SUBJECT LEADER ACTION PLAN 2015-16

Key Improvement Priority: Curriculum Area: Financial Plan

Develop the reading stamina of all pupils within KS2 English 500

Accelerate the progress of the pupils working at the developing and secure stages to
raise attainment.

To accelerate the progress and raise the attainment of the SEND and disadvantaged
pupils in KS1 in reading and writing.

Reduce the gender gap at Mastery level at the end of KS1 in writing

Lead person accountable for the plan: G Thomas (KS2) E Cunliffe (KS1)

Success Focus on outcomes. Specific, measurable impact on pupils.

criteria: KS2- The vast majority of pupils (80-96%) will make at least good( 4 points) progress KS1 and KS2- The vast majority
(80-96%) children (not SEND) will be reading at their age appropriate expectation by the end of 2015-16.

Learning interventions in place to accelerate progress of Developing and Secure pupils.

The vast majority of pupils judged as Developing and Secure will make accelerated ( 5 points ) progress.

Actions Lead Time Training/CPD Evaluation

person Scale Needs. Green Autumn Term 2014
accountabl Start and Resources/Costs/T Red- Spring term 2015
e for the End dates ime Purple Summer term 2015
action Additional
Information
KS2 Sept 2015
Provide opportunities for timed reading tasks. G Thomas July 2016
J Burrow
(KS2)
Monitor reading stamina during assessments
weeks.
1
Targeted precision teaching for Developing
and Secure readers in KS2.

Leaders monitor the progress of pupils at

developing and secure stages to ensure
interventions are having an impact.

KS1 and KS2 E Cunliffe Sept 2015

Ensure that reading has a high profile in each July 2016
class. G Thomas
Maintain reading areas to a high standard J Burrow
across both Key Stages. (KS2)

High quality resources will support reading.

Author of the month display are established in

each reading area.

Reading awards to be given out weekly.

Reading working walls in KS2

Review and revise where necessary guided

reading, home readers and phonics linked
readers.
Increased opportunities for reading across the G Thomas Sept 2015
curriculum to be an on-going focus of J Burrow July 2016
monitoring and Key Stage meetings. (KS2)

E. Cunliffe

KS1 and KS2 G Thomas Sept 2015

Regular reading tests will be administered to J Burrow July 2016

2
determine age appropriate expectations and (KS2)
teaching will be targeted at those pupils not in
line, in order to accelerate progress. E. Cunliffe

KS1
Extra group and 1:1 interventions to be put in
place for the SEND and disadvantaged
children identified as working at emerging from
EYFS data.
KS2 G. Thomas Sept 2015
Regular phonics sessions to be embedded in July 2016
Lower k with a focus on bottom 20% and SEN
Monitoring

Who What Where When How External Validation

G Thomas Monitoring of Year 3, Year 4, Half termly GT and JB to monitor
J Burrow timed reading Year 5, Year 6 reading assessments and
assessments. ensure guidelines are being
E Cunliffe followed.

Scrutiny of
Literacy Books
Reading
assessment
KS1 / KS2 Monitor reading Key Stage 2 Termly Analysis of test results
ages across KS2 Target teaching and support
(boosting) to specific cohorts
to ensure ALL cohorts make
at least good progress.
Vast majority of pupils are
reading at age related
expectations.
KS1 / KS2 Test levels in Key Stage 1 Termly Analysis of test results
spelling. and 2 Target teaching and support
(Spelling ages) (boosting) to specific cohorts
3
 to ensure ALL cohorts make
at least good progress.
Vast majority of pupils are
spelling at age related levels.
KS1 and KS2 Pupil attitudes to KS1 and KS2 Monthly Pupil conferencing
E. Cunliffe reading and
G Thomas knowledge of
J Burrow authors.
Marking and Each class Half termly Book scrutiny
G Thomas feedback of Feedback in KS meetings
J Burrow comprehension HT and DHT monitoring
tasks in KS2

KS1 and KS2 Pupil progress Each class Half termly Pupil conferencing
E. Cunliffe Staff to analyse Monitoring topic overviews
progress of Monitor planning
G Thomas developing and Book scrutiny
J Burrow secure pupils. Pupil progress meetings with
V Hickman VH.

Impact: What Evidenced by/ Evaluation

will the through Have the
outcomes be? intended
outcomes been
achieved?

KS1 and KS2- Test results Key Stage 1

The vast Pupil Progress The vast
majority of meetings majority of
pupils ( 80 - 96 Planning pupils have
% ) will make at made at least
least good good progress
progress in reading and
(KS1- 10APS writing.
and KS2 -
14APS) in Key Stage 2.

4
reading and The vast
writing. majority of
pupils have
made at least
good progress
in reading.
The vast
majority of
pupils in years
3, 5 and 6 have
made at least
good progress
in writing.

KS1 and KS2- Optional SAT Key Stage 1

The vast results The vast
majority (80- Reading tests majority of
96%) children e.g. Salford pupils (87%
(not SEND) will Reading Test 26/30) are
be reading at reading at the
their age age appropriate
appropriate level.
level by the end
of 2014-15. Key Stage 2.
The vast
majority of
pupils are
reading at their
age appropriate
reading level.
Year 3: 93%
Year 4: 93%
Year 5: 88%
Year 6: 89%
KS1 and KS2- The vast majority (80-96%) children (not Spelling tests Key Stage 1
SEND) will be spelling at their age appropriate level by the e.g. SWST The vast majority of pupils (not SEND) are spelling at the age

5
end of 2014-15. appropriate level.

Key Stage 2.
The vast majority of pupils in some classes are spelling at their
age appropriate level.
Year 3: 80%
Year 4: 86%
Year 5: 76%

KS1 and KS2- The vast majority of children will be able to Recorded Key Stage 1 and 2.
talk with confidence about authors and the books they have outcomes of Pupils can talk confidently about their authors of the month and
read linked to the literature spine. pupil name titles of books by that author.
conferencing.
KS1 Ongoing KS1
Vast majority of children in Year 1, and all relevant children in assessments / Vast majority of children in Year 1 have reached last years
Year 2, will pass the Phonics Test at end of Year. Test results bench mark in the Phonics Test. 2/3 children in Year 2, have
The vast majority of pupils will make at least good and reached last years bench mark in the Phonics Test. The other
accelerated progress from their starting points, in writing. Pupil progress child has made considerable progress in score but has specific
meetings learning difficulties in this area (See SENCO)
Class The vast majority of pupils made at least good (93%) and
assessments accelerated (80%) progress from their starting points.
KS1 Pupil progress KS1
The vast majority of pupils make at least good and meetings The vast majority of pupils make at least good (100%) and
accelerated progress from their starting points, in reading and Class accelerated (87%) progress from their starting points, in
phonics. assessments reading.

High quality marking and feedback will be evident in all Book scrutinies Key Stage 1 and 2.
books Monitoring of marking and feedback has been at least good
and in most cases outstanding throughout the year.

The gender gap in attainment will be reduced in reading and Pupil progress Key Stage 1
writing. meetings with Reading Gender Gap (Progress)
VH. Year 1: 0%
End of KS1: Reduce the gender gap in writing, at mastery,
Year 2 0%
from 31% to 20% (15% at KS2 ROL 2014)
Reduce the gender gap in reading, at mastery, from 26% to Writing Gender Gap (Progress)
6
15% (7% at KS2 ROL 2014) Year 1 0%
Year 2 2%
In KS2 4+: 4% reading, 8% writing. Key Stage 2.
Reading:
Year 3: 7%
Year 4: 8%
Year 5: 12%
Year 6: 0%
Writing:
Year 3: 2%
Year 4: 10%
Year 5: 6%
Year 6: 5%