Improvement plan To increase the number of students across the school, particularly boys, Strategy: achieving at or above the expected curriculum level in writing. When will Who is Indicators of What will be done? it be responsible? progress done? Engaging in ongoing Professional Learning Reflected in planning and with Gail Loane in collaboration with Kate / Emma Ongoing teaching of writing. Woodlands School. Modeling lessons in classrooms to support Evidence in calendar and teachers to know what effective teaching of Kate Ongoing Teaching As Inquiry writing looks like. Reflections Continue developing teacher understanding of Evidenced in Team Meeting language features through regular looking Kate/Emma Ongoing agenda and minutes and in critically at mentor text during team meetings. time teaching practice. Focus on student engagement in writing by Kate enabling students with regular opportunities to Student Voice and level of Katherine Ongoing write personal memoir, while valuing their engagement in class. Pip cultural capital. Continue to provide students with authentic opportunities to write across many text types Teachers Ongoing Evidenced in writing books and plan using a range of different planners. Using data to differentiate and inform Reflected in teacher deliberate acts of teaching. Teachers Ongoing planning Regular sharing of student writing books to Evidenced in Team Meeting help develop teacher understanding and Kate/teachers Ongoing agenda and minutes inform next teaching steps. Continue using PACT to support OTJs and Reflected in OTJs and inform teaching programmes. Kate Term 2/4 report next learning steps Using mentor text to model effective writing Reflected in teacher and teach writing features. Teachers Ongoing practice appraisal – observations Develop sharing circles and strengthen peer Reflected in classroom feedback techniques. Kate/Teachers Ongoing practice and student voice Developing differentiation through fluid Reflected in teacher groupings and mini lessons to meet Kate/Teachers Ongoing students’ planning / Appraisal learning needs. Planning Checks Developing student agency by supporting Students able to articulate students to set writing goals and self/peer goals and self assess – Kate/Teachers Ongoing assess achievement against these goals. Student Goal Setting and Learning Conferences. Inquire into developing stronger student Reflected in classroom agency informed by work around Kate/Pip Ongoing John Hattie’s practice and student voice making learning visible. Review our spelling programme and use Reflected in classroom Alpha to Omega to develop more consistent Kate/Katherine Term 1/2 practice and increased approaches to sounding out words and spelling accuracy in books teaching spelling patterns across the school. Monitoring: Reporting against each of these goals at each board meeting Resourcing: Details are provided for within the annual budget and PD plan
Improvement plan Strategy: To increase the number of students across the school, particularly boys, achieving at or above the expected curriculum level in writing. What will be done? Who is responsible? When will it be done? Indicators of progress Engaging in ongoing Professional Learning with Gail Loane in collaboration with Woodlands School. Kate / Emma Ongoing Reflected in planning and teaching of writing. Modeling lessons in classrooms to support teachers to know what effective teaching of writing looks like. Kate Ongoing Evidence in calendar and Teaching As Inquiry Reflections Continue developing teacher understanding of language features through regular looking critically at mentor text during team meetings. Kate/Emma Ongoing Evidenced in Team Meeting agenda and minutes and in time teaching practice. Focus on student engagement in writing by enabling students with regular opportunities to write personal memoir, while valuing their cultural capital. Kate Katherine Pip Ongoing Student Voice and level of engagement in class. Continue to provide students with authentic opportunities to write across many text types and plan using a range of different planners. Teachers Ongoing Evidenced in writing books Using data to differentiate and inform deliberate acts of teaching. Teachers Ongoing Reflected in teacher planning Regular sharing of student writing books to help develop teacher understanding and inform next teaching steps. Kate/teachers Ongoing Evidenced in Team Meeting agenda and minutes Continue using PACT to support OTJs and inform teaching programmes. Kate Term 2/4 Reflected in OTJs and report next learning steps Using mentor text to model effective writing and teach writing features. Teachers Ongoing Reflected in teacher practice – appraisal observations Develop sharing circles and strengthen peer feedback techniques. Kate/Teachers Ongoing Reflected in classroom practice and student voice Developing differentiation through fluid groupings and mini lessons to meet students’ learning needs. Kate/Teachers Ongoing Reflected in teacher planning / Appraisal Planning Checks Developing student agency by supporting students to set writing goals and self/peer assess achievement against these goals. Kate/Teachers Ongoing Students able to articulate goals and self assess – Student Goal Setting and Learning Conferences. Inquire into developing stronger student agency informed by John Hattie’s work around making learning visible. Kate/Pip Ongoing Reflected in classroom practice and student voice Review our spelling programme and use Alpha to Omega to develop more consistent approaches to sounding out words and teaching spelling patterns across the school. Kate/Katherine Term 1/2 Reflected in classroom practice and increased spelling accuracy in books Monitoring: Reporting against each of these goals at each board meeting Resourcing: Details are provided for within the annual budget and PD plan