Action Planning Following a Thread

Effective Action Planning Relies on effective self-evaluation which evolves from a keen awareness of what is happening within your department on a day-to-day basis and isn’t just about your Year 11 results in the Summer

Know Your Department What were the grades of the PM observations within your zones? What were the outcomes of your work scrutiny? Do you complete a departmental diary? Is your zone scorecard up-to-date? What was the feedback from your learning walks? Are there achievement discrepancies? Do all your teachers meet their deadlines/ complete their tasks?

Whole School Development Planning The Academy’s development plan is informed through a number of sources: Raise Online, Ofsted, E-ACT review, data collections, Fischer Family Trust information, DfE Performance tables. LG will prioritise Academy aims based upon this information

ADP Aim: The Start of the Thread 1.3 Key Aim: The achievement of students for whom Pupil Premium provides support is equivalent to non-Pupil Premium students The target was derived from a specific section within Raise Online named ‘Closing the Gap’. Information is also collated from the attendance and behaviour teams as well as an awareness of current data within English and Mathematics. Ofsted identified a need to ensure consistency in achievement for all groups of students and had identified that high ability students weren’t as successful as might be respected

The Next Stitch Your Zones and the attached departments should contribute to the Academy’s aims through there own action planning which is based upon an acute awareness of their own performance as well as whole-academy needs 1.3 Key Aim: The achievement of students for whom Pupil Premium provides support is equivalent to non-Pupil Premium students English results suggest high ability PP students do not achieve as highly as non-PP at the end of KS4 Remember not all aims are appropriate

The Next Stitch Continued (getting SMART) S: Provide an opportunity for departmental training on the distinction between Band 4 and Band 5 criteria S: Create a controlled assessment resource pack for all students whom are targetted to achieve a grade ‘A’ in English (The creation of these packs may reduce the disadvantage associated with PP students as they will not be as comprehensively resourced as non-PP). M: Reduced gap between the performance of PP and non-PP students A: (26% - 15%) R: The gaps relates to improvement from 3 x PP students T: To be evidenced at the end of term 1 on completion of the poetry controlled assessment

The Next Stitch You write the targets, your are responsible for monitoring them however you are not working in isolation the thread must continue into the classroom. Are the teachers using the grade criteria within the context of their lessons; have the packs been distributed; does moderation suggest accurate awareness of levels; does the coursework suggest improvements; has the gap ‘narrowed/ closed’ ; do learning walks highlight any T+L issues; have work scrutinies highlighted poor practice?

The Final Stitch Are teachers aware of the development plan needs and zone priorities? Are they reflecting on their practice (yPads)? Are they taking ownership of their own class achievements? Are they exercising a professional response to their own developmental needs?

Task Look at the following actions that were returned last week. Now rewrite these and make them SMART (5 mins)

Action 1 At KS4 funding has currently made for Controlled Assessment trips. PP pupils were allowed to attend without paying. All these strategies for PP pupils will be continue in the next academy year.

Action 2 Attendance Rewards/Competitions for pupil premium students PP with no improvement on attendance- interventions put in place, family support sessions Aspiration sessions