Burton Bradstock CE VC Primary School

Summary of the School Single Action Plan

(Post-Ofsted Action Plan)

Attached here is a summary of our more detailed action plan; a copy of which is available on request from the Headteacher.  It aims to succinctly express:

  • Our priority areas for improvement

  • The strategies we intend to use to address these areas

  • The outcomes we plan to achieve through our rigorously focused work and ongoing self-evaluation

We recognise the importance and value of seeking support, advice and expertise from beyond that already within our school and we plan to source this from a wide range of providers, including (but not limited to):

  • The Local Authority

  • Our School Evaluation Partner

  • Outstanding teachers and outstanding schools, both locally and further afield

  • External training providers

  • Teaching Schools

  • The National College for Teaching and Leadership

 

TARGET AREA

CORE STRATEGIES

PLANNED OUTCOMES

Further improve the quality of teaching and raise pupils’ achievement by:

Having high expectation of what pupils can achieve in writing so that pupils, especially in Key Stage 1, are able to write at length using the correct spelling, punctuation and grammar

      Shared understanding and agreement of ‘non-negotiables’ for all staff 
 
Visiting other schools who have high aspirations and outcomes
Raising the bar on target setting and expectations of progress for every pupil
Reviewing pupil progress regularly and with robust follow-up
Purchasing a new spelling scheme for KS2 and daily rigorous practice
Daily phonics teaching in Reception and KS1 classes

Introducing weekly independent writing tasks
Homework tasks adapted with a clear focus and celebration of writing

Adult expectations of the quantity and quality of written work will be universally high

 Pupil targets will be aspirational

A ‘no-excuses’ culture will be robustly embedded

An agreed understanding of ‘expected’ and ‘more than expected’ progress should be established

Ensuring pupils act on the advice in teachers’ marking so they can improve their work

Re-write school marking and feedback policy

Presentation promises agreed with all pupils

Establish ‘improvement time’ as a regular part of the school day

Routinely undertake joint book scrutiny in order to continually develop best practice

Complete consistency throughout the school

Greater emphasis on marking and feedback for impact and improvement

Pupils more able to recognise and understand their own areas for improvement

Insisting on high standards of handwriting and presentation from the pupils

·         Presentation policy to be written and shared

·         New handwriting scheme and materials to be purchased

·         Cursive handwriting training for all staff linked to the scheme

·         High quality presentation celebrated through display and reward

Consistency in the approach to the setting out of all written work

Increased level of pride shown by children in their work and the care they take of their books

An outstanding model of presentation to be provided by all adults

Continue to raise standards in Mathematics by:

Ensuring teachers sufficiently challenge pupils, especially the higher attaining pupils, so that they are able to achieve the appropriate age related expectations with a good level of mastery

Training for middle leaders

Involving middle leaders in pupil progress reviews, data analysis and self-evaluation activities

Using suitable resources to support teaching when delivering the new curriculum

Middle leaders leading with autonomy and supporting other staff members

Pupil targets will be aspirational

Lessons offer high level of challenge to all pupils

Having assessments and monitoring of attainment that is rigorous and used to promote learning

Half termly pupil progress meetings established

Pupil targets set up to identify next steps in learning

Interventions in place to support pupils as necessary

Effective use of school’s tracking system to inform about standards and progress
Use of external data for comparison
Robust system of monitoring and evaluation that informs future actions
Pupil targets move learning forward

Placing emphasis on problem solving and reasoning

Whole school project on ‘Reasoning’ within Maths

Planning identifies reasoning and problem solving in lessons

Pupils celebrated for resilience when problem solving

Pupils show fluency and reasoning in their maths activities

Problem solving is integral to learning and pupils have a growth mind-set