Академический Документы
Профессиональный Документы
Культура Документы
Boughton Heath
Academy
School Strategic
Development Plan 2015
Boughton Heath
Academy
Cheshire Academies
Trust
GRADE
AREA
OVERALL EFFECTIVENESS
2|P a g e
Boughton Heath
Academy
Cheshire Academies
Trust
Mathematics
A. To increase the rates of progress and raise attainment in
writing to ensure the proportion making more than expected
progress from the end of key stage 1 is high compared with
national data.
AT1
Display
New Curriculum Planning
Numicon CPD
Assessment without levels
Link HT/SLT/SENCO/EYFS/
Maths/English /SLs
Joint working on 11 by 11 vision.
Curriculum without levels
Tangible Curriculum
D. To raise the GLD in EYFS so that children
make consistently high rates of progress
from their starting points, academically,
socially and emotionally.
EYFS
3|P a g e
M.A.T
Boughton Heath
Academy
Cheshire Academies
Trust
Leadership and
Management
Behaviour and
Safety
Quality of teaching
4|P a g e
School Judgment
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
2015
ABCDE
DE
E
ABC
C
E
C
C
ABC
ABC
C
C
Boughton Heath
Academy
Achievement
Early Years Foundation
Stage
Overall
Effectiveness
Multi
Academy
Trust
5|P a g e
Cheshire Academies
Trust
1
1
1
1
1
2
1
1
2
1
2
2
1
1
1
1
2
1
1
1
1
1
ABE
ABE
ABCE
A
AB
D
AB
D
D
D
D
D
ABCDE
AB
E
E
E
E
Boughton Heath
Academy
Cheshire Academies
Trust
Overview 2015
Priority
Spring
Summer
Autumn
Achievement
A.
B.
6|P a g e
Boughton Heath
Academy
Cheshire Academies
Trust
D.
7|P a g e
Boughton Heath
Academy
Cheshire Academies
Trust
a termly newsletter
2Simple assessments to be
emailed each half term
Share the learning- Parents
to view children learning
journeys
Play and stay sessions open
once a half term with
parents
To provide professional
development opportunities to
new Reception teacher including:
Stage 1 Forest School
training
Block play 5 day course
Moderation training with
CWAC LA advisors
Early excellence Centre trainingNew baseline assessment
methods for 2015
Quality of Teaching
C
To develop a curriculum which promotes a thirst for
knowledge by teachers using tangible experiences to
enhance childrens understanding and love for learning.
8|P a g e
Boughton Heath
Academy
Cheshire Academies
Trust
9|P a g e
Boughton Heath
Academy
Cheshire Academies
Trust
10 | P a g e
Boughton Heath
Academy
Cheshire Academies
Trust
11 | P a g e
Boughton Heath
Academy
Cheshire Academies
Trust
Strategic Achievement Improvement Action Plan 2015 Achievement of Pupils and Quality of Teaching
Lead people accountable for driving improvement and securing outcomes Lisa Williams Link Governor Keith Scargill
Priority:
Link to Ofsted Evaluation Schedule
Finance Plan
A. To increase the rates of progress and
Achievement (attainment & progress)
Budget
Funding Source
raise attainment in writing and reading to
Quality of Teaching
1900
Training - 19001
ensure the proportion making more than
Leadership and Management
600- MAT FUNDING
Supply - 18001
expected progress from the end of key
stage 1 is high compared with national
data.
Schools current position (January 2015)
Achievement
Prior attainment at KS1 for KS2 cohorts in previous Year 6 and 5 is Sig+
Phonics screen check demonstrates 97% of children met required standard with 100% of Year 2 retaking the check meeting the required standard
Attainment at KS1 is significantly higher than national, particularly at 2a+ and L3+ (All subjects APS for 2014 is 17.3)
DSEN children at KS1 achieve well compared to national comparisons in all areas
% of children achieving L4+ is high compared to national in Reading (97%), Writing (97%) and Mathematics (97%)
% of children attaining L5+ is significantly higher compared to national in Reading (70%), Writing (58%)
DSEN and Non DSEN children achieve very well compared to national comparators.
Attainment at KS2 is sig+ for all subjects Reading (30.9) Writing (30.3)
Value added APS scores are high Reading (13.3), Writing (14.01)
Children achieving more than expected progress on DfE measure compare favourably. However, sublevel more than expected (i.e. 14pts or more progress) demonstrate
64% of children in writing and 36% in Reading.
GAPS APS is high compared to national and has significantly improved on 2013 results.
Quality of Teaching
Teaching is outstanding. This is based on the triangulation of lesson observations, rigorous and externally validated book scrutiny and progress data. The teaching was judged to
never be less than good in all lesson observations undertaken between 2012-2014. School evaluation of areas of development in that time, concerned the use of SPAG teaching
models, sentence level work and modeling of texts during guided writing.
Leadership and Management
The subject leader provides outstanding leadership by supporting members of staff with their own English teaching. Her knowledge of the role of English subject is excellent as
well as her detailed analysis of school and government data. She has an outstanding understanding of how well the school is performing against national data and has a clear
action plan to further drive forward improvement in outcomes. Supported by the Principal the impact of her work has revolved around:
Monitoring for standards- lesson observations, book scrutiny and learning walks
Leading PDMs
Using pupil discussions to analyse impact of whole school policy and procedures
12 | P a g e
Boughton Heath
Academy
Success criteria:
Attainment
Attainment in reading and writing to continue to be significantly above national expectation of 29.0
and 27.9 by the end of key stage 2 in 2015
PPG children attainment compares favourably to those children in their respective cohort and is higher
than national data in both Reading and Writing
Almost all pupils with prior attainment at L2a attain L5 in 2015 in writing and reading
The majority of pupils with prior attainment L2b attain L5 in 2015 in writing and reading
Progress
RAISEonline 2015 end of Key Stage 2 data evidences that the proportion of pupils making more than
expected progress (3 national curriculum levels) across Key Stage 2 is high compared with national
data
Increased rates of progress ensures that at least 30% of pupils are making more than expected
progress across Key Stage 2
RAISEonline 2014 end of Key Stage 2 data evidences that the proportion of pupils making expected
progress (2 national curriculum levels) across Key Stage 2 is never less than 90%
Analysis of school held data indicates that all pupils make at least good progress, or better in reading
and writing
Quality of Teaching
Lesson observation demonstrate all teaching is never less than good and majority is outstanding
Use of Alan Peat sentence level structure evidenced through planning and book monitoring
Teachers planning reflects a structured progression from reading through to independent writing for
each unit of work demonstrated by clear evidence of learning in English and/or topic books
Teachers and childrens handwriting across the school reflects the highest standards and school
policy.
High quality marking and constructive feedback focused upon how pupils can improve their work is
ensuring pupils make at least good progress by reading and responding consistently adhering to the
marking policy.
Teachers will compile 8 pieces of independent work for a selection of children across the year in order
to gain an accurate and reliable levelled judgement.
The appraisal process is holding teachers to account for increasing the rates of progress in English
13 | P a g e
Cheshire Academies
Trust
Boughton Heath
Academy
Cheshire Academies
Trust
Action
Writing
Subject leader to create and distribute APP moderation proforma
which groups levelled children together for the purpose of grading
Subject leader to provide training to staff related to new moderation
procedures
Revised handwriting policy is distributed to staff
Teachers to use a maximum of 3 WILF during any given lesson and to
allow for one blank WILF to provide an opportunity for individual
targets.
Teachers to plan and provide opportunity for one piece of independent
writing within each unit from a previous genre
Teachers to use Alan Peat sentences structures within WALT/WILF
grids
Display drafting and presentation code in poster format in every class
Lead person
Time Scale
CPD
Resources/Costs/Time
LW
Spring Term
None
PDMx1
LW
Spring Term
LW
LW
Spring
From Spring
Term
None
None
None
None
LW
Spring Term
onwards
Spring Term
None
None
None
None
None
None
LW
From Spring
Term
Summer Term
None
None
Summer Term
None
None
LW
Summer Term
None
None
LW
Autumn Term
None
PDM x1
CR
Autumn Term
LW/SE
LW
None
None
LW
Spring or
Summer Term
Spring and
Summer terms
Spring, Summer
and Autumn
Spring and
Summer
Spring, Summer
and Autumn
Spring and
Summer Terms
C. Richardson x1
day
None
None
None
14 | P a g e
LW
LW
AL/SS/LF/SE
LW
SE/AL/MAT
HT/DHT
LW
Spring, Summer
and Autumn
2015
PDMx1
None
None
None
None
Boughton Heath
Academy
Cheshire Academies
Trust
Reading
Review and analyse the effectiveness of the APP reading proforma
Undertake library book and guided reading audit and purchase further
banded books where necessary.
Review phonics teaching structures and schemes of work
PPG children to receive targeted support by learning mentor which
ensures that their progress is in line with school expectations
Person Responsible
Lisa Williams
Subject Leader
Focus
LW
LW
LW
AS/SM
Summer Term
Summer Term
Autumn Term
Spring, Summer
and Autumn
2015
Monitoring
Time Scale
None
None
None
None
None
None
None
Learning Mentor
Cost: 13,323
Evidence
Progress
Spring Summer
PDM material; HT termly reports to
Does the school held Key Stage 2 data evidence that the
and Autumn
Governors; newsletters; curriculum
proportion of pupils making more than expected progress Terms
information to families; school website;
Joanne Lucy
(3 national curriculum levels) across Key Stage 2 high
pupils writing assessments; pupil voice
Link Governor
questionnaire findings; fundraising events;
compared with national data?
Attainment
learning environment photographs; CPD
records for staff;
15 | P a g e
External
Validation
First for Literacy
consultant
undertaking book
scrutiny in
Summer term
400
Boughton Heath
Academy
16 | P a g e
Cheshire Academies
Trust
Teaching overview
document, lesson
observation records
Planning, Book scrutiny
SPAG displays
English planning
Book Scrutiny
English planning and book
scrutiny
Boughton Heath
Academy
17 | P a g e
Cheshire Academies
Trust
Book scrutiny
Book scrutiny
Boughton Heath
Academy
Cheshire Academies
Trust
Mathematics
AT1
Display
New Curriculum Planning
Numicon CPD
Assessment without levels (MAT)
18 | P a g e
Boughton Heath
Academy
Cheshire Academies
Trust
Prior attainment at KS1 for KS2 cohorts in previous Year 6 and 5 is Sig+
Attainment at KS1 is significantly higher than national, particularly at 2a+ and L3+ (All subjects APS for 2014 is 17.3)
DSEN children at KS1 achieve well compared to national comparisons in all areas
DSEN and Non DSEN children achieve very well compared to national comparators.
Monitoring for standards- lesson observations, book scrutiny and learning walks
Leading PDMs
Using pupil discussions to analyse impact of whole school policy and procedures
19 | P a g e
Boughton Heath
Academy
Cheshire Academies
Trust
Success criteria:
Attainment
PPG children attainment compares favourably to those children in their respective cohort and are
higher than national data
RAISEonline 2014 end of Key Stage 2 data evidences that the proportion of pupils making more than
expected progress (3 national curriculum levels) across Key Stage 2 is high compared with national
data
Increased rates of progress ensures that at least 30% of pupils are making more than expected
progress across Key Stage 2
RAISEonline 2014 end of Key Stage 2 data evidences that the proportion of pupils making expected
progress (2 national curriculum levels) across Key Stage 2 is never less than 90%
Analysis of school held data indicates that all pupils make at least good progress, or better in
mathematics
Quality of Teaching
Develop the use of AT1 with a particular focus on number throughout curriculum
Use Numicon in KS1 to enhance learning and understanding of number and for interventions in lower
KS2.
Teaching and support staff to develop and agreed policy for mathematical displays and an
understanding of visual images and models that are displayed all year round and those which are
inter-changeable.
High quality marking and constructive feedback focused upon how pupils can improve their work is
ensuring pupils make at least good progress by reading and responding consistently adhering to the
marking policy.
The appraisal process is holding teachers to account for increasing the rates of progress in
mathematics
Action
Analyse current attainment and progress of all cohorts in mathematics
to judge whether the proportion of pupils making more than expected
progress (3 NC levels) across key stage 2 is high compared with
national data
W to L3; L1 to L4 ; L2 to L5 and L3 to L6
Complete RAISEonline transition matrixes for KS2 cohorts, based on
EoKS1 prior attainment & Autumn term 2014 attainment
Identify those pupils who are likely to make 3 national
curriculum levels across Key Stage 2 in mathematics
Identify and provide additional support to children expected to achieve
level 4 and level 6
20 | P a g e
Lead person
SE
Time Scale
Aut 2014
CPD
None
Resources/Costs/Time
None
SE
Autumn 2014
None
None
SE/AS
Autumn 2014
None
None
AL/SE/AO
January 2015
None
None
Boughton Heath
Academy
Cheshire Academies
Trust
SLT/AS
January 2015
None
AS
Spring 2015
None
None
AS
Spring 2015
None
None
AS/TR
TR
INSET day
Easter
None
AS
INSET day
Easter 2015
Summer
term
Summer
2015
Summer
2015
Summer
Term
Summer
2015
None
None
1xPDM
None
None
None
None
None
None
AS/SE
AS/SM
AS
AS
AS/SE
Summer
2015
Autumn
Term 2015
Spring and
Summer
2015
Spring,
Summer and
Autumn 2015
Spring,
Summer and
Autumn 2015
Spring,
Summer and
Autumn
Term
Spring,
Summer and
Autumn 2015
AS
AS/LW
AS/SG
AS
AS
Monitoring
Time Scale
Person Responsible
Focus
Alison Spreckley
Mathematics SL
Progress
Does the school held Key Stage 2 data evidence that the
proportion of pupils making more than expected progress
21 | P a g e
Spring Summer
and Autumn
Terms
None
None
None
Learning Mentor
Cost: 13,323
None
None
None
None
Evidence
PDM material; HT termly reports to
Governors; newsletters; curriculum
External
Validation
First for
Mathematics
consultant
Boughton Heath
Academy
Joanne Lucy
Link Governor
Cheshire Academies
Trust
22 | P a g e
undertaking book
scrutiny in
Summer term
400
Boughton Heath
Academy
23 | P a g e
Cheshire Academies
Trust
BH data booklet
RAISEonline and BH data
booklet
BH data booklet
Appraisal documentation
Boughton Heath
Academy
Cheshire Academies
Trust
Tangible
Curriculum
Post it Note Science
Learning Wheel link
History/Geography CPD
Assessment without Levels (MAT)
24 | P a g e
Boughton Heath
Academy
Cheshire Academies
Trust
Changes in planning
Non-negotiable expectations have been created for handwriting, presentation codes, WALT/WILF grids etc.
Success criteria:
Social, Moral, Spiritual and Cultural Awareness
Attainment
By the end of key stages the majority of children exceed age related expectations
locations to extend pupils cultural, spiritual and social
Analyse attainment of all cohorts and groups to ensure that attainment is never less than the national
understanding. For example, Chirk Castle, Hilbre Island,
Delamere Forest, Tattenhall, Conway, Museums, sites of
expectations
Progress
historical interest in Chester etc.
The vast majority of pupils make at least expected progress and majority make more than expected
learning beyond immediate locality.
progress against national age related expectations.
Quality of Teaching
Teachers and teaching assistants have high expectations of pupils achievement and are successful at
particular gifts and talents.
planning and teaching lessons which enable pupils to learn extremely well
High quality marking and constructive feedback focused upon how pupils can improve their work to
25 | P a g e
Boughton Heath
Academy
Cheshire Academies
Trust
Evidence within topic books demonstrates clear links between curriculum subjects, with particular
reference to writing
Post it note science is delivered at least once per curriculum area to ensure children have experience
of At1
Computing is delivered during discrete teaching once per fortnight.
Evidence within topic books reflects clear differentiation for all groups within cohorts.
The learning wheel is used to ensure that teachers plan, deliver and assess against each section to
ensure higher order thinking skills
The planning of work demonstrates that tangible first hand experiences begin learning to engage
childrens interest and curiosity.
Action
Each class teacher to develop a whole year overview for their year
group, which includes all subjects demonstrating a termly or half
termly central theme which is cross curricular. (Writing emphasis)
All staff to consistently apply the curriculum marking policy and begin
to use gold, silver or bronze stars at the same time providing
constructive feedback which is responded to by children.
To provide staff development on the use and application of acrylic
paint and mixed media and how these can be taught.
Science coordinator to lead PDM in post it investigation, from
experiment to write-up, monitoring evidence available in topic books
Computing coordinator to lead PDM on use of Purple Mash and other
software to deliver the computing curriculum
Agree expectation of topic book presentation with all staff and
monitoring this through book scrutiny.
Lead person
AL
Time Scale
Jan 16th 2015
CPD
Chris Trevor
1x PDM
Resources/Costs/Time
300 per day
AL
Spring 2015
None
None
JC
Spring Term
1xTwilight
KB
Summer
Term
Summer
Term
Summer
Term
1xPDM
1xPDM
None
None
None
AL
termly
None
AL
AL
termly
termly
None
None
AL
Chris Trevor
2xPDM
2 x L and M day
CT x3 days= 750
CT
Spring and
Summer
Term
Spring and
Summer
Terms
Spring and
Summer
Terms
None
Autumn
Term 2015
None
1x PDM
26 | P a g e
SS
AL
SE/AL/MAT HT/DHT
AL
Boughton Heath
Academy
Cheshire Academies
Trust
AL
AL
AL
Person Responsible
Subject Leader
Andrew Lucas
Focus
Spring,
Summer and
Autumn
Terms
Spring,
Summer and
Autumn
Terms
Spring,
Summer and
Autumn
Terms
Monitoring
Time Scale
None
None
None
None
None
None
Evidence
Progress
Spring Summer
PDM material; HT termly reports to
Does the school held Key Stage 2 data evidence that the
and Autumn
Governors; newsletters; curriculum
proportion of pupils making more than expected progress Terms
information to families; school website;
Link Governor
pupils writing assessments; pupil voice
(3 national curriculum levels) across Key Stage 2 high
Richard Nutt
compared with national data?
questionnaire findings; fundraising events;
learning environment photographs; CPD
Attainment
27 | P a g e
External
Validation
Chris TrevorExternal Advisor
and Primary
Education
Consultant
Boughton Heath
Academy
Quality of Teaching
The quality of teaching is consistently good
with much outstanding
Teachers and teaching assistants have high
expectations of pupils achievement and are
successful at planning and teaching lessons
which enable pupils to learn extremely well
High quality marking and constructive
feedback focused upon how pupils can
improve their work to ensure they make at
least good progress over time.
Evidence within topic books demonstrates
clear links between curriculum subjects,
with particular reference to writing
Post it note science is delivered at least
once per curriculum area to ensure
children have experience of At1
Computing is delivered during discrete
teaching once per fortnight.
Evidence within topic books reflects clear
differentiation for all groups within cohorts.
The learning wheel is used to ensure that
teachers plan, deliver and assess against
each section to ensure higher order
thinking skills
The planning of work demonstrates that
tangible first hand experiences begin
learning to engage childrens interest and
curiosity.
28 | P a g e
Cheshire Academies
Trust
Teaching overview
document, lesson
observation records
Teaching overview
document, lesson
observation records,
Teachers planning
Book scrutiny
Book scrutiny
Book scrutiny, Lesson
observations, Teacher
planning
Book scrutiny, Lesson
observations, Teacher
planning
Book scrutiny, Lesson
observations
Book scrutiny, Lesson
observations, Teacher
planning
Book scrutiny, Lesson
observations, Teacher
planning
Boughton Heath
Academy
Cheshire Academies
Trust
E.Y.F.S.
Good Level of Development Indicator
Environment update
Rates of Progress from below on entry
29 | P a g e
Boughton Heath
Academy
Cheshire Academies
Trust
Strategic Achievement Improvement Action Plan 2015 Achievement and Quality of Teaching
Lead people accountable for driving improvement and securing outcomes Lisa Williams/Rachael Sharp Link Governor Sinead Blythin
Priority:
D. To develop a curriculum which promotes
a thirst for knowledge by teachers using
tangible experiences to enhance childrens
understanding and love for learning.
Finance Plan
Budget
17000
Funding Source
Training - 19001
Supply - 18001
Tenants Maint - 24001
Ed Materials - 40006
Furniture - 40005
The percentage of children achieving a GLD (Prime plus Reading, Writing, Number and SSM) to be
where they are challenged to engage in open ended
above 90%.
activities, working together and collaboratively.
Gaps between the attainment of groups of children and all children nationally, including those for
Curiosity and fascination in unusual objects, places and
whom the school receives additional funding are either not in existence or are closing rapidly.
abstract concepts such as respect and concentration.
Progress
Children are inducted into the school using the moral
For vast majority (95-100%) of children to progress to and achieve the ELG whose starting points are
compass to raise issues such as rights of children and
below their chronological age on entry
teachers, respect and responsibility.
For the vast majority (95-100%) of children to progress to and demonstrate elements of the ELG
The use of the outdoor area and forest school provides
whose starting points are significantly below their chronological age on entry.
excellent opportunities to exercise, collaborate, use good
Almost all children (97-100%) to progress to and a small minority (20%-40%) exceed the ELG whose
social skills and development personal skills.
starting points are typical for their chronological age on entry.
Children are provides with a range of cultural opportunities
For all children to exceed the ELG whose starting points are above their chronological age on entry.
in which they explore attitudes, values and traditions,
particular within philosophy for children sessions.
In all FSP areas the percentage of children making expected progress to be above 95% and more
Weekly yoga opportunities provide excellent opportunities
than expected to be above 20%.
for spiritual development training childrens bodies to be
calm, thoughtful and reflective.
30 | P a g e
Boughton Heath
Academy
Cheshire Academies
Trust
Quality of Teaching
Lesson observations demonstrate outstanding teaching over time and this is reflected in outstanding
achievement
The environment is highly stimulating and is consistently updated to reflect changes in planning and
childrens ongoing learning
Planning demonstrates objective led, imaginative experiences that meet the needs of all children
Use of 2simple software enables an accurate assessment picture which record high quality
observations which are sharply focussed on childrens learning and development
Children are highly motivated and eager to join-in, consistently demonstrating the characteristics of
effective learning, due to high quality provision
Clear strategies and policies are in place to engage with parents and carers
Support assistants are deployed effectively to support on-going learning within class by effective
communication of planning objectives
Action
Staff to use 2Simple software to ensure coverage of FS profile
Lead person
RS
CPD
None
Resources/Costs/Time
None
RS
None
None
RS
Time Scale
September 2014July 2015
September 2014July 2015
From Jan 2015
None
None
RS
None
None
RS
From January
2015
From January
2015
None
None
None
None
RS
From January
2015
None
None
RS
Jan 2015
None
None
SE
Easter 2015
None
15,000
Breakdown:
4000- Fence
5000- internal refurbishment
4500- Astroturf
1500- furniture
31 | P a g e
RS
Boughton Heath
Academy
Cheshire Academies
Trust
a termly newsletter
DW
RS
Easter 2015
Easter 2015
None
None
1000
None
RS
July 2015
None
None
RS
RS
July 2015
Spring and
Summer Term
Spring and
Summer Terms
None
None
None
None
None
None
Spring and
Summer Termspossibly into Aut
15
See courses
opposite
1000
RS
SE
Monitoring
Time Scale
Person Responsible
Focus
Progress
Sinead Blythin
Link Governor
32 | P a g e
Spring Summer
and Autumn
Terms
Evidence
PDM material; HT termly reports to
Governors; newsletters; curriculum
information to families; school website;
pupils writing assessments; pupil voice
questionnaire findings; learning
environment photographs; CPD records for
staff; Learning Journeys; 2 simple profiles
School held data; teacher assessments;
underachievement class action plans;
Learning Walk moderations;
evaluations of quality of teaching;
moderation of pupils work & teachers
planning; external validation; LA data
summaries
External
Validation
EYFS learning
review, LA
moderation,
ECCERs Test
Boughton Heath
Academy
Cheshire Academies
Trust
BH data Booklet
BH data Booklet
BH data Booklet
33 | P a g e
BH data Booklet
BH data Booklet
BH data Booklet
Boughton Heath
Academy
34 | P a g e
Cheshire Academies
Trust
Lesson observation,
learning walks
Parent feedback and
questionnaires
Boughton Heath
Academy
Cheshire Academies
Trust
M.A.T.
Link HT/SLT/ SENCO/EYFS
/Maths/English SLs
Joint working on 11 by 11 vision.
Assessment without levels
35 | P a g e
Boughton Heath
Academy
Cheshire Academies
Trust
Finance Plan
Budget
Finding Source
CAT BUDGET
At each strategic level, staff to write an evaluation demonstrating impact on practice and outcomes for children.
At all strategic levels identified staff will meet at least once per term working on agreed agendas/outcomes
To provide stakeholders with a link to CAT vision and documentation on individual websites.
Quality of Teaching
To devise and implement an effective assessment system to use pupil assessment information and data to improve learning in the classroom and
at key points of transition between key stages (EY to Year 1; Year 2 to Year 3) in each school
Success Criteria
A review of school assessment practices and changes to the curriculum by senior leaders have informed a new whole school system for
assessment across CAT
The assessment system is linked to the schools curriculum and sets out what pupils are expected to know, understand and do, and by
when
The assessment system uses formative and summative assessment to ensure that pupils, teachers and parents know if pupils are
achieving the expected standard
Teachers make consistent judgments and adopt the best practices of working together to moderate assessments for year groups and
end of keys stages
Assessment practices are accurate through both internal and external standardisation and moderation
Any assessment is used to modify teaching so that the vast majority of pupils achieve at least expected standards by the end of the year
or key stage
36 | P a g e
Boughton Heath
Academy
Action
Cheshire Academies
Trust
Lead person
accountable for
the action
Time Scale
Start and End
dates
Training/CPD
needs
Resources/Costs/Time
SW, SE, DW
Spring Term
None
SW, SE, DW
Spring Term
None
SW, SE, DW
Spring Term
None
SW, SE, DW
Spring Term
None
School Council
coordinators
LJ
Spring Term
None
Spring Term
None
Map out agenda for INSET day with all 3 schools working together to
formulate 11 by 11 experiences.
LJ SW, SE, DW
Spring Term
None
SW, SE, DW
Spring Term
None
SW, SE, DW
Spring Term
None
None
SW, SE, DW
Summer Term
None
SW, SE, DW
Spring Term
None
SW, SE, DW
Summer Term
None
SW, SE, DW
Summer Term
None
SW, SE, DW
Summer Term
None
SW, SE, DW
Summer Term
None
None
SW, SE, DW
Summer Term
None
37 | P a g e
Boughton Heath
Academy
Cheshire Academies
Trust
SW, SE, DW
Summer Term
SW, SE, DW
SW, SE, DW
SW, SE, DW
Summer Term
Summer Term
Summer Term
None
None
None
SW, SE, DW
Autumn Term
None
Who
Steve Ellis- Principal at
Boughton Heath
Academy
Susan WaltersHeadteacher at Mill
View
David WaringPrincipal at Kelsall
Primary
Link Governors
Joanne Lucy- Chair at
BHA
Moira Connelly- Chair
at Mill View
Harry Zimann- Chair
at Kelsall Primary
What
Collaboration and sharing
outstanding practice:
Monitoring
Where
Spring Summer and Autumn Terms
38 | P a g e
When
HT termly reports to Governors;
newsletters; curriculum information to
families; school website; pupils writing
assessments; pupil voice
questionnaire findings; learning
environment photographs; CPD records
for staff
HT, Trustee and LGB minutes
None
None
Leadership time for Ht/Pr to
work together
4000 venue, speaker and
stationary
External Validation
Across all 3 MAT schools.
Boughton Heath
Academy
39 | P a g e
Cheshire Academies
Trust
School/CAT Review