill’s Achievement, Challenge and Opportunity
ethos
An increasing number of high quality examples across a range of
subjects, year groups and pupil groups have quality Close the Gap
comments and R2M.
Middle Leaders report to SLT regarding progress within their
KS/subject areas
From Jan 2015 to be achieved by April 2015
Our vision “Developing enquiry and discovery” is beginning to
underpin our thinking. All new decisions are made in the light of
our vision.
Staff routinely use a range of questioning techniques to stimulate
learning and engagement.
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From Sept 2014 to be achieved by Dec 2014
Our vision “Developing enquiry and discovery” has been developed through
discussion, reflection and action.
Learning Environments have been critically evaluated and a Catshill Blueprint for
all classrooms agreed by teachers.
Expectations of all groups of pupils have been raised, to ensure heightened
engagement of learners.
Across all subjects & year groups marking will be consistent, with clear “close the
gap” comments which impacts positively on pupil progress and quality of work.
From May 2015 to be achieved by July 2015
Our vision, “Developing enquiry and discovery” increasingly underpins all that we
do. Staff have a common vocabulary to express what our vision means and what it
looks like.
Teachers and Pupils use the revised Learning Environment to support independent
learning
Pupils have a developing range of high level questions which extend their thinking.
Improved progress in all subjects.
Accelerated progress in writing across all groups when compared to Summer Term
2014
Half-termly reports by Middle Leaders and UPS teachers in relation to monitoring learning, including: planning, work scrutinies and pupil
conferencing.
Half-termly reports by SLT in relation to monitoring lesson observations, planning and work scrutiny made to governor sub committee.
Half termly analysis and evaluation of assessment data
1.1 Provide work which challenges all pupils, especially the most able,
to make good or better progress in all subjects
a) Train staff to plan a series of tasks/and or different starting points
taking into account prior learning.
b) Planning incorporates a series of tasks/and or different starting points
c) Steps to Success (S2S) clearly inform all pupils what they need to do to make progress
d) Teachers identify and support underperforming pupils. M1 meeting Yr6/8 English &
Yr6/8 Maths focus upon underperforming pupils; actions & concerns.
Begin additional support to enable target achievement.
e) Analyse current Yr5 & Yr7 data to identify and support underperforming pupils.
f) Train staff regarding the use of learning walls All teachers to provide and train pupils
to use learning walls
g) Strengthen lesson credit use. Separate work credit from behaviour points.
Credit will monitor behaviour 4 learning (B4L) and will be lost for lack of engagement
and/or contribution to lessons
1.2 Apply the new marking policy consistently well, so that pupils know
how to improve their work
a) Embed high quality learning based targets which inform pupils how to improve their work.
b) Pupils will be given appropriate time to respond to teacher comments (R2M).
Pupils not using this time correctly will have lesson credit removed.
1.3 Give pupils more opportunities to deepen their understanding,
for example through questioning in class
a) Train all staff on questioning styles and techniques
b) Staff utilise training techniques in lessons to deepen understanding
c) Strengthen 3B4ME strategy
1.4 Provide opportunities for extended writing in all year groups.
a) Staff plan suitable opportunities for Yr6 & Yr8 extended writing in
Humanities and Science as well as English
b) Staff plan suitable opportunities for extended writing
in Humanities and Science as well as English for all year groups




Priority 1: Improve teaching and achievement by:
providing work which challenges all pupils, especially the most able, to make good or better progress in all subjects
applying the new marking policy consistently well, so that pupils know how to improve their work
giving pupils more opportunities to deepen their understanding, for example through questioning in class
providing opportunities for extended writing in all year groups
Key
milestones






From June 2014 to be achieved by July 2014
All staff aware of our “Developing enquiry and discovery” vision as
an extension of Catshill’s Achievement, Challenge and Opportunity
ethos
An increasing number of high quality examples across a range of
subjects, year groups and pupil groups have quality Close the Gap
comments and R2M.
Middle Leaders report to SLT regarding progress within their
KS/subject areas
From Jan 2015 to be achieved by April 2015
Our vision “Developing enquiry and discovery” is beginning to
underpin our thinking. All new decisions are made in the light of
our vision.
Staff routinely use a range of questioning techniques to stimulate
learning and engagement.









Summative
Evaluation
Strategies



From Sept 2014 to be achieved by Dec 2014
Our vision “Developing enquiry and discovery” has been developed through
discussion, reflection and action.
Learning Environments have been critically evaluated and a Catshill Blueprint for
all classrooms agreed by teachers.
Expectations of all groups of pupils have been raised, to ensure heightened
engagement of learners.
Across all subjects & year groups marking will be consistent, with clear “close the
gap” comments which impacts positively on pupil progress and quality of work.
From May 2015 to be achieved by July 2015
Our vision, “Developing enquiry and discovery” increasingly underpins all that we
do. Staff have a common vocabulary to express what our vision means and what it
looks like.
Teachers and Pupils use the revised Learning Environment to support
independent learning
Pupils have a developing range of high level questions which extend their
thinking.
Improved progress in all subjects.
Accelerated progress in writing across all groups when compared to Summer
Term 2014
Half-termly reports by Middle Leaders and UPS teachers in relation to monitoring learning, including: planning, work scrutinies and pupil
conferencing.
Half-termly reports by SLT in relation to monitoring lesson observations, planning and work scrutiny made to governor sub committee.
Half termly analysis and evaluation of assessment data
2.1 leaders at all levels show consistently high expectations when checking standards in all
subjects and, when necessary, take timely action to raise them
a) Middle leaders to have regular progress meetings with SLT
to report on standards, actions and impact
b) Pastoral Leaders monitor credits, spot trends and ensure class
teachers are acting upon issues.
c) Train middle leaders & UPS staff to scrutinise exercise books
to ensure good quality targets and R2M
d) Subject UPS staff monitor books within their subject and report to SLT
e) Middle leaders observe lessons with LA, external consultant and SLT
to train and standardise monitoring against teaching standards.
2.2 judgments on the school’s performance are accurate and securely based on all available
evidence
a) Data analysis training undertaken by SLT
b) Data analysis systems created using SIMS to make data readily available across the school.
Data dashboards shared each half term with staff using their data capture points.
c) SLT to produce an analysis of Raise On Line (ROL) to inform future priority planning
to be used alongside the schools own ongoing data analysis
d) School Moderates Yr 6 SATs Writing and Yr8 English & Maths
e) To further clarify the difference between a good and requires improvement lesson
2.3 all teachers share a clear understanding of how to improve the
effectiveness of their teaching.
a) Training will focus upon key messages (common vocabulary of what good T&L look like)
which will be monitored and embedded within a time scale. Clear understanding of the
Ofsted evaluation schedule for “Quality of Teaching” and “Achievement of pupils”.