Progress  Agenda Welcome and introduction Recap on Ofsted Strategies to progress Analysis of current data Key initiatives summer term France/Morocco visit June 2016 Any questions? PTA

Summary of key Ofsted findings May 2014 Achievement of pupils: Requires Improvement Quality of teaching: Requires Improvement Behaviour and safety of pupils: Good Leadership and management: Requires Improvement Overall judgement: Requires Improvement Previous inspection judgement in Satisfactory St Benet’s Good St Edmund’s Good

Why was St Benet’s not Good?  More able pupils are not always achieving as well as they should  A significant number are not making progress in mathematics  Pupils do not always know how well they are doing against their targets or how to improve their learning  Pupils are not always informed how well they are using literacy and numeracy skills  Teachers do not always have an accurate knowledge of pupils prior learning or attainment levels  Self-evaluation is not accurate  Subject leaders are not monitoring the impact of teaching on the learning of different pupils  Governors do not have a realistic view of the impact of teaching over time on pupils learning and are not always rigorous in holding the school to account  HMI July 2014  HMI July 2014: The school needs to closely monitor the quality of teaching & to strengthen the links with parents

Why was St Edmund’s not Good?  The rate of pupils progress varies too much from year to year  More able pupils are not learning at the right level and pace  Key writing skills such as spelling, grammar and punctuation are weaker than comprehension and creativity  Pupils are given too few opportunities to use mathematical skills  The school does not have an accurate enough picture of its strengths and weaknesses  Subject leaders do not know enough about the quality of teaching and standards in their subjects  Governors did not have a clear understanding of how well they the school was doing  Many parents feel they are not well informed about the work of the school and the Federation  HMI July 2014:  HMI July 2014: Senior leaders and governors are taking effective action to tackle the areas of Requires Improvement

Improve the quality of teaching  To raise the quality of teaching to 100% good-outstanding 1. Lesson observations every half term by SLT, ELT and peers. Monitor TAs 2. Continuing professional development (CPD) 3. Audits of planning, marking and progress 4. Establishment of the ELT 5. Retain and appoint good to outstanding staff  To raise the quality of planning 1. Planning to include clear objectives, differentiation, pupil data and success criteria 2. Schemes of work to cover skills, attainment levels, cross curricular links 3. CPD  Ensure that all teachers have the skills to accurately assess pupils attainment 1. Moderation 2. CPD & audits 3. Pupil progress meetings (PPM)

Improve the quality of teaching  Pupil Premium & SEN pupils to close the gap & SEN to make good progress 1. Through good-outstanding teaching, planning and marking 2. Performance management for all staff and TAs used effectively in lessons (higher expectations) 3. PPM to include SENCO 4. Intervention groups 5. CPD for teachers and TAs 6. Targets in books 7. Train another SENCO 8. Appoint additional TAs  CPD & Resources 1. All staff to receive regular training both internal and external by the best practitioners 2. Money to be invested into new resources (£9,000)

Improve the quality of teaching  Improve the quality of verbal and written marking through the use of AFL and marking strategies 1. Audit books regularly and give verbal-written feedback to individual staff 2. The quality of verbal feedback to pupils- to be observed in lesson observations and drop ins 3. Pupil targets individualised in all learning books. 4. CPD training on questioning and feedback  Raising expectations of the Higher Ability Pupils 1. Ensure pace and challenge is good from the very start of the lesson 2. Set challenging homework 3. Set challenging targets to achieve above expected progress. Enter for SATs Level 6 4. Discuss in PPM

Improving the achievement of pupils and improving the use of performance data  Leadership to monitor whole school progress and the attainment of all pupils 1. Formal assessment every half term recorded on Target Tracker 2. Establish baseline & minimum progress expectations/targets 3. Analysis of the whole school tracker by SLT every half term- reports produced for Governors and the School Improvement Board (SIB) 4. Analysis of individual classes expected by teachers 5. Analysis to be discussed in PPM 6. Moderation of data 7. External analysis by Governors and the Local Authority

Improving the achievement of pupils and improving the use of performance data  To monitor progress and attainment of specific groups such as: Higher Achievers, SEN, EAL, FSM 1. Analysis of individual classes by teachers & subject leaders 2. Analysis to be discussed in pupil progress meetings 3. Data to be used in planning and marking 4. SENCO with teachers to develop strategies to close the gap  SENCO to monitor interventions and provision maps to insure impact is being achieved 1. SENCO to analyse SEN data on Target Tracker and feedback to SLT 2. HT and SENCO to discuss SEN termly and produce a SEN report

Improving the achievement of pupils and improving the use of performance data  Teachers to use performance data to set targets for individual children 1. Targets set in pupil books and data used in planning  To improve Assessment For Learning (AFL) and raise achievement in writing, literacy and numeracy 1. New writing policy including planning and marking expectations 2. Lesson plans to include SPAG 15 minutes per day 3. Talk 4 Writing introduced and Guided Reading resources bought 4. Use NRich, Rising Stars, My Maths and Complete Mathematics to improve maths 5. Hold themed weeks and events

Improve Behaviour and Safety of Pupils  Continue to raise standards of behaviour & improve behaviour for learning 1. New Behaviour For Learning Policy 2. Improve lesson quality 3. Strengthen Pupil Voice 4. Celebrate success and reward  Improve the Social, Moral, Spiritual and Cultural aspects of the school 1. Increase number of extra-curricular clubs 2. Increase the number of educational visits 3. Increase external visitors 4. Re-launch House System through inter house competitions 5. Create closer links within the local community 6. Use the SEAL PSHE programme

Improve Leadership and Management  Implement and monitor regularly and consistently health and safety procedures including safeguarding  Introduce Performance Management linked to achievement of school targets  Establish a positive culture and high expectations  Improve long term communication within the school staff  Establish an Extended Leadership Team to ensure capacity for sustained improvement  Develop curriculum leaders & the role of SEN  Build effective governance  Improve the school finances and school organisation

Improved Teaching and Learning St Benet’s  80% of lessons are currently good-outstanding. In September-October this was 50% with 25% lessons inadequate.  By April-May 100% lessons will be good-outstanding and by December % lessons will be outstanding  Year 6 predicted L4+ results: Reading 100%, Writing 93%, Maths 93%  Year 6 predicted expected progress: 100% in all 3 subjects  Year 6 predicted above expected progress: Reading 80% (35%), Writing 60% (33%), Maths 47% (35%)  Year 2 predicted L2B+ results: Reading 90%, Writing 100%, Maths 100%  Year 2 predicted expected progress: Reading 90%, Writing 100%, Maths 100%  Year 2 predicted above expected progress: Reading 90%, Writing 100%, Maths 90%  50% pupils are making better progress this year than they did last year  There is no gap between the progress of PP/SEN pupils and non PP/SEN pupils

Improved Teaching and Learning St Benet’s  Year 1 predicted L2B+: Reading 93%, Writing 80%, Maths 93%  Year 1 predicted above expected progress: Reading 81%, Writing & Maths 87%  Year 3 predicted L4+: Reading 93%, Writing & Maths 100%  Year 3 predicted above expected progress: Reading 35%, Writing 28%, Maths 50%  Year 4 predicted L4+: 100% in all 3 subjects  Year 4 predicted above expected progress: Reading 66%, Writing 77%, Maths 55%  Year 5 predicted L4+: 92% in all 3 subjects & 40% above expected progress  HAPs current progress: in Year 1 pupils are making above expected progress; in Years 2-4 pupils are making expected progress; in Year 5 pupils are making largely above expected progress; in Year 6 50% pupils are making above/expected progress  Targets for pupils are now in their books & we are developing a rewards based strategy for pupils to be engaged in their targets  £9,000 has been spent on improving resources for classrooms

Improved Teaching and Learning St Edmund’s  73% of lessons are currently good-outstanding. In September-October this was 50% with 25% lessons inadequate.  By April-May 100% lessons will be good-outstanding and by December % lessons will be outstanding  Year 6 predicted L4+ results: Reading 100%, Writing 93%, Maths 100%  Year 6 predicted expected progress: 100% in all 3 subjects  Year 6 predicted above expected progress: Reading 73% (35%), Writing 26% (33%), Maths 40% (35%)  Year 2 predicted L2B+ results: Reading 90%, Writing 100%, Maths 100%  Year 2 predicted expected progress: 100% in all 3 subjects  Year 2 predicted above expected progress: 90% in all 3 subjects  53% pupils are making better progress this year than they did last year  There is virtually no gap between the progress of PP/SEN pupils and non PP/SEN pupils from Year 4 onwards

Improved Teaching and Learning St Edmund’s  Year 1 predicted L2B+: 100% in all 3 subjects & 100% expected progress  Year 3 predicted L4+: 92% in all 3 subjects  Year 3 predicted above expected progress: Reading & Writing 38%, Maths 30%  Year 4 predicted L4+: Reading and Writing 92%, Maths 100%  Year 4 predicted above expected progress: Reading 36%, Writing 64%, Maths 55%  Year 5 predicted L4+: Reading 100%, Writing and Maths 93%  Year 5 predicted above expected progress: Reading 27%, Writing 18%, Maths 36%  HAPs current progress: in Years 1 & 2 pupils are making above expected progress; in Years 3 & 4 pupils are making expected progress; in Year 5 pupils are making above expected progress in Writing and 50% above/expected in Reading & Maths; in Year 6 pupils are making above expected progress in Reading & Maths & 50% above/expected in Writing  Targets for pupils are now in their books & we are developing a rewards based strategy for pupils to be engaged in their targets  £9,000 has been spent on improving resources for classrooms

Improved Behaviour and Safety  New Behaviour For Learning Policy  Recent pupil questionnaires showed that 87% thought their lessons were good-perfect  We have increased the number of TAs  Pupil Voice has been strengthened and we are acting upon pupils wishes- lunch time resources are being improved  We have significantly increased the number of clubs run by teachers, TAs and parents  We have increased the number of visits and visitors in most classes  We have agreed a new SMSC strategy for the school. Per class/term: visits, visitors, British Values, RE. Whole School: events calendar, community day, SEAL PSHE programme. One member of the ELT oversees this with support from another teacher

Improved Leadership and Management  Effective performance management for all staff combined with effective CPD  Culture of high expectations leading to excellent staff morale  New 4 year detailed School Improvement Plan (SIP) with new Vision & Mission Statements  New Weekly Milestones underpinning the SIP  New Extended Leadership Team (ELT) established  The role of SEN is being strengthened: another full time SENCO is being trained, SENCOs involved in PPM, TAs are receiving training, TAs have PM, SEN Reports are being produced  Subject Co-ordinators role continues to develop  Governing Body is more efficient and effective  The organisation & financial management of the school is much stronger: new Business Manager, new Finance Officers, new Premises Plan, both schools are in surplus  Long term communication continues to improve: new PPM every term, new Parent Forums every term (nearly one per half term), new Open Afternoons on alternate Mondays, new school web site soon, regular Governors newsletter soon, new SIP to parents soon  New Breakfast & After School club at St Edmund’s

Current Key Initiatives and Plans  Triangulation of lesson observations, TT data and evidence in books  Move from assessing & monitoring progress in Levels to assessing & monitoring progress in Statements & Steps (parent presentation in summer term)  Continue to invest in class resources  Improve SMSC in line with agreed school strategy & parent participation  Renewed focus on HAPs progress  Subject Leaders to monitor progress and produce a Subject Leaders Report  Continue to invest in SEN  Develop visits abroad to either southern France or Morocco  Develop additional resources e.g. science lab, upgrade ICT, arts and crafts  Continue to improve communication through the web site, SIP (parent presentation in summer term) and the Governing Body  Increase school roll to 105 (through ‘Good’ Ofsted and community work)  Increase links with other Catholic Schools in Norfolk and St Mary’s in Lowestoft

Foreign Visit to France  France – The Eagles Nest – Cost per Student All-inclusive rate based on 30 payers (smaller groups on request). Coach transport and insurance are included: Untutored 6 day trip £399 Fully tutored 6 day trip £420 6 day trip: first meal breakfast day 2, last meal dinner day 5. Untutored 8 day trip £485 Fully tutored 8 day trip £515 8, 9, 10, 14 day trips: first meal dinner day 2, last meal lunch on penultimate day Untutored 9 day trip £554 Fully tutored 9 day trip £585 Untutored 10 day trip £624 Fully tutored 10 day trip £670 You can fly, but this adds on another £200 approximately

Foreign Visit to Morocco  Morocco Multi-Centre Tours – Cost per Student (NB. Morocco prices are land-only. Air fare extra) £ sterling (Land only) 5 day, 2 centre (Marrakech, High Atlas): £376 8 day, 2 centre (Marrakech, High Atlas): £492 8 day, 3 centre (Marrakech, High Atlas, Zagora region - fly into Ouarzazate): £658 9 day, 3 centre (Marrakech, High Atlas, Zagora region): £ day, 3 centre (Marrakech, High Atlas, Zagora region): £722 Camel trekking supplement £30  How many parents are interested? I need 30 across both schools and will provide more parent information evenings with more detail if there is sufficient provisional interest.