Presentation on theme: "Plantation Primary School"— Presentation transcript:
1Plantation Primary School Parents meeting – OFSTED4th November 2013
2Context of grade1 - Outstanding (10%)April to June 2013 national figures OFSTED2 - Good (55%)3 - Requires Improvement (30%)Sat4 - Inadequate - Serious Weaknesses4 - Inadequate - Special Measures (4%)Changes to Inspection frameworkLast full inspection –
3Development AreasImprove the quality of teaching so that it is consistently good or better across all year groups and in all lessons in order to enhance pupils’ performance.Improve senior and middle leadership, including governance, to ensure there is a clear focus on improving achievement.
4Ensuring that the most able pupils are provided with activities that stretch them and enable them to reach their full potential in all lessons.Already in place:Children from Year 2 to Year 6 are streamed for Maths lessons;Children in Year 5 and Year 6 are streamed for literacy. This means that the most able children are in the same set;Focused teaching takes place for the most able in Year 2 and Year 6 in readiness for end of Key Stage assessments;16% of our Year 6 children (July 2013) achieved a Level 5+ in reading, writing and maths combined which compares to 21% nationally.Achievement at Level 6 was in line with National Averages in Reading, writing and maths.Challenging the more able was the first priority in our school Improvement Plan and is one of the main priorities in school.
5Top down planning approach Most able in top sets Ensuring that the most able pupils are provided with activities that stretch them and enable them to reach their full potential in all lessons.Next steps:Top down planning approachMost able in top setsPlanning for early challenge in lessonsTo have a continued focus on challenging the most able through continuous CPD in staff meetings.Subject leaders to work closely with all teachers to ensure that the most able are challenged through planning and work scrutiny (half-termly)
6Allowing all pupils to become actively involved in their own learning by providing activities that allow pupils to work independently and in groups to solve problemsAlready in place:Monitoring of teaching has recognised where not enough time is being spent on independent learning. This is now an improving picture across the schoolAll classes now have individual whiteboards and talk partners for children to use throughout the teacher input. This enables them to share their ideas at all stages throughout each lesson.
7Continued use of talk partners and individual whiteboards. Allowing all pupils to become actively involved in their own learning by providing activities that allow pupils to work independently and in groups to solve problemsNext steps:Continued use of talk partners and individual whiteboards.‘Learning to Learn’ trainingPlanning for new curriculum
8Ensuring consistently high quality marking and feedback is provided so that pupils understand what needs to be done to improve their work and deepen their understanding.Already in place:A new whole school Marking Policy has been introduced. This is improving consistency across school;Marking of writing shows ‘what went well’ and ‘even better if’ comments. This enables children to be fully aware of what they need to do to improve their learning;Teachers model children’s misconceptions through marking (for example in maths when they complete a calculation incorrectly the teacher will model where they went wrong);Children’s books are scrutinised every half term and the marking of children’s work is one of the important areas we look at;Teachers give verbal and written feedback to younger children to make sure that they understand how to improve their work;
9Ensuring consistently high quality marking and feedback is provided so that pupils understand what needs to be done to improve their work and deepen their understanding.Next steps:Continue to embed the good practice already in place in schoolContinue to address any inconsistencies in teacher’s marking through work scrutiny
10Ensuring the school’s approach to monitoring the improvement to the quality of teaching and learning has a greater emphasis on the link between classroom performance and paid progressionAlready in place:Teachers have had appraisal meetings to set annual targets which have a direct link to pupil progressAll teachers understand the success criteria and what needs to be done to ensure that pupils make good progressTeachers understand that lesson observations will look at the quality of teaching and learning to ensure that the school continues to improve children’s achievements in all subjectsTeachers understand that at the end of the appraisal cycle, the Headteacher will have a discussion about classroom performance in relation to pay progression with the school’s governing body
11Ensuring the school’s approach to monitoring the improvement to the quality of teaching and learning has a greater emphasis on the link between classroom performance and paid progressionNext steps:Governing Body to adopt a new Appraisal and Pay Policy (Meeting ).Teachers will fully understand the above policies and the target setting process for appraisal, linked to teacher performance and pupil progress.Governors will review teachers’ performance on an annual basis, further to Appraisal. The Headteacher will advise Governors on the performance of all teachers based on this annual review.
12Ensuring the school’s approach to developing pupils’ literacy and numeracy skills is applied in all areasAlready in place:The major focus since January 2013 has been to ensure that the teaching of reading, writing and maths is of high quality and is consistent across the school.
13Ensuring the school’s approach to developing pupils’ literacy and numeracy skills is applied in all areasNext steps:To develop a new, whole school curriculum in line with the new National Curriculum which comes into force in September This new curriculum will enable the teaching of basic skills to be taught in other subjects.
14Further developing the skills of governors to enable them to ask searching questions when holding the school to account for pupils’ achievement.LA to commission an external review of governance. Governors to fully engage with any recommendations.New/existing governors to attend LA training courses for governors.HT to continue to provide relevant information and benchmark data to allow governors to hold the school to account for performance.
15StrengthsThe ambition, planning and commitment of new leaders, including governors, putting the school in a strong position to improve furtherThe behaviour and attitude of childrenRecent improvements in teaching and more positive assessment information for current pupilsThe promotion of spiritual, moral, social and cultural development including participation in music, singing, art and sportPupils achievement in readingThe good start children get in the Foundation Stage (Nursery and Reception classes)Tracking and monitoring of pupils who have fallen behind their peersSupport of parentsCollective sense of purpose from all staff to rapidly improve teaching and raise achievement furtherPTFA events / communication / changes to teaching in reading, writing and maths
16What next? Finalise Post OFSTED Action Plan Monitoring visit from HMI – normally within six weeks of report being publishedSupport from LAExternal support commissionedFurther inspection within two yearsLots more hard work!!