girls at greater There are no depth continues significant gaps and no gaps between learners at between learners end of year appear through year in KS1 To ensure there attainment and Ty to monitor throughout year termly None are no gender gaps progress is on a par Girls to be targeted and in EYFS with boys or better intervention to be set up particularly with accordingly regards to girls Reading - Mandy Graves and Catherine Tuckwood 2016/17 Action Personnel Resources Monitoring Time Scale Success criteria Evaluation of Progress To refresh staff in planning and SL Staff Meeting Time SLT & SL Through November 2016 - Staff will show greater confidence when assessment of guided reading. Class Teachers Release time for SL to observations of delivering guided reading sessions. train TAs guided reading - Staff will be using a range of open and To train staff in questioning sessions and group closed questioning. techniques for group work. work. - Staff will be using higher level questioning techniques. - All children will access quality guided reading sessions. Children to have increased Class teachers Whole school stories SLT On going - Children will respond to comprehension opportunities to write stories of that increase oracy Through questions to challenge their quality based on Talk 4 writing and depth observations and understanding of the text. training work scrutiny. - A variety of retrieval, inference and text feature strategies will be planned for. More examples of children - Children will be equipped with the skills responding to the to answer comprehension questions in taught sufficient detail through direct modelling comprehension from the main teaching input. skill of the week through independent guided reading. Intervention groups to support in Class Intervention time SL/SLT to monitor - Reading comprehension scores will go up teaching the gaps. In particular for teacher/SLT data for impact. in weekly lessons. SEN and pupil premium children. - Test scores will improve at the end of term 1.
girls at greater depth continues and no gaps between learners appear through year in KS1 There are no significant gaps between learners at end of year To ensure there are no gender gaps in EYFS particularly with regards to girls attainment and progress is on a par with boys or better Ty to monitor throughout year Girls to be targeted and intervention to be set up accordingly termly None Reading - Mandy Graves and Catherine Tuckwood 2016/17 Action Personnel Resources Monitoring Time Scale Success criteria Evaluation of Progress To refresh staff in planning and assessment of guided reading. To train staff in questioning techniques for group work. SL Class Teachers Staff Meeting Time Release time for SL to train TAs SLT & SL Through observations of guided reading sessions and group work. November 2016 - Staff will show greater confidence when delivering guided reading sessions. - Staff will be using a range of open and closed questioning. - Staff will be using higher level questioning techniques. - All children will access quality guided reading sessions. Children to have increased opportunities to write stories of quality based on Talk 4 writing training Class teachers Whole school stories that increase oracy and depth SLT Through observations and work scrutiny. More examples of children responding to the taught comprehension skill of the week through independent guided reading. On going - Children will respond to comprehension questions to challenge their understanding of the text. - A variety of retrieval, inference and text feature strategies will be planned for. - Children will be equipped with the skills to answer comprehension questions in sufficient detail through direct modelling from the main teaching input. Intervention groups to support in teaching the gaps. In particular for SEN and pupil premium children. Class teacher/SLT Intervention time SL/SLT to monitor data for impact. - Reading comprehension scores will go up in weekly lessons. - Test scores will improve at the end of term 1.
new-sdip-1617-6pgc.docx