4. Quality first teaching. Adam Sharpe, CT, LSAs, PPA, PPI YGL, SLT, reading Y1 team and assessment. PPA time meetings. SLT. 5. Teach high frequency words in daily teaching and Adam Sharpe, CT, LSAs, PPA, PPI YGL, SLT, reading discretely through letters and sounds Y1 team and assessment. PPA time meetings. SLT. 6. LSAs to assess HFWs regularly. Adam Sharpe, CT, LSAs, PPA, PPI YGL, SLT, reading Y1 team and assessment. PPA time meetings. SLT. Year R Action Plan 2013 2014 – TARGETS SUCCESS TASKS LEAD + STAFF RESOURCES, TIME, MONITORED BY RESPONSIBLE CRITERIA FINANCE WHOM, WHEN, HOW? Improve have 1. Letters & Sounds taught across year group. Initial LW, CS 80% (72) planning per phase done together and then is Planning Scrutiny, attainment and completed differentiated per class. Monitor assessments progress for all LW, CS & Letters and Sounds Phase 4 of 2. Regular assessments ensure that children are and lesson Reception Planning. pupils and Letters and making progress; target children who need extra observations. teachers. especially the support and inform future planning. When: Term 1- Sounds 3. The most able children are challenged and their planning scrutiny and more able phonic knowledge extended. data analysis. Term 2: Work scrutiny and data analysis Term 4: Planning scrutiny & work scrutiny Data analysis Term 5: Lesson observations Term 6: Work scrutiny Foundation Moderation
4. Quality first teaching. Adam Sharpe, Y1 team and SLT. CT, LSAs, PPA, PPI meetings. YGL, SLT, reading assessment. PPA time 5. Teach high frequency words in daily teaching and discretely through letters and sounds Adam Sharpe, Y1 team and SLT. CT, LSAs, PPA, PPI meetings. YGL, SLT, reading assessment. PPA time 6. LSAs to assess HFWs regularly. Adam Sharpe, Y1 team and SLT. CT, LSAs, PPA, PPI meetings. YGL, SLT, reading assessment. PPA time Year R Action Plan 2013 – 2014 TARGETS SUCCESS CRITERIA TASKS LEAD + STAFF RESPONSIBLE RESOURCES, TIME, FINANCE MONITORED BY WHOM, WHEN, HOW? Improve attainment and progress for all pupils and especially the more able 80% (72) have completed Phase 4 of Letters and Sounds 1. 2. 3. Letters & Sounds taught across year group. Initial planning per phase done together and then is differentiated per class. Regular assessments ensure that children are making progress; target children who need extra support and inform future planning. The most able children are challenged and their phonic knowledge extended. LW, CS & Reception teachers. Letters and Sounds Planning. LW, CS Planning Scrutiny, Monitor assessments and lesson observations. When: Term 1- planning scrutiny and data analysis. Term 2: Work scrutiny and data analysis Term 4: Planning scrutiny & work scrutiny Data analysis Term 5: Lesson observations Term 6: Work scrutiny Foundation Moderation
CPS%20School%20plan%20whole%20document%202013-2014.docx