1. St Alban’s Catholic Primary School School Improvement Update presentation for parents 31 st March 2014

2. Tonight’s meeting *Presentation on progress since our last meeting *Table discussion between parents, staff and governors *Round-up with each table contributing

3. Key priorities: 1 IMPROVE TEACHING so that it is consistently good or better in all classes (Ofsted) Ensure that teaching is at least good and challenges all pupils to make at least good progress in every lesson (HMI)

4. Teaching: context ‘Teaching’ is not just judged on classroom practice. It also encompasses children’s work, the quality of marking, and children’s response to teachers’ feedback. This tells us a lot about the progress that children are making.

5. Priority 1 - progress Marking and feedback The “tickled pink” approach to marking and feedback is now embedded in Literacy and Maths and across all subjects. “Tickled pink” celebrates children’s achievements, invites response and challenges children to do better. Feedback from pupils and teachers indicate that this approach is having a positive impact. The children have a clearer understanding of what they need to do to improve their own work. Teachers can see this from the children’s responses.

6. Thumbs up Thursdays

7. Continuing professional development for staff (CPD) We are continuing with our staff training programme of “Assessment for Learning”. We are continuing to attend a series of trainings provided by All Hallows Catholic College, specifically on further developing expertise on the teaching of Mathematics. We are planning to have whole staff training on “TEEP” (Teacher Effectiveness Enhancement Programme). This is a proven, highly regarded and successful training programme, focusing on effective learning and teaching.

8. Continuing professional development for staff (CPD) We have visited other schools in our cluster as a whole staff, sharing good practice, ideas, knowledge and skills.

9. Key priorities: 2 Increase the proportion of children who ACHIEVE WELL by the end of Year 6, especially in Mathematics, by ensuring that progress in all lessons is rapid and sustained (Ofsted) Ensure that all pupils, particularly the more able, are challenged to achieve beyond expected progress (HMI)

10. “Achieve well” = make better progress than expected A child who attained level 2B at the end of Key Stage 1 “achieves well” if (s)he attains at least Level 5C at the end of Key Stage 2 A child who attained Level 3 at the end of Key Stage 1 “achieves well” if (s)he attains Level 5A or Level 6 at the end of Key Stage 2

11. Priority 2 - progress The Maths and Literacy teams are continuing to work together with senior leaders to raise expectations and standards through regular monitoring, sharing of good practice and training throughout the school. We have a rigorous monitoring schedule, which ensures that the progress of individuals, groups of children, classes and year groups is regularly checked and appropriate intervention is put in place.

12. Reading Recovery at St. Alban’s Catholic Primary School. A centre for excellence at the Institute of Education

13. The “Win-Win” Outcomes of Reading Recovery Successfully returned to average attainment for age (made accelerated progress) = 80.2% Progressed but not yet at average attainment levels for age (made progress) = 19.8% High quality assessment and information about learning strengths to help maintain enhanced support, statutory assessment and placement SOURCE: European Centre for Reading Recovery (2010) Reading Recovery

14. The cornerstone of a layered approach to literacy intervention Quality first teachingMajority Group interventions (possibly with TA)Just below average One-to-one teaching (possibly with TA)Struggling Reading RecoveryLowest attaining

15. Mapping reading ability Average progress reader Low progress reader Reading ability Age 5 6 7 8 Reading Recovery reader

16. Reading Recovery takes 80% of children from Typical Reading Recovery book Level one text

17. To this Typical Reading Recovery book Level 17 text

18. ‘Progress’ pupils (20%) Those pupils who do not make accelerated progress, still advance significantly, on average moving from book Level one to book Level nine. Typical Reading Recovery book Level nine text

19. Reading Recovery lessons Every Reading Recovery lesson includes: - Re-reading two or three familiar books Re-reading yesterday’s new book (using a running record analysis and teaching point) Letter and word work

20. Reading Recovery lessons Comprising and writing the child’s own story Specific techniques for phonemic analysis Assembling the ‘cut-up’ story Introducing and reading a new book

21. Daily communication I don’t like my pink medicine A cut-up story to reassemble

22. Child A – Discontinued after 15 weeks Now back in class at age related reading level.

23. Key Priority 3 *Increase the precision with which leaders, including governors, check on performance (Ofsted) *Ensure that all teachers accurately assess the progress of pupils and, through robust moderation, check the accuracy of their judgements, so that pupils’ rates of progress speed up quickly, especially in the case of more able pupils and those who have a disability or special educational needs. (HMI) * Ensure that leaders and managers who are new to the school, or to their roles and responsibilities, are well supported to work independently as quickly as possible and build the school’s capacity to improve further. (HMI)

24. Visitors to school Mrs Cooke met with Susan Wareing, HMI, in February and shared information about pupil progress, staff training, impact of monitoring and children’s workbooks. This was a very positive meeting and reaffirmed that we are on the right track. Susan Wareing will visit St Alban’s again on Friday 2 nd May. The focus of this visit will be a learning walk monitoring children’s books. Rachel Johnson is our SIP (School Improvement Partner). Rachel will visit St Alban’s next week to monitor progress in children’s books with school leaders.

25. Visitors to School Sue Fau-Goodwin, assistant director of schools at Shrewsbury diocese, visited St. Alban’s 2 weeks ago. She sent this email following her visit. ”I would just like to thank you for both the invitation to visit and for the warm welcome I received at St Alban’s. The children were a delight, and clearly excited and engaged in their learning. It is tangible and visible that you are all working flat out as a team to secure the very best outcomes and provision for the children. Thank you for taking the time to talk to me and for the opportunity to engage with your pupils, who were all keen, without exception, to tell me how much they enjoy school. I was delighted to see the children preparing such amazing pieces for the Art Exhibition! What an array of talent! I was moved by the witness and living faith alive at St Alban’s, with many beautiful examples of children’s RE work and thought provoking displays too. Thank you for an inspiring and uplifting morning!”

26. PARENTS AS PARTNERS READING COACHES TRAINING TUESDAY 1 ST APRIL

27. PARENTVIEW Parentview is an online facility that allows you to give your views about your child’s school at any time during the school year. The questionnaire can be accessed directly at http://parentview.ofsted.gov.uk or from the home page of Ofsted’s website www.ofsted.gov.uk. http://parentview.ofsted.gov.ukwww.ofsted.gov.uk

28. For discussion tonight… We would really like parent / carer feedback on progress so far.

29. Feedback from tables

30. Our next meeting is on Tuesday 20 th May 7-8pm. THANK YOU