Raise standards in English and mathematics by ensuring that:

Aims

 - the gaps in pupils’ learning are identified clearly and planning addresses these issues securely before pupils move on to new work

 

 - pupils, particularly those who are low attaining, have more opportunities to read aloud in school

 

 - pupils apply their basic skills in literacy accurately when writing in other subjects

 

 - pupils have a secure understanding of number charts and place value and multiplication tables and apply these with greater accuracy and speed

 

 - pupils tackle solving problems methodically and show that they understand their work.

 

Action taken:

 

  • End of unit and end of half term assessment is used to identify gaps in learning.  These then form the basis of the next half term medium term plan. 
  • Data is used to identify vulnerable groups and children not making sufficient progress.  Their needs are identified on the Provision Maps.
  • Training on Sheffield STAT and support and mentoring on assessment has been given to improve accuracy of assessment judgements.  There has been an increase in moderation opportunities both in school and with other schools in the MAT and local area.
  • Tracking is scrutinised to ensure children make accelerated progress to achieved age related expectations
  • Non negotiables have been introduced for what is expected in terms of use of basic skills across all subjects.
  • Joint work with other schools in the MAT on observations for NQT’s and there has also been subject leader partnership work (planning scrutiny, book scrutiny, lesson observations, monitoring data). 
  • We now have a number of volunteers who come into school to hear children read in each class and these supplement the reading that takes place with teachers and TAs.
  • The English Lead has driven improvements in Reading and Writing.  New Guided Reading expectations were set that  focussed on Reading Inference guidelines.  These were modelled (both with her own class and for other classes) and regularly monitored.  Improvement targets were set for teachers with tight timescales for improvement and re monitoring took place until it was implemented well. 
  •  Content specific training was given for planning writing using the elicitation/Imitate/ innovate/Invent strategy and ensuring planning was based on GPS objectives. 1:1 planning support was given to teachers and on-going monitoring ensures this standard is maintained.
  • Dedicated reading time is set aside daily for reading well known, recommended children’s texts and there has been an investment in a bank of recommended book titles for each year group.
  • The No Nonsense spelling strategy was implemented and taught explicitly 3 times per week.
  • THRASS was  introduced for daily phonics teaching in KS1 and is now developing in KS2 – all KS1 and EYFS teachers have had visits to Healing Primary to see THRASS in action.
  • Spellings and handwriting non-negotiable standards were  identified and enforced across all subjects.
  • TAs have undergone Reading inference training, Precision training (for spelling) and Dyslexia matters training and these form part of formal interventions.
  • Books in library were sorted out to ensure that there were more independent reading books.  Books in library and classrooms were book-banded so that children could choose  reading books appropriate for their reading age. 
  • The library area was redeveloped and made more accessible to the children.  They were made aware of colour banding and what colour they are on to encourage enthusiasm so they could take ownership of their reading and changing books
  • Reading rewards were re-evaluated and enjoyment of reading celebrated with book tokens awarded  after achieving 100 reads.
  • We now have KS2 library prefects to enable children to change their books at break and lunch times and to encourage children to use the library at these times to read quietly or use Lexia.
  • There was a visit to Nunsthorpe school for Gifted & Talented  writers during Nov 2016 (Y5/6) and again in  March 2017 (Y3/4)
  • A lunchtime reading club has been set up for more confident readers to support weaker readers in a relaxed environment.
  • Lexia has been introduced for all children and time is allocated daily for children to access activities either through early morning activities or as part of the guided reading carousel.  This is monitored weekly to ensure any users identified as ‘struggling’ get appropriate intervention.
  • All staff have had training on Maths mastery (a project with Sam Adams through the Humber Teaching School to address Concrete/Pictorial/Abstract and problem solving/reasoning).  In addition, staff training has taken place on bar modelling, fluency, mastery and greater depth.  On-going monitoring will ensure this standard is embedded.
  • Daily fluency time is timetabled to enable children to have a secure understanding of number, place value and tables.  Years 2-6 have tables tracking displays in their classrooms to ensure it is a key focus.
  • Training has been undertaken on planning logical sequences over a sustained period to ensure more detailed coverage of maths and opportunities to develop ideas to mastery level (half term per strand)
  • Strands of maths are now covered in more depth and provide more opportunities for mastery, problem solving and reasoning.  Staff now have a clear understanding of progression within a strand.
  • BAM/White Rose/ NCETM/Focus resources are used to establish what children know before they start a new area of maths. 
  • Use of Assertive mentoring tests at the end of each term help to identify gaps in knowledge for subsequent Medium Term Plans.
  • Differentiation in maths follows a Bronze/Silver/Gold approach where Bronze is usually practice and consolidation of a new concept.  Silver is either developing the concept further or mastering the objectives with greater fluency and Gold gives the children the opportunity to work at greater depth in using and applying. 
  • Working walls are updated regularly. They are a balance between examples of teacher modelling, children’s work, resources to support mathematical independence and appropriate prompts for vocabulary.
  • Maths is set in clear and purposeful context so that children are given a real ‘reason’ for learning and applying their knowledge and skills
  • Additional maths support takes places with the Maths teacher from HFCA to work with our very able year 5s.
  • Subject leader support was given to the Maths Lead with Sam Adams (Consultant) and subject specific training was given on C/P/A, and mastery.
  • Reading, Writing and Maths 2016 SATS results were analysed to identify gaps and trends to inform teaching.
  • Focus days/ weeks take place for Reading (World Book Day) Poetry and Maths. 
  • To raise aspirations, children have attended workshops for able writers and able mathematicians.  Children have entered inter school maths competitions locally and plan to attend competitions at Sheffield Hallam University and National maths competitions (Primary Maths Challenge).  The profile of maths has been raised with Maths events such as with the Happy Puzzle Company and Crystal Maze type activities with Revolution.
  •  Marking focusses on addressing issues securely.  This is evident either from fluid intervention (see in books) or planned intervention (see intervention recording forms) or addressed again later in the teaching sequence (see books).
  • All vulnerable groups are tracked and we keep a shadow Gifted and Talented register and monitor the higher attaining children through-out the year also.
  • Foundation subjects marking addresses targets in English and non negotiables.