Catshill Middle School Strategic Improvement Plan Achievement
Challenge Opportunity
Slide 2
Enquiry & Discovery School Tell them Show them Let them
find out for themselves
Slide 3
Sharing best practice Capacity to improve Sharing best practice
Areas of expertise within school Coaching in place: extend from
Sept using support from LA
Slide 4
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
Slide 5
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
Slide 6
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 Catshills
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 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 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. 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 Summative Evaluation Strategies 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
Slide 7
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
Slide 8
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.
Slide 9
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
Slide 10
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
Slide 11
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 Catshills
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 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 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. 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 Summative Evaluation Strategies 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
Slide 12
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.
Slide 13
2.2 judgments on the schools 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
Slide 14
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.
