Fagley School Improvement Plan 2016-2017

Reading
Teach virtually every child to read, regardless of the social and economic circumstances of their neighbourhood, the ethnicity
of their pupils, the language spoken at home and most special educational needs or disabilities.

No. Objective Responsibility Actions Timescales How to monitor

Key Area: Effectiveness of leadership and management
1 To improve the progress for
disadvantaged pupils in
reading across the
curriculum.
HT termly
DHT 1) To track the progress of disadvantaged Reading assessment data
AHT / pupils in reading and identify any pupils who Pupil progress meetings
English will receive intervention support. with teachers.
leader 2) To ensure that interventions meet the Pupil interviews.
needs for all the disadvantaged pupils who Progress of talking
are not making expected progress. partners intervention.
3) To perform pupil interviews.
4) To discuss progress of disadvantaged
children at pupil progress meetings.
5) To provide talking partners intervention
(year4)

2 Leaders to ensure that the key
skills in reading are being
taught to enable pupils to
access different areas of
the curriculum.
HT 1) To use the Bradford reading grid termly Reading assessment grids
DHT assessment sheets to ensure national collected.
AHT / curriculum skills in reading are being taught. Monitor planning.
English 2) To monitor the use of the reading Reading scrutiny.
leader question fans.
3) To scrutinise pupils reading journals.
4) To monitor the teaching of phonics.

3 Leaders to consider the impact of HT 1) To monitor reading assessment data termly Data collection
the teaching of reading. DHT 2) To use reading assessments Reading assessments
AHT / - rising stars termly results
English - testbase papers (end of year)
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Reading

leader - past papers (2016 for Y2 and Y6)

3) To audit the reading provision in each
year group.

4 Leaders to consider the extent to HT 1) To monitor reading interventions across termly Intervention records
which the school intervenes to DHT the school report Collecting data for
provide support for improving AHT / 2) To use data to identify children at risk reading interventions
pupils literacy, especially for English of falling behind.
pupils at risk of underachieving. leader 3) To provide reading clubs for children who
are falling behind.
5 Leaders to listen to children HT 1) Staff meeting Wednesday 9th November. Termly > Listen to children read.
reading. To focus on low-attaining DHT Teachers to listen to children read and > Complete pupil
pupils and discuss their reading AHT / complete a reading interview. questionnaires.
with them. English 2) To listen to readers and complete ofsted
leader reading questionnaire
3) Pupil interviews with low-attaining pupils.
Class
teachers
6 The school council to promote HT 1) To have a book shop for parents and Termly > Complete learning walk with
reading. DHT pupils to purchase books led by the school the school council
AHT / English council.
leader 2) School council to conduct reading
learning walks and make suggestions for
School council improvements (pupil voice)
Term 1 Updates
Disadvantaged children have been tracked and identified on the progress matrix.
Year 1 13 dis all children have made expected progress, Year2 8 dis Heru below expected progress, Year 3 12 dis Cerise below expected progress

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Reading

Year 4 16 dis Azaan, Martin below expected progress, Year 5 19 dis Saad, Elaina, Fahaan, Chenai below expected progress year 6 17 dis Haroon, Kai
below expected progress,
SG carried out a pupil interview and emailed a report about reading
Children discussed at pupil progress meetings.
Staff have been introduced to the Bradford reading assessment grids. They have also been given the Phillip Webb question fans to use.
VR completed an audit of reading journals and feedback / next steps have been given to staff (AUT 2)
CM carried out an audit of the teacher of phonics Aut 2
- Collected the data for Aut 2 children have been placed on the progress grids and assessment feedback has been given to teachers.
Reading provisions have been audited with Colleen Jackson see separate report.
Governors and SLT have listened to children read across the school and they have completed a reading questionnaire.
Pop-up book shop run by the school council was available at Parents Consultation, Autumn 1.
The school council have carried out audit with SG Autumn 1. Fed back to SLT.
Key area: Quality of teaching, learning and assessment
1 To ensure that teachers embed AHT / 1) Complete a whole school reading plan. Update > Whole school reading plan
reading well across the English curriculum reading overview. termly > Reading learning walk.
curriculum equipping all leader 2) Class readers. > Curriculum overviews.
pupils with the necessary 3) Identify additional reading opportunities > Words of the week
skills to make progress. Class across the curriculum.
teachers 4) To broaden vocabulary across the school
using age appropriate weekly vocabulary
lists.

2 Teachers to plan and deliver high HT 1) Monitor guided reading planning. Termly > Collect planning
quality read lessons. DHT 2) Observe guided reading sessions. > Lesson observations
AHT / 3) Scrutinise guided reading journals and > Reading journal scrutiny.
English home reading records.
leader
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Reading

3 To develop a love of reading with
school.
Class
teachers
Class 1) To improve reading corners to ensure Termly > Learning walk reading
teachers that they display books to promote reading. corners
2) To have a class reader daily reading > Pupil interviews
aloud time using high quality texts. > Audit of the library
3) Reading incentives to encourage reading.
4) To continue to develop the school library.
5) Classes to recite poetry during assembly.
6) Forest school children to read a story
during their session (woodland stories)

Term 1 Updates
Whole school reading across the curriculum has been added to the half termly overviews - classes are using T4W and other texts to support reading
and writing.
Classes have a class reading time when the teacher reads aloud.
All classes use the intergrated curriculum to enhance reading across the curriculum see topic webs
Teachers completed a reading questionnaire regarding when and how reading takes place. All teachers read aloud to class. Advent Books allowed
greater opportunity for this end of Autumn 2.
The importance and value to vocabulary development has increased throughout the autumn 2 . Staff attended vocabulary training and a display of
vocabulary across the school is in the corridor
(learning walks) Learning walk carried out by VR and CJ highlighted lots of positive elements with reading. Development points have been highlighted
and will be actioned in Spring.
Guided reading planning / books have been collected and monitored throughout the school. Teachers have been given individual feedback and
improvement points.
Guided reading sessions have been observed in years 4, 5 and 6 during the reading learning walk.

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The love of reading has been developed through improvements with classroom environments. Environment are inviting for children to use. Class readers
are in place in all classrooms. Incentives are used to encourage home reading.
The school library is now used properly and a timetable is in place. Children are taking out library books weekly to read at home.
Key area: Personal development, behaviour and welfare
1 To develop a love for reading HT 1) To set up reading buddies across the Pupil interviews
across the school. Promoting DHT school (Y6 children to reading with Y3 Y5- Pupil feedback from
reading for pleasure. AHT / Y2 Y4-Y1) creating a community of readers. reading buddies
English Children to use blooms taxonomy reading Drama workshops
leader fans.
2) All children to visit the city library
Class during house morning.
teachers 3) Arrange for authors / illustrators to
visit school.
4) Continue to develop the school library
5) Roald Dahl day
6) World book day
7) To use drama and role play to help
children to understand and access texts.
8) To provide an outdoor library for
children to access books within the outdoor
provision areas.
9) Book clubs in years 5 and 6
2 To engage with parents to Parents / 1) Parents to read with children (10 min per Parent reading
promote the importance of class teachers day) workshops.
reading at home. 2) To have parent reading workshops. Assemblies including
3) Monitor home reading journals. parents.
4) To produce a reading newsletter to

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Reading

promote the importance of reading at home

Term 1 Updates
Reading buddies are in place. Buddies read weekly on a Tuesday morning and Philip Webb and Blooms questions are used so children can ask questions
about what they have read.
Years 1 and 3 have visited city library in Autumn and during house morning, one house group has been.
Class 3 have been to visit an author at city library. We have celebrated R.Dahl day and children enjoyed reading different R.Dahl books throughout
school.
Home reading journals have been monitored by VM and CM has monitored the 1:1 reading books
A reading leaflet was given to parents during the consultation day to encourage home reading.
Key area: Outcomes for pupils achievement
1) To ensure that in each year group HT 1) To have termly reading assessments. termly Data collection
and across the curriculum, pupils DHT 2) To collect reading data from each year Reading progress
make substantial and sustained AHT / group. trackers.
progress in reading. English 3) To analysis reading data and create
leader development points for staff.
Class 3) Pupil progress meetings
teachers 4) To implement and monitor reading
interventions.
4) High attainers / accelerated progress
readers are rewarded.
2) Pupils to read widely and often Class 1) To monitor home reading journals Termly Learning walk
across subjects to a high teachers 2) Ensure reading corners have a range of Pupil interviews
standard, with fluency and materials to read and they are inviting for Audit reading corners
comprehension appropriate to children. Curriculum overview
their age. 3) Audit curriculum texts are available in
classrooms.

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4) Check the depth and breadth within the

curriculum.
5) To recruit and train volunteers for 1:1
reading.
3) To ensure that year 1 pupils HT 1) Collect phonic trackers termly Meet with phonics
achieve highly in the national DHT 2) Meet with Y1 teaching staff leader.
phonics check. AHT / English 3) Daily teaching of phonics in KS1.
leader
(Clare Murray to monitor)
Phonics leader
Year 1 teacher
Term 1 updates.
Staff have been using the rising stars assessments to help inform their assessments. The Bradford reading grids are also in place to ensure that
national curriculum objectives have been covered.
Following the Aut assessments the focus for Spring1 is - Year1 to focus on the number of boys reading at ARE. Year2 to focus on the number of boys
reading at ARE. Year 3 to increase the number of children reading at ARE. Year 4 indicated good progress but during the monitoring of reading the
assessment might by slightly positive, Year 5 to look at the children to achieved 2c at KS1 as these children are expected to be at ARE. Year 6 to
focus on the number of boys working at ARE
Data has been collected and monitored and pupil progress meetings have been carried out by the HT and DHT.