Whetley Academy Development Plan (Updated February 2016)

Priority 1
Distributed leadership
Area for
improvement
Develop leaders
in school

Develop the
effectiveness of
1

Actions for improvement

Leadership team to develop a broad based, strategic and long term approach
to develop the quality of teaching this plan will clarify the strategic vision as
well as contain the detail of how that vision will be achieved at an operational
level.
New Facilities and Compliance Officer Role to free up time of SLT, who can
focus on Teaching and Learning.
Leaders to use new electronic assessment system, (Eazmag) strategically to
analyse group data identify areas of concern and implement intervention.
EP is LLE enabling formal partnership and school to school support work.
(Government funding)
Develop EYFS leaders by linking with partner schools Wainwright and
Trinity. Support in Early Years provision and Phonics.
SLT are building capacity within the Inclusion team to increase provision such
as Nurture, Forest Schools, Pupil safeguarding and wellbeing.
Impose a systematic approach to monitoring the academy improvement plan
half termly reviews with full Leadership Team.
Middle leaders responsible for CPD and performance management of LSAs
including observations.
Middle Leaders responsible for planning and delivery of key aspects of
curriculum training for all teaching staff. JS & RP working closely with Roger
Bird Maths Consultant Spring Term 2016. Timetables and High Frequency
word reading and spelling programmes in place.
Mentors for new middle leaders (ZB & JT) (SM & YB).
Middle leaders coaching programme for all teachers. Support plans where
necessary so all teaching accelerated to at least good.
Involve EAB in Leadership teaching and learning monitoring exercises so that they can
check on the work of the academy directly and:

Monitoring/evaluation/review
Responsibility
Weekly leadership meeting of all leaders to
review actions taken to meet deadlines of
the single plan and evaluate impact.
LT

Milestones + cost
implication
School Leadership
review ADP
weekly. EAB
review half
termly.

Increase visits of EAB into school over and

above EAB meetings for fuller involvement
particularly non- SPTA employees.
HoA

Minutes of EAB meetings will evidence

impact of involvement and a stronger voice

Start July 2015,

ongoing, review

the EAB

Develop the
effectiveness of
the role of LSAs
in school

Fully understand the key areas for improvement for the school.
Challenge leaders from a position of knowledge in a rigorous way.
Check how well different groups such as disadvantaged pupils are doing
across all year groups report by HoA and named governor to EAB on Sport
funding and Pupil Premium funding.
The activities for EAB members are outlined below in all priority areas

LSA observations by Leadership Team and class teachers used to identify

strengths/areas for improvement and CPD needed. Discussed and planned in
Leadership Team.

for EAB in self-evaluation and monitoring

ADP. Challenging questions minuted.
EAB and Clerk
EAB to be invited to many academy
monitoring activities inc. observations,
learning walks and work scrutiny.
HoA
Observations and learning walks.
LT

every EAB
meeting.
See monitoring
timetable for
dates
Full years project
Report to EAB
termly.

Priority 2
Raise achievement in English by improving the quality of teaching
Area for
improvement
Induction of
new staff

Actions for improvement

Speech,
Language and
Communication
Talk - explicit
teaching of the
language of
discussion

Focused work contracting SLC specialist who can help school focus in a more specialist
way on the needs of pupils with SLC gaps. Early Talk Boost and Talk Boost
interventions implemented Nursery to Yr3.
Learning environment supports language of discussion display teachers
responsible- Leadership model/support staff
Half termly debate competition in each year group, 6 pupils on each class
team, different pupils each half term. 3 pupils from each class to judge against
success criteria. Rest of pupils observe and score sheets. Invite parents of the
6 pupils chosen in each class. Assistant Principal, RS to organise timetable for
debates.
Yr5/6 to debate with Wainwright throughout the year. One class every half
term.
Re-train staff in use of ABC approach. Year group meetings.

Induction for all areas below to be delivered by JS Literacy leader

Monitoring/evaluation/review
Responsibility
Leadership to assess impact of training in
meetings.
LT
Review impact Summer Term 2016.
HoA

Milestones + cost
implication.
Start September
Complete by end
Autumn 1.
Start Autumn
2015.

Leaders to observe the debate competitions

in every year group to evaluate pupil
progress in the language of discussion
timetable by in negotiation with teachers
afternoons.
LT

First debate
competitions
Spring 2, every
half term.

Learning Walk Summer 1 by full leadership

to monitor support for language of
discussion feedback to staff individually and
share best practice in staff meeting.
LT

Feedback
Learning Walk
evaluation
Summer 1 staff
meeting.

EAB member to attend learning walk to

2

Handwriting
and
presentation of
work

Phonics/
spelling

Grammar and
punctuation

Ensure expectations of handwriting are consistently high and given a high profile
through school:
Staff address class/individual pupils letter formation in an ongoing manner
use peer marking/self-marking to identify individual targets at beginning of
each half term in KS2, review half termly
Handwriting font displayed in every classroom.
Adult handwriting model is impeccable in the classroom display following the
school font/style VP and TLRs model and support
All other labelling and display in every classroom sets high standard of
presentation for pupils

Improve resources and teaching of Phonics and spelling

Extend teaching of Letterland into upper KS2 for vowel digraphs etc.
Mastery of HF words: DB order badges for competition. RP make booklets. JS
deliver staff meeting.
Leadership to develop use of Mind Palace resource to help embed tricky
spellings. (can use in other areas of the curriculum.)
KS2 Spelling competitions.
EP to present new Whetley Spelling Strategy Spring 2.
Improve staff knowledge of grammar and train staff in how it can be taught well
throughout the curriculum
Leadership to monitor English Medium Term plans to identify coverage of
grammar and check for progression throughout school.
JS to lead staff training using Jump Start resource in Spring 1 sharing
Teachers observed teaching the identified KPIs 20 minute per class
observation schedule by SLT and TLRs Spring 2. Expectation that all pupils can
access the age related expectations for grammar KPIs, with differentiated
teaching where required. Gaps in learning need to be identified and

monitor how leaders evaluate improvement

in pupils abilities to take part in discussion.
EAB
Learning Walk by full leadership to monitor
adult model of handwriting in every aspect
of classroom display and resources
feedback to staff individually and share best
practice in staff meeting.
LT

500 Books 1,000

Feedback
Learning Walk
evaluation
Summer 1 staff
meeting

Work scrutiny to evaluate pupil progress in

handwriting feedback to staff individually
and share best practice in staff meeting.
LT
EAB member to attend learning walk and
work scrutiny to monitor how leaders
evaluate improvements in handwriting.
HoA EAB
Lesson observation schedule focus on the
teaching of phonics and spelling Spring
2/Summer 1 2016. Use coaching model.
LT

Lesson observation schedule focus on the

teaching of grammar use coaching model.
Spring 2.
LT
Moderation of STAT assessments for
grammar use coaching model to improve
teacher subject knowledge. Spring
1/Summer 2.

Phonics resources
1000

Composition

Vocabulary
development

Reading
comprehension

English
Boosters and
intervention
pupil premium

addressed for individual pupils.

Work scrutiny to moderate standards and progress in GPS. Spring 1/2.

Review Talk for Writing Strategy how well does it support GPS, reading
comprehension, handwriting?
Work scrutiny and learning walk by leadership team followed up with CPD for
staff in developing the place of Talk for Writing within the teaching of
language.
Shared writing observations.
WES file updated to reflect new curriculum emphasis.
Accelerate the development of vocabulary by:
Induction of new staff in the Its only words strategy. staff training by
external provider, Jane Dallas.
Improve whole class teaching of reading comprehension skills
Revisit previous training by Malcolm Kerridge what has worked well? Staff
share meeting each year group bring best practice, carousel share.
Purchase of real books to teach inference skills. Michael Rosen approach.

Identify current year 6 pupils who are working below expected levels in
reading/writing/GPS target pupil premium for small group intervention and
booster. Support plan in place Spring 1 2016.

LT
EAB member to take part in work scrutiny to
evaluate rigour of moderation of grammar
standards. Spring 1/2.
HoA EAB
Lesson observation/Learning walk schedule
focus on the teaching of writing Summer 1
2016 use coaching model.
LT

Lesson observation schedule focus on the

teaching of vocabulary strategy Autumn 2
2015 use coaching model.
LT/JD
Lesson observation schedule focus on the
teaching of inference skills. Autumn 2 2015
use coaching model.
LT

Measure impact of intervention using STAT

grids.
LT

Priority 3
Raise achievement in Maths by improving the quality of teaching
4

Autumn 1 training

35,000 spend on
real books for
whole school.
Smaller spends
throughout the
year.
Autumn 2 training
for staff
Review progress
+ set targets for
end of year on
EAZMAG
SPT Funding
4,500 for
Saturday School.

Area for
improvement
STAT KPI
assessment

Introduce
principals of the
Maths mastery
approach

Concrete and
visual
representations
Dimension 1

Actions for improvement

Develop the use of STAT grids to inform planning.
Support teachers at the planning stage to develop use of STAT grids to inform
lesson objectives.
Teachers to use STAT grids to inform interventions and pre-teaching.
Develop teaching staffs ability to refer to STAT grid objectives when marking
pupils work.
Use mastery exemplar medium term plans and KPI STATs to create medium
term plans.
Key KPIs to be used as a focus for each half-term. Assessments to take place
at the beginning and end of the each term/half-term to assess progress.

Introduce Mastery Mathematics approach to staff in training.

Introduce three key dimensions to the mastery approach.
RP to keep up to date with current research and attend any training for
subject leaders regarding this approach.
Research the use of the textbooks to support the delivery of mastery.
Audit Jan 2016 by Roger Bird, external specialist, to identify strengths and
weaknesses in teaching. JS, RP and HoA to work on progression of key
calculation skills and deliver staff training Spring 2 2016.

Develop the use of visual aids and multiple representations to deepen understanding
in mathematics.
Establish resources available currently in school.
Ensure every classroom has the key resources that are needed to deepen
children understanding of place value.
Staff training to link to Dimension 1 of master approach use of concrete
and visual representations. Presentations by teachers to all staff 1.2.16.

Monitoring/evaluation/review
Responsibility
Measure impact of
intervention using STAT grids.
LT
Marking scrutiny by LT to
focus on the use of targets to
inform feedback to pupils.
Half termly assessments
against KPI targets.
LT
Marking scrutiny by SLT to
focus on the use of targets to
inform feedback to pupils.
LT
Measure impact of
intervention using STAT grids.
LT

Milestones + cost implication

On-going support/training from
SLT.
Introduce medium term plans,
Focus KPIs and assessment in
Summer/Spring term.
INSET and Staff Meetings.

Spring/Summer term 2016 staff

meetings.
Autumn 2015 Numicon trainer.

Lesson observation schedule

focus on use of concrete
resources and progression and
teaching of number.
Autumn 2015 Summer 2016.
LT

Lesson observation schedule

focus on the use of visual
resources and multiple
representations use
coaching model.
LT

4000 6000 (estimate)

resources for classrooms
Summer 2015/Autumn term
purchase resources.
Spring/Summer 2016 INSET

INSET training to focus on planning for progression and the use of visual aids
and use of concrete apparatus to support delivery of each focus KPI.
Develop pupils ability to articulate mathematical ideas, concepts and reasoning.
AP to develop understanding of techniques available to improve articulation
of mathematical ideas, concepts and reasoning
Staff training to link to Dimension 2 of master approach language and
communication.
AP to support and develop teachers use of pupil talk/vocabulary to improve
learning.

training.

Language of
maths and
communication
Dimension 2

Thinking
mathematically
Dimension 3
Problem solving
-Bar modelling

Maths Boosters
and
Intervention
pupil premium

Improve whole class teaching of problem solving in maths using the bar modelling
method.
Staff training to link to Dimension 3 of master approach thinking
mathematically.
Purchase Bar Modelling Problem Solving Toolkit RP to learn technique.
Deliver staff training on using bar modelling to solve problems.
RP to support teachers in the planning and delivery of problem solving lessons
in maths.
Introduce the Thinking Blocks website.
RP to support and develop teachers use of the Thinking Blocks website to
improve learning.

Review current intervention strategies throughout school. How consistent

and effective?

Lesson observation schedule

focus on the use talk for
maths use coaching model.
LT

Autumn term staff meeting

Training course or external
specialist.

Lesson observation schedule

focus on the use of bar
modelling method for solving
problems use coaching
model.
LT

35 book
Autumn term 2 delivery of
training.???

Book scrutiny to be carried out

by SLT to find evidence of the
use of the bar modelling
strategy.
LT
Measure impact of
2000-3000 train TA.
intervention using STAT grids/
pupil profiles.
LT
Training to begin in Autumn
term.

Priority 4
Assessment, marking and feedback of pupils work
Improve assessment and feedback so that appropriate work is planned and modified, pupils know how to improve
Assessment,
marking and
feedback
6

Use coaching model to plan and deliver lessons which:

Create opportunities during lessons to question pupils.
Reinforce learning points.
Rectify misconceptions.

Lesson observation schedule.

LT
Monitoring records including lesson

Ongoing lesson
observations.

 Use pupil responses to extend leaning.

Whole staff work scrutiny to share good marking and feedback practice.

observations, work scrutiny, learning walks % of good teaching increased-KIT data

LT