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A Strategy for Effective School Improvement

July 2019

Jesus Grew in Wisdom and Stature

As a Diocesan Multi Academy Trust, the Liverpool Diocesan Schools Trust (LDST) aims to promote an educational

community rooted in the Christian values of wisdom, hope, community and dignity so that we can lead our pupils to

become independent, responsible, self-motivated and caring members of society and thus enabling them to ‘live life in its

fullness’ (John 10:10).

The LDST strategy for effective school improvement is the result of a process

involving the central team, Directors, Head teachers and Governors.

School leaders and LDST central team have agreed levels of autonomy,

alignment and standardisation that will have the greatest impact on pupil

outcomes and this is reflected in this strategy.

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Contents

Section 1: LDST’s Strategic Aims

Section 2: School Improvement Strategy Overview

Section 3: Core aims of the School Improvement Strategy

Section 4: School Improvement Service

Section 5: School Categorisation

Section 6: School Improvement Support based on Categorisation

Section 7: Education Officer Core Agenda (all schools termly)

Section 8: School Reviews

Section 9: Peer evaluation

Section 10: Using leadership capacity across the Trust

Section 11: Autonomy, Alignment, Standardisation

Section 12: Assessment

Section 13: Pupil premium

Section 14: Curriculum

Section 15: Self-evaluation

Section 16: Safeguarding

Section 17: Appendices

1. Education Officer Termly Report template 2. Assessment proformas

3. Pupil Premium

4. Autonomy, Alignment, Standardsiation 5. Challenge Partner Reviews

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Section 1: LDST’s Strategic Aims

To support our vision, we have set the following strategic objectives within 7 key areas which our school improvement

strategy reflects:

Christian Vision and Character

1. To ensure that the Diocesan family of schools flourish and together deliver the Diocesan vision of ‘Bigger Church,

Bigger Difference’

2. To ensure that Jesus is at the heart of each of our schools, and that each school has an excellent Christian

character in accordance with the Church of England vision for education.

Leadership and Management

3. To secure outstanding leadership and management in all of our schools.

Pupil Outcomes

4. To pursue academic excellence for all and to continually strive to improve progress and raise attainment.

5. To tackle disadvantage and raise aspirations in order that our young people achieve their maximum potential.

Curriculum

6. To be at the forefront of curriculum and pedagogical development and through innovation and excellent teaching

and learning overcome barriers to learning so that our pupils are prepared for their next stages of education and

training.

Safeguarding

7. To ensure that effective safeguarding keeps all of our young people safe at all times

School Effectiveness

8. To ensure that all schools in LDST aspire to be outstanding and if less than good, proceed to good within 3

years.

Finance

9. To ensure a financially viable and sustainable DMAT.

LDST School Reviews Laurie Kwissa TEO July 2019

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Section 2: School Improvement Strategy Overview

Together we endeavour to:

- Further develop, celebrate and maintain the Christian distinctiveness of all our schools

- Work towards every child and young person having a life changing encounter with the

Christian faith and the person of Jesus Christ

- Fulfil the particular vocation that Church of England schools have to the poor and vulnerable

so as to open the doors of opportunity and enable transformational outcomes, making our

schools truly inclusive

- Work to ensure that our schools become centres of excellence, leading to high achievement

for all pupils with no significant gaps in attainment or progress between different groups

- Promote structured mutual support which benefits those who work and learn in our schools

- Identify and develop future leaders who will commit to using the best and latest research in

child development and pedagogy in order to drive forward school effectiveness, and who will

model and be servant leaders

The Core Aims of our School Improvement strategy:

Through a collaborative model that provides a systematic approach to school

improvement, we aim to ensure that our pupils attain the highest standards possible, by:

1. Ensuring that the distinctly Christian ethos underpins all the work of the Trust and every

aspect of school life

2. Overcoming disadvantage, raising attainment and improving progression for all pupils,

3. Encouraging excellent teaching and learning, enhanced by the school’s distinctively Christian

ethos

4. Celebrating, nurturing an developing inspirational leadership and management

5. Ensuring safeguarding is effective and integral to all aspects of school

6. Providing a graduated level of support, challenge and intervention to schools based on

accurate categorisation of strengths, needs and priorities

7. Ensuring that every school in the diocesan is supported to reach outstanding

We will achieve this by being:

- Respectful of the individual identity of our schools –knowing their strengths and understand

where improvements are needed

- Resourceful and recognising effective and successful practice in all schools and using this

where possible as a resource to support others to bring about improvement

- Responsive to the context of each school, adapting strategies where necessary to promote

and sustain improvements

- Relentless in our pursuit of excellence and led by a belief that every child can achieve


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School /Trust Data Analysis

(Strengths, Gaps, Priorities, Next steps)

Head teacher appraisal

Termly education officer visits and school priorities

(Outcomes, SSE, current data, priorities, support plan)

Categorisation EDUCATION

OFFICER/TEO support

School to School

support

CPD/Training

Level of support agreed Focus of visits

SSE Systems and

processes Monitoring

Reviews

Networks

Leadership support Best practice

Safeguarding

Analysis of data Moderation

Leadership development


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Section 3: Core aims of the School Improvement Strategy

1. Ensure that the distinctly Christian ethos underpins all the work of the Trust in

every aspect of school life

In collaboration with the Diocese we will support schools to embed John 10:10 in

their vision and mission statements

How:

- Support for schools in identifying how their core Christian values are impacting on all areas of

school improvement

- Support schools in identifying where distinctly Christian aspects can be woven into all areas

of school life (over and above RE and Collective Worship)

- Support for schools in identifying staff who are future Church school leaders and provide

relevant training for them

- Continue to nurture relationships between and across schools in the Diocese

2. Overcoming disadvantage, raising attainment and improving progression for all

pupils

We can only do this by knowing our schools well, promoting a culture of high

expectations and setting challenging targets

How:

- Adopt a standard core data set as a means of consistent reporting that demonstrates how

well pupils and groups of pupils (SEND, Pupil Premium, CLA, FSM, EAL) are achieving across

schools and across the Trust, in comparison to national averages

- Monitor progress and performance through assessments including exams, standardised tests

and teacher assessment, across the year

- Promote the use and analysis of assessment information to set aspirational targets, identifies

barriers to learning and informs personalised interventions to promote rapid progress

- Develop a Trust-wide Pupil Premium strategy and aligned approach for meeting the needs of

children who are disadvantaged or have SEND

- Provide and present a detailed report for the LGB that enables Governors to hold leaders to

account for pupil outcomes

- Develop a Trust data dashboard to track all aspects of performance, including personal

behaviour, safety and welfare that will afford Directors a transparent view of how schools are

performing across the Trust and in relation to National Averages in order that success is

celebrated and shared and improvement priorities identified

- Use analysis of Trust wide data to identify priorities and inform CPD

3. Encouraging excellent teaching and learning, enhanced by the school’s

distinctively Christian ethos

We believe that improving the quality of teaching and learning is integral to

improving pupil outcomes

How:

- Provide opportunities for teachers across schools to share best practice in networks and

through action research projects – staff learning with and from each other

- Introduce a coaching model to promote improvements in teaching that includes rigorous

training for those acting as coaches

- Planned and regular opportunities for teachers across schools to moderate pupils work in

order to secure a consistent understanding of standards and progress within a year group


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- Opportunities for Subject Leaders to collaborate in order to create a knowledge -based

curriculum that inspires and promotes the highest expectations and standards

- Secure effective transition within and across schools by planning opportunities for schools to

collaborate through joint INSET days and CPD

4. Celebrating, nurturing and developing inspirational leadership and management

Outstanding leadership, outstanding schools

How:

- Provide support for school leaders new to their role

- Through CPD, build leadership capacity to develop leaders at all levels

- Develop an accredited programme to train school leaders as Challenge Partners

- Develop a shared approach and formal model to review school effectiveness and validate

self-evaluation through external peer reviews

- Broaden leadership experience and expertise by deploying the best and emerging leaders to

support other schools within the Trust

- Provide opportunities for middle leaders across the Trust to work together on curriculum,

pedagogy or an identified improvement priority – within a school or focused on an LDST-wide

challenge

- Create a succinct standardised self-evaluation tool that will support robust school

improvement

- Identify a leadership development programme from NQT to CEO to build effective succession

planning

5. Ensuring safeguarding is effective and integral to all aspects of school life

Keeping children safe will be a key priority:

How:

- Agreed child protection and safeguarding policies and procedures in line with the Keeping

Children Safe in Education guidance

- Training for all staff and Governors through a planned CPD programme

- Professional advice and guidance from SIL

6. To ensure that every school in the LDST aspires for excellence in both their

OFSTED and SIAMS inspection

Celebrating 'distinctively and recognisably Christian institutions' (Lord Deering)

How:

- Bespoke training and coaching for leaders in preparation for OFSTED and SIAMS inspection

- Regular communication with schools to keep them updated on OFSTED and SIAMS issues

- Opportunities to celebrate and share best practice across schools

- In conjunction with the Diocese, provide training for Foundation Governors, Head teachers,

RE coordinators, Collective Worship leads, Clergy etc. to ensure the most up-to-date thinking

/practice is shared.


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Section 4: School Improvement Service

In order to achieve our aims all schools within LDST benefit from a service which

supports and challenges their journey to excellence by:

• Providing a graduated level of support, challenge and intervention to schools based on


• Providing quality assured professionals to act as School Effectiveness Officers

• Validating school’s own analysis of school performance to inform self-evaluation and school

improvement planning

• Promoting self-sustaining school improvement through developing Headteachers as

Challenge Partners and through a model of peer reviews and collaborative self-evaluation

• Building capacity within and across schools through networks and collaborations to share

best practice, research and evidence to secure excellent teaching and learning across all

schools

• Ensuring LGBs are able to provide support and challenge for school leaders, including with

Head teacher appraisal.

• Including an annual monitoring visit from the Trust Education Officer (TEO)

• Supporting with Head teacher and senior leader recruitment

• Developing further current and future leaders

• Working in collaboration with existing centres of educational excellence

• Providing advice and support before, during and after an Ofsted Inspection


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Section 5: School Categorisation

We provide a graduated level of support, challenge and intervention to schools based on


Bespoke offer which aims to bring about continual school improvement, either through

the individual school’s own ability to self-improve or through relevant support and

intervention

How:

- Provide a core offer of support and challenge to all schools with an agreed agenda, that will

promote further school improvement in order to sustain excellence in our schools

- Support schools to achieve excellence, including Good and Outstanding Ofsted judgements

- Provide targeted support, challenge and intervention to schools requiring improvement in

order to develop sustainable capacity for improvement

- Intensively support schools which have been judged to be inadequate school

Categorisation of schools: In order to ensure that the support offered is appropriate to the needs of individual schools, schools are categorised for support in line with the DFE School Improvement model:

1. Outstanding schools: Core Offer to sustain excellence

2. Good schools: Core offer to refine good practice and improve good schools

3. RI schools: Targeted support to repair schools requiring improvement to get to good

4. Inadequate Schools: Intensive Support to stabilise inadequate schools to address priorities urgently

This takes account of:

Judgements made by Ofsted and in SIAMs

National floor standards and other pupil performance indicators:

In comparison to national benchmarks Trends over time

Pupil Premium Central government policy and guidance re schools causing concern/ coasting schools

Stability and strength of the school leadership team

Professional views of LDST’s Education Officers in relation to:

Progress against key issues from inspections

Effectiveness of school-based systems, including assessment, self-evaluation and

school development planning Engagement with other schools

Actions taken to address issues discussed in Education Officer visits Levels of attendance and numbers of exclusions


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1.Outstanding schools

Core Offer to sustain excellence

School characteristics

- Effective strategic leadership is making a significant contribution and can demonstrate clear impact in supporting other schools that are not yet equally successful

- Governance is strong and sustainable for the future and able to support and challenge school

leaders - Outcomes for all learners are good, the school is consistently above floor and no groups of

learners significantly underperform - Professional practice and pupil outcomes are continuously improved through clear strategic

vision and embedded CPD is bespoke to need and encourages effective succession planning

- Behaviour of pupils is positive and low-level disruption is rare - School has been judged by OFSTED to be outstanding or is likely to remain/be judged as

outstanding at the next inspection - The school has an outstanding SIAMs outcome or is likely to remain/be judged as

outstanding at the next inspection

- TEO/EDUCATION OFFICER reports and school self-evaluation provide evidence of effective progress being made against all areas for improvement identified by the school and/or

external evaluations

Core Support is provided to enable schools to:

- Produce long term strategic planning to sustain excellence

- Build on outstanding practice by innovating and disseminating best practice - Provide opportunities for leaders and teachers to share expertise across schools

- Develop school leaders so that they can undertake a more evaluative role in other schools in the Trust

2. Good schools Core offer to refine good practice and improve good schools School characteristics

- Stable leadership is securing sustainable improvements through a clear vision and strategic school improvement system

- The school has strengths that are shared with other schools, with some evidence of positive

impact - Governance is strong and consistently holds leaders to account

- Pupil outcomes are consistently above floor and in line with national averages and there is confidence that this can be sustained

- Teaching and learning is strong in most year groups and across subjects and any ineffective practice is being addressed appropriately

- Professional practice and pupil outcomes are being improved through strategically planned

CPD staff development - Behaviour is positive with limited low-level disruption

- The school is likely to uphold a good judgement in an OFSTED and SIAMs inspection - EDUCATION OFFICER/TEO reports and school self-evaluation provide evidence of effective

progress being made against all areas for improvement identified by the school and/or

external evaluations

Support is provided to enable schools to:

- Monitor and track performance robustly and close any gaps

- Refine monitoring and evaluation and quality assure school self-evaluation - Refine systems and processes to ensure that all teaching and learning is good with a high

proportion outstanding - Provide opportunities for leaders and teachers to lead collaboration across schools

- Share the school’s strengths and influence more widely

3. RI schools


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Targeted support to repair schools requiring improvement to get to good School Characteristics

- Stable leadership is securing improved outcomes

- Where governance is not yet Good, it is not Inadequate and the school is taking action, including external advice to improve the effectiveness of Governance

- Improvements in outcomes is clear in internal assessments even though outcomes for national tests are taking longer to improve

- Where any aspect of pupil outcomes may be below national, the school can demonstrate

impact of contextual factors and progress from individual starting points - There are pockets of improved performance in key year groups and subjects

- Student behaviour is improving but low-level disruption is common and remains a barrier to progress

- School has been judged to RI by OFSTED or is of concern to the LDST because is likely to be

at the next inspection - CPD quality is mixed and focus not always bespoke to needs of the school and individuals

- EDUCATION OFFICER reports and school self-evaluation provide evidence of rapid progress being made against all areas for improvement identified by the school and/or external

evaluation and there are no additional aspects deteriorating or causing concern

Support is targeted to enable schools to: Establish more control and autonomy

Access effective practice through school to school networks in order to build capacity

Harness good practice

Embed improvements, quality assured through a LGB monitoring committee and annual

review of performance-

Build an outcome driven school improvement plan

Raise expectations and improve outcomes

Ensure consistency of teaching and learning

Implement a getting to good strategy

4. Inadequate Schools

Intensive Support to stabilise inadequate schools to address priorities urgently

Characteristics

- Unstable leadership and ineffective Governance has recently failed to hold anyone to account

- Limited evidence of any external support having had an impact

- High staff turnover/absence

- Pupil attendance and PA below floor

- Significant financial risk or management

- Poor student outcomes - consistently below floor and/or coasting

- Teaching and learning is poor with limited /no CPD for staff

- There are significant concerns about safeguarding or pupil wellbeing and behaviour is chaotic

and unsafe

- The school was judged on last inspection by Ofsted to be Inadequate overall or the school is

deemed to be at risk of OFSTED failure by the LDST

- The school is subject to specific interventions including a monitoring committee and regular

reviews Support is targeted to arrest the decline and embed rapid improvements:

- Broker leadership support from within the LDST

- Identify and focus on urgent priorities - Provide a framework of systems and processes for immediate use

- Clarity of roles, responsibilities and accountability - Robust support and challenge through a School causing Concern Challenge Board

- Termly school reviews - Reconstitution of LGB


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Section 6: School Improvement Support based on Categorisation

Frequency of support at a glance

1.Sustain excellence (Core offer)

Termly Education Officer visit Annual Governor Meeting HTPM Three yearly review Provide support to other schools

Identify the best practice to: Enable Senior Leaders to lead networks and cases studies Enable Senior Leaders to lead reviews in other schools /become Challenge Partners

2.Improve and refine good practice (core offer)

Termly Education Officer visit Annual Governor Meeting HTPM Biennial review Broker school to school partnerships

Identify the best practice to: Enable Senior Leaders to lead networks and case studies Enable Senior Leaders to lead reviews in other schools /become Challenge Partners

3. Targeted support for schools requiring improvement

Half termly visit Education Officer Annual Governor Meeting HTPM Annual review Termly challenge meeting HT mentor School to school support Annual External review of Governance Annual Pupil Premium Review

Additional time provided to: Review leadership and governance Data analysis Safeguarding review Teaching and learning review Create a School improvement plan Create vision, ethos and strategic direction

4.Stabilise inadequate school (intensive support)

2 x half termly Education Officer visits, Annual Governor meeting HTPM Termly review Half-termly monitoring committee Support from TEO/Executive Head teacher External review of Governance School to school support Annual External review of Governance Annual Pupil Premium Review

Additional time provided to: SLT support SBM support Safeguarding audit Review/reconstitution of LGB CPD programme Create a School improvement plan Create vision, ethos and strategic direction Input from CEO


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Core Offer: Outstanding and good schools (1/2)

An Education Officer to provide appropriate support and challenge to: -Strengthen school systems further and improve outcomes for pupils -Identify strengths and priorities for development -Share best practice and broker support

- Negotiate the school improvement category of the school and therefore the level/focus of support - Provide challenge and support that enables school leaders to reflect on the performance of their school and ensure sharply focused priorities for further improvement - Provide support and challenge for analysing data and target setting - Evaluate a wide range of evidence in order to have an accurate view of the school’s strengths and weaknesses - Identify where the school requires support in order to deliver its planned actions - Evaluate the impact of support and the school’s progress towards targets - Ensure the LDST is aware of all identified support requirements - Alert the LDST to any areas of concern

Termly

Support for Governors

Annual training session – data, OFSTED Annually

Monitoring visit from the TEO

-External validation -Trust wide knowledge of school

Annually

Support for Governors with HT Appraisal

Linked to data analysis, self-evaluation and School Improvement Plan

Annually

School review of performance

-Involve HTs/EDUCATION OFFICERS -Validate self-evaluation

Biennial (2) Every three years (1)

Teacher assessment Cross schools moderation activities Annually

Safeguarding advice and policy

Provided by SIL Annually


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Targeted Support: schools requiring improvement (3)



Half termly





Annually



Annually


-Involve HTs/Trust Education Officers -Validate self-evaluation

Annually

Challenge Board Challenge meeting to evaluate progress towards addressing priorities (TEO/LGB reps/HT)

Termly

Teacher assessment Cross schools' moderation activities

2 x Annually




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Intensive Support: Inadequate schools (4)



2 x Half termly

HT Challenge Partners

School to school support brokered for identified priorities Half termly





Bi-annually



Annually


-Involve HTs/EDUCATION OFFICERS -Validate self-evaluation

Termly

Monitoring Committee

Challenge meeting to evaluate progress towards addressing priorities ( HT, LGB reps, TEO)

Half Termly

Teacher assessment Cross schools’ moderation activities

2 x Annually




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Section 7: Annual Cycle and Education Officer Core Agenda (all schools termly) 2019/20

Autumn

September end of week 1

Data Collection Headteacher completes Outcomes Dashboard - standards and progress – and submits to TEO

September safeguarding Safeguarding Training for HTs/DSLs/Dep DSLs

End of September

Website Audit Website audit to be completed and submitted to TEO

October Appraisal Headteacher Appraisal

Autumn 2 Education Officer Meeting: Evaluation of Outcomes and Target setting (ASP/IDSR)

Agenda:

Evaluation of end of key stage outcomes (EYFS/Phonics/KS1/KS2/KS4/KS5) and

attendance

Target setting:

- Primary: Prior attainment, target setting and positional statement for cohorts and groups: EYFS, Phonics, Y2 and Y6

- Secondary: Target setting for cohorts and groups in Y11 and Y13: 4+ 5+ 7+ in English and Maths and Basics 5+ E/M, EBACC and buckets

- Attendance/PA target and current

-School Self-Evaluation judgements and validate outcomes judgement

-Agree key school improvement priorities for the year

-Review and agree categorisation level and support needs

-Agree short term actions arising for the next term

-Submit targets for all other year groups ( data drop when system established)

November Moderation Moderation Training (led by Sue Mawdseley) for Moderators

December Standardised Test

Submit data to LDST by Friday December 6 2019

Spring Spring Term Education Officer Meeting

-

Agenda: Progress towards agreed actions Positional statements and progress towards targets set in key year groups (as

above) Positional statements in other year groups (data drop when system established) Attendance and PA/exclusions Review progress towards key school priorities for the year Learning walk School Self-Evaluation judgements and agree Teaching and Learning judgement Curriculum discussion

Spring Term School LGB training

Education Officer provide Governor training – topic agreed with HT and Chair

January Moderation Y2/6 moderation

March Safeguarding Complete and submit 175 audit by March 27 2020

April Standardised Tests

Submit data to LDST March 20 2020

Summer Summer Term Education Officer Meeting statements

Y11 and Y13 Positional Statements and Progress towards Targets set Progress towards agreed actions Attendance Review progress towards school priorities for the year Interviews with key/subject leaders School Self-Evaluation judgements and agree Leadership and Management

judgement Priorities for next year, including staffing 175 Audit

May Moderation Y2/6 moderation

June Moderation Y1/3/4/5 moderation

July Standardised Tests

Submit data to LDST by July 10

Early July End of Key stage assessment submission

HT completes pro forma to share early data with TEO (primary)by July 10


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At LDST, we use school reviews for a number of purposes

1. All schools receive a regular whole school review in line with the SI handbook and a revised review

schedule is published annually. This review is designed to:

a. Support school self-evaluation, in line with the EIF 2019

b. Identify best practice for dissemination across the Trust

c. Agree whole school priorities and any support needed

d. Measure progress against the OFSTED recommendations.

Frequency:

o Category 3/4 schools are reviewed annually with the focus being on progress against the

recommendations in the last review

o Category 1/2 schools at least every 3 years

2. Bespoke reviews are used to support schools in identifying underlying reasons behind specific data dips

and agreeing actions to address the recommendations – e.g. Reading/ Writing/Mathematics

reviews.

3. Challenge Partners work in Triads to carry out curriculum reviews in order to support each other in

evidencing curriculum intent, implementation and impact. (2018/19 CP focus)

4. Challenge partners will work in Triads, in conjunction with Education Officers to carry out Pupil

premium reviews, in order to ensure that PP strategies are specific to the identified gaps and impact

positively on pupil outcomes. (2019/20 CP focus)


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1. School Review

Purpose of the Review

All schools in LDST are reviewed regularly in line with the agreed review schedule.

Any underlying reasons for a change in schedule is clearly articulated. For example: downward trend in outcomes

or significant leadership or staffing issues.

All reviews are collaborative and designed to:

- Support school self-evaluation, in line with the EIF 2019

- Identify best practice for dissemination across the Trust

- Agree whole school priorities and any support needed

Focus of the Review

Additionally, in good/outstanding schools, a school-specific focus may be identified for evaluation during the

review

Ofsted Issues (if appropriate;include the date of the last inspection and the key issues)

Evidence gathered in reviews will always support progress towards the OFSTED areas for improvement

Structure of Review.

The review team An Education Officer will co-ordinate a Review team and conduct the review in collaboration with the school’s leadership team. The Review team will always include a LDST Headteacher (Challenge Partners) Review will always last for 2 days The Headteacher will provide the draft timetable for the review and agree a final timetable with the Review Lead. And Quality of teaching of Teaching and learning

Short Lesson observations: lessons will be jointly observed by an Education Officer/Challenge Partners and a member of the school’s leadership team. Individual grades will not be given and the school is responsible for providing feedback from the observations. Teachers do not need to have individual lesson plans but leaders should be able to evidence of how the curriculum is planned over time Book Scrutiny: Pupils’ English and maths books and wider curriculum work will be available (or any other evidence which may support learning and progress) – (one book from each of the higher ability, average and lower ability range, SEN and PP). Learning Walk: a joint learning walk will be used to enhance teaching and learning evidence, gather evidence of safeguarding, wider curriculum, vision and ethos EYFS EYFS will be evaluated through observations and discussion with the EYFS Lead practitioners and scrutiny of learning journeys. It will always start with a scrutiny of data to glean information about baseline, progress, curricular strengths and weaknesses and identify trails. Pupil Outcomes An analysis of standards and progress in English and mathematics will be carried out and discussed with the assessment lead and core SLs. Data summaries and pupil progress meeting evidence should be available Leadership and Management


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The Headteacher should provide the SEF, School Improvement Plan, monitoring schedule and evidence of any monitoring that has been undertaken this academic year and these will form the basis of senior leadership discussions. There will also be a range of interviews, including (as appropriate): Core subject leaders Attendance Lead Representative/s of the Governing Body 1 Group of pupils from year group from Y1 – Y6 Nominated staff should bring any evidence they wish to show to the interviews.

Review Findings

The collaborative reviews are transparent and the HT will be involved in all discussions.

A summary of findings and recommendations will be fedback to the HT and Senior Leaders at the end of day 2

The Review Lead will write a draft report within 10 days of the review for consideration by the HT.

A follow up meeting will be used to agree Trust Education Officer and school to school support (provided by the

Challenge Partners and other schools recommended as appropriate)

A summary of recommendations will be shared with Directors

Key Areas to Evaluate (The following aspects will form the main body of the report)

Aspect of Report Evidence

Quality of Education Curriculum

Teaching and Learning

Use of assessment

Pupil outcomes

Behaviour and Personal

Development

Attendance

Behaviour

Attitudes

SMSC

Effectiveness of

leadership

Vision

Senior Leadership Team

Other Leaders (to be specified)

Governance

SEF/SDP/Subject Action Plan Scrutiny

Curriculum

PP

EYFS/Sixth Form Provision

Leadership

T&L

Progress

Progress towards Ofsted

issues

If appropriate


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LDST Review Report (1)


Main Findings (including any school specific focus)

Key Recommendations

Progress towards Ofsted issues (if appropriate)

Quality of Education (Curriculum, Teaching and Learning, Use of assessment, Pupil outcomes)

Strengths:

Areas to improve

Behaviour and Personal Development (Attendance, Behaviour, Attitudes, SMSC)

Strengths:

Areas to improve

Effectiveness of Leadership (Vision, Senior Leadership Team, Other Leaders (to be specified), Governance,

SEF/SDP/Subject Action Plan Scrutiny, Curriculum, PP )

Strengths:

Areas to improve

EYFS/Sixth Form (Provision, Leadership, T&L, Progress)

Strengths:

Areas to improve

LDST Review Report (2)


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Main Findings

Key Recommendations

Progress towards Ofsted issues (if appropriate)

Progress towards recommendations in the previous review

Strengths:

Areas to improve


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Review Schedule

School OFSTED date

Ofsted outcome

2017-18 2018-19 2019-20 2020-21

Cronton Mar2013 OS Lynne

Halewood Nov2008 OS OFSTED PILOT

St Thomas Jul2013 OS JACKIE Mar 4/5

Beacon Feb2014 OS SUE K

Mar 26/27

St James WM

Mar2016 G Reading/mathematics Review Sal

Oct 31/nov 1

Parish Jan2016 OS

Huyton w Roby

Apr2015 G Feb 2018 Mark

Mark SYLVIA Jan 22/23

Holy Trinity

Apr2014 G June 2018 Sue K

St Andrews Sept2017 G

Bishop Martin

Sept2016 RI June 2018 Jackie

Highfield St Matthew

May2017 RI Mar2018 Dave Sal Dave Feb 12/13

St Michaels Sept2017 G

St Paul Goose Green

2011 O Sue M

St James Haydock

2017 G Reading/mathematics Review Mark/Sal

St Helens Warrington

2017 G Alison Alison Oct 2/3

Glazebury 2015 G Jill May 20/21


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2. LDST Reading/Writing/Mathematics Focused Review

Purpose of a Reading/Writing/Mathematics Review

A LDST Reading/ Mathematics review will be carried out, in agreement with the HT, following discussions about

declining trends, concerns about the quality of teaching or to gather evidence towards a school addressing a key

OFSTED recommendation.

The one day review will focus on the leadership and teaching of reading/mathematics, actions taken to improve

and the impact it is having on pupil outcomes.

Review process

The review team

An Education Officer will be identified as the Lead Officer and will co-ordinate a Review team to conduct the

review in collaboration with the school’s leadership team.

The Review team will always include a Challenge Partner (LDST Headteacher)

The Headteacher is an equal member of the team and will be involved throughout. The HT will provide the a

draft timetable and pre-reading for the review.

Prior to the Review:

-A Review team ( TEO/ATEO and Challenge Partner) will be determined.

-A Lead Officer will be agreed who will lead the Review, feedback and write the report

-The Review team will meet to discuss the rationale for the Review and to plan key activities.

-The EO for the school will produce a summary analysis of data and gaps to identify a hypothesis and key

questions to inform the evidence base.

-The HT will provide pre-reading for the team, including:

- positional statement and evaluation of data in schools now - where children are in each group, targets

in Y1, 2 and 6 and progress towards these targets

- the reading/writing/mathematics policy

- the SDP and reading/writing/mathematics action plan

- the school self-evaluation and evidence of any monitoring

- the Pupil premium strategy document

-The HT will provide the timetable for the Review

During the Review:

A series of activities will be used to gather evidence and draw conclusions, including:

-Observing Phonics

-Observing reading/writing/mathematics interventions

-Observing guided reading/writing/mathematics and the teaching of English

-Observing reading/writing/mathematics across the curriculum

-Scrutiny of pupil’s English books, guided reading/mathematics books/writing books/writing cross the curriculum,

home-school reading record books

-Hearing children read


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-Learning walk

-Interview with HT, Reading/writing/mathematics Lead and Phonics Lead, SENCO and whoever monitors

intervention

After the Review:

-A feedback meeting at the end of the day will be used to agree the strengths and next step priorities.

-The Lead Officer will write a brief report outlining:

- Progress towards any related OFSTED recommendations

- Strengths

- Areas to develop

- Recommendations

- Timescales/follow-up

Key Lines of enquiry in a Reading/writing/ Maths Review:

Leadership

What is the school vision for the teaching of reading/writing/mathematics? How effective is the leadership of reading/ writing/mathematics? How can you evidence this? What has been the impact of your leadership? How do you communicate new issues & expectations to colleagues? What does progression in reading/ writing/mathematics look like? How do you teach

reading/mathematics? Use schemes? How do you identify reading/ writing/mathematics priorities? How is the SL held to account for improving outcomes in reading/ writing/mathematics? Who is responsible for interventions? Is there a reading/ writing/mathematics provision map? Who monitors the impact of interventions? What is your monitoring telling you about the quality of teaching of reading/ writing/mathematics?

Standards, Progress & Achievement

What proportion of pupils attain at and above age related expectations?

What have you done which has had a positive impact on outcomes? How do you know?

Which pupils achieve well/do not achieve well in reading/ writing/mathematics? What action have you taken to address this?

What are you doing to close the gap?

Assessment

How effective are your assessment arrangements for reading/mathematics? How accurate are assessments?

How do you moderate assessments?

What does your tracking tell you?

How are pupil progress meeting used to hold teachers to account and ensure children are making good progress from prior attainment?

Teaching & Learning

How effective is teaching & learning in the subject?

Which are the strongest/weakest elements?

How do you ensure consistent approaches to guided reading/ writing/mathematics and phonics? How is this monitored?

How is test data used to analyse gaps and inform teaching and interventions?

How is reading/ writing/mathematics for enjoyment promoted?


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Does it reflect expectations in the new OFSTED framework?

Curriculum

Which aspects of the subject are the strongest?

Which aspects most need improving? What are you doing to address this?

How do you ensure that basic skills are applied across the curriculum?

How is the curriculum sequenced towards identified endpoints?

What opps are planned to apply skills across the wider currciulum

Home -school Reading/ writing/mathematics

How effective are home school links? What is the expectation of parents and how is this communicated?

Suggested Key Questions to support evidence gathering in reading/mathematics reviews

School’s vision for the teaching of reading/ writing/mathematics

- Has the school established a whole school vision for the teaching of reading/ writing/mathematics?

- Is this vision shared by all staff and evident in daily practice?

- Is consistency across the school in place because of the shared vision?

- Does the policy reflect the vision?

- Is there now a strategic approach to the teaching of reading/ writing/mathematics?

- To what extent do the school have a strategic plan in place for the development of vocabulary?

- How is assessment of reading/ writing/mathematics used to ensure children are provided with the small

repeated steps needed to be successful?

- Does the teaching of early reading/ writing/mathematics take priority?

- How much time each day does the school provide to teach the children to read?

- Are additional adults used to provide pupils with extra opportunities to read, particularly those who are

falling behind?

- What is in place for those pupils falling behind in reading/ writing/mathematics?

- Is reading/mathematics promoted across the whole curriculum?

- Do the texts used across the curriculum develop higher order vocabulary?

Whole class reading/ guided reading writing/mathematics

- How effective is whole class reading/ guided reading/mathematics /writing?

- Is a consistent approach to the teaching whole class reading/ guided reading/ writing/mathematics

emerging across the school?

- Is whole class reading/guided reading/ writing/mathematics focused upon developing children’s

reading/mathematics skills? Do children experience a range of questioning covering the reading/

writing/mathematics content domains? Are the texts chosen at an appropriate level to provide

appropriate challenge?

- Where sessions are led by support staff rather than teachers, is a consistent approach maintained?

- Do the children record their learning in reading journals/ reading and mathematics /writing exercise

books?

Teaching of reading/ writing/mathematics outside the whole class

- Is there a coherent progression in reading/ writing/mathematics objectives in place across the school

which is used by teachers in planning English lessons?

- Is a ‘reading through to writing’ model adopted by the school? Is this reflected in children’s workbooks?

Is this having an impact upon standards?

School’s vision for the teaching of phonics

- Is there fidelity to one phonics programme therefore providing a consistent approach to the teaching of

phonics through KS1 and EYFS?

- How well do staff know the chosen phonics programme?

- Is phonics taught in a multi-sensory manner which engages and enthuses the children?


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- Do learning environments support the development of phonics?

- Do the books children read closely match the phonics programme they are taught?

- Are children grouped for phonics according to current attainment to ensure that daily phonics sessions

are meeting their needs?

- Do all adults leading phonics sessions show a consistent use of the associated phonics terminology? Is

this applied consistently?

- Is ongoing assessment of phonics used effectively to identify the next steps for children and to inform

teaching and learning?

- What is in place to accelerate the progress of pupils who are falling behind in phonics?

- Do teachers model the application of phonics skills in other areas of learning?

Promoting a reading/ writing/mathematics culture

- Do teachers read aloud to pupils?

- What strategies are in place to promote enjoyment of reading/ writing/mathematics?

- How often are pupils reading/mathematics at home?

- Who is monitoring home reading/mathematics and taking action to improve where necessary?

Subject Leadership

- Do reading (and phonics)/ writing/mathematics leads know what is to be done and what the priorities

are?

- What has been the impact of leaders’ work to date?

- How is the school developing teacher subject knowledge in reading/mathematics and phonics?

- What action is being taken to ensure that leaders create teachers who are experts in developing

reading/ writing/mathematics?

- Is there a coherent strategy in place to close the gap between disadvantaged pupils and non-

disadvantaged in reading/ writing/mathematics?

- Does the subject leader have a good understanding of standards, progress and achievement?

- How effective are assessment arrangements within reading/ writing/mathematics and phonics?

- How do reading/ writing/mathematics and phonics leads monitor and evaluate?

- What has monitoring and evaluation led to and what has been the impact?


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LDST Reading/ writing/Mathematics Review

Pre Review Summary Report

Purpose of the Review:

Data summary:

Pre-review hypothesis based on analysis of data and documentation

Review Activities to support the evidence gathering:


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Reading/ writing/mathematics Review Report

Purpose of the review

Progress towards any related OFSTED recommendations:

Strengths:

Areas to develop:

Recommendations:

Timescales/follow-up


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3. LDST Curriculum Reviews


To support schools in evaluating their curriculum and to quality assure to what extent the school’s curriculum:

-sets out the knowledge and skills that pupils gain at each stage (‘intent’).

-has been developed or adopted and is taught and assessed in order to support pupils to build their knowledge and to apply that knowledge as skills (‘implementation’).

-improves outcomes and achievement as a result of the education they have received ( ‘impact’).

Key lines of enquiry in a Challenge Partner Review: Curriculum Intent, Implementations and

Impact

Key Lines of Enquiry Evidence Key Question to consider

INTENT Framework for setting out curriculum aims and knowledge and skills to be learned,

taking into account: - local context and pupil needs - equality of access

- enrichment - progression THROUGH the

curriculum and subjects

Rationale All staff ownership

Clear about what knowledge and skills pupils need Policy statement End points

How far do leaders consider what children need to learn and

the order to teach it?

IMPLEMENTATION What the framework looks like over time

How do you ensure your curriculum enables pupils to develop and increase knowledge and skills?

Teaching and Learning observations

Assessment – teacher checking and use of data Book scrutiny Learning walks

Interviews with key leaders Schemes of work

Is the curriculum for each

subject designed, over time, to maximise the likelihood that children will remember and

connect the steps? Does curriculum implementation reflect the intent behind it? How

do we know? Evidence How is the curriculum is being

delivered across all year groups?

IMPACT What are children learning? What difference is the curriculum making to pupils’ learning

Data Curriculum overview PP strategy Provision map

reading

How well are children learning the content of what is taught? What is the impact on pupils’

knowledge and understanding?

Review Process

- HT Challenge Partners conduct a collaborative review of the host school’s Curriculum Intent,

Implementation, Impact through for example, a:

o Learning walk

o Book scrutiny

o Review of data summary

o Pupil voice

o Interviews with key leaders

- Professional discussion about implementation, impact of actions and next step priorities

- Identifying strengths to be shared across the wider group

- Consider school self- evaluation grade based on evidence and discussion

- Produce a short overview report: good practice identified, next step priorities, actions and Triads

follow-up


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Suggested Key questions in a curriculum Review Intent

- What do you aim to achieve with your curriculum?

- Is there a clear and coherent rationale for your curriculum design? Knowledge? Skills?

- Is this rationale shared and understood by everybody? How did you achieve this? What could you do to achieve

this?

- Do curriculum leaders understand knowledge progression and sequencing concepts? Is this mapped out yet? What

does it look like? What are the next steps? Is whole school CPD required to explore this concept further?

- Do all pupils access the full curriculum? Do SEN children miss out? Do poorer reading skills limit participation for

some pupils? What can we do to overcome this? Which successful strategies do you have in place?

- Does the curriculum at least cover the national curriculum for each subject? How do you know? Where are you

unsure? Where are the gaps?

- How do you prioritise reading to allow pupils to access the full curriculum offer? Do we do enough? Who is leaving

KS1 with poorer reading skills which are impeding their ability to access the full curriculum?

- How are you developing mathematical fluency and mathematical confidence? Is the subject lead aware of the

importance of developing these? Do all staff understand the importance of this?

Implementation of the curriculum

- Are the roles of subject leaders clearly defined? Where are the strengths amongst staff? Who needs to be

developed? What strategy can we use to improve subject leadership where necessary?

- How are (will) subject leaders (be) involved in curriculum design?

- Do subject leaders have the knowledge and skills required to design and implement a curriculum? If not, what

support is required? Is it subject knowledge or is it subject leadership which needs developing? What other

professional development needs are there?

- Do you have systems in place for leaders and governors to regularly review subjects to ensure they are

implemented in line with policy? If not, what can we do?

- Which curriculum policies need to be reviewed/ established? What’s the timescale?

- Do all groups of pupils access the curriculum in the same way? Do some pupils miss out? How do you know about

coverage?

- Do interventions enhance pupils’ capacity to access the full curriculum?

- Is there a model of curriculum progression in every subject which teachers are using to plan from? Where is this in

place? Where is this lacking? What are the next steps?

- Are assessment procedures clear across the curriculum? Which subjects have well established assessment

procedures, which do not? Is assessment onerous? How do you check accuracy? What are the priority next steps

for curriculum assessment?

- How do you ensure there is no mismatch between the planned and delivered curriculum?

Impact

- What is the impact of the planned curriculum? - How do you know pupils know more and remember more?


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LDST Challenge Partner Curriculum Review Report

School: Challenge Partner: Date:

To what extent does the school set out and articulate the knowledge and skills that pupils will gain at each

stage (INTENT).

What are the next steps with this?

To what extent is the school’s curriculum taught and assessed in order to support pupils to build on and

apply knowledge ?


What is the impact of the curriculum intent and implementation?



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4. LDST Pupil Premium Reviews

This review outline will be further developed by the PP action research group.

Purpose of the Review A pupil premium review looks at the impact of how schools are spending its pupil premium funding. The purpose of the review is:

- to improve a school’s pupil premium strategy, to ensure the funding is spent on approaches shown to be effective in improving the achievement of disadvantaged pupils.

- to use an evidence-based approach to assess the effectiveness of a school’s pupil premium strategy and identify how it might be improved to make a greater impact with the funding.

Key lines of Enquiry in the PP Review:

- What is going well / could be better? - How clearly are the barriers to learning understood? - What are the intended outcomes, criteria? - What does aspiration mean to staff, and to pupils? - How is the vision shared by all staff? - What are the barriers to learning, desired outcomes and success criteria? - To what extent has there been a focus on specific groups of pupils e.g. high ability, service premium, adopted

children? - How differentiated is the approach to different levels of need? E.g. long-term FSM pupils receiving individualised

support appropriate to their more acute barriers to achievement? - What evaluation has there been of which current approaches are working well and whether better approaches

could be used? - How do the school’s range of approaches build up to an effective, coherent strategy? - Which approaches are not yet having the desired impact but could deliver impact if things were done differently

- Are staff receive support to develop? - Which approaches appear not to be delivering impact and should be withdrawn?

Review Process

1. Initial Meeting – Challenge Partner to visit the school and meet with Head teacher or member of the Leadership Team with responsibility for this area. The purpose of the meeting is to go agree what specific areas are going to be reviewed and arrange an itinerary for the visit. The reviewer will also ask for or collect data that may be necessary.

2. Preparation – The Challenge Partner will read through data and other relevant documentation such as Pupil Premium strategy. The School will complete a self-reflection task about Pupil Premium (see below)

3. The Visit – The Challenge Partner will visit the school for a day. They will meet and talk with the key members of

staff or governors that were identified in the initial meeting. They may well also undertake a learning walk if relevant. At the end of the day the Challenge Partner will feed back to the Head teacher / Leadership Team as to their main findings and recommendations.

4. The Report – The Challenge Partner will produce a report outlining the key findings and recommendations.

5. Follow up Visit – If necessary the Challenge Partner will then visit the school again about six to ten weeks later to see how things have been going and offer further support.

1. Initial Visit

a) discussion with the headteacher to: a. check their understanding, fill any gaps in knowledge and ask questions. b. agree an itinerary for the school visit and ensure that the right people will be at school on the day of the

visit.

2. Preparation


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For Schools: Before the reviewer arrives the school will reflect on its current pupil premium strategy, what it sees as

successful and areas that could benefit from fresh approaches, and share this analysis with the reviewer

Complete the PP strategy document by following these stages: a. What is the current position at xxxschool? Where is the current performance compared with

national non-disadvantaged pupil performance? Complete sections 1 and 2 of the pupil premium strategy statement.

b. What are the barriers to learning for disadvantages pupils in your school? Identify

barriers that need to be addressed in-school, as well as external factors such as poor home

learning environment and low attendance. Complete section 3 of the strategy statement.

c. What would success look like? Ultimately, the impact of the school’s work should lead to

improved attainment for disadvantaged pupils. However, monitoring impact is much more meaningful if specific outcomes which will lead to this are identified, alongside precise success criteria. These could include increasing rates of progress; improving attendance; reducing exclusions; improving family engagement. For each desired outcome, schools should decide how success will be measured and set specific targets. Complete section 4 of the strategy statement.

d. What are you currently doing? How are you currently spending the pupil premium? How does

your spending link to the barriers and desired outcomes? Complete section 5 of the strategy statement

For the Challenge Partner/Review Team: Complete the preparation document by following these stages:

To develop a better understanding of the context of the school, its pupil premium profile and the specific challenges it faces in improving outcomes for disadvantaged pupils, the Challenge Partner will:

b) review of evidence sources to establish the current position of the school. These sources include the pupil premium strategy that in most cases will be published on the school’s website, the school’s performance data, Ofsted reports, and the school’s own self-evaluation. Scrutiny of these sources will help Challenge Partners to identify areas of strength and challenge at the school and informs what to focus on during the visit.

3. School visit

The Challenge Partner visits the school and undertakes a number of activities, including:

- looking at the evidence for the self-evaluation and evaluate the chosen strategy and its impact. - speaking to pupils and key personnel including the headteacher, pupil premium lead teacher, chair of governors,

the governor responsible for the pupil premium, subject leaders for English and maths, the SENCO, pastoral lead and parents/carers.

- Scrutinising pupils’ workbooks - Evaluating the impact of enrichment opportunities - Teaching and learning observations/learning walk

4. The Report

The Challenge Partner and HT draw up an action plan together, to include a summary and a menu of agreed actions that could improve the school’s pupil outcomes. The plan will build on the school’s self- evaluation to identify milestones, responsible individuals, success criteria.


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Pupil Premium Pre Review Report ( from prep and initial visit)

Name of School

Total number of pupils in the school

Number of PP- eligible pupils

Proportion of PP- eligible pupils

Total pupil premium budget

School performance evidence

Key statements from Ofsted report(s) relating to the performance of disadvantaged pupils:

Summary of school’s performance data:

Does the school’s performance data indicate that attainment and progress for disadvantaged pupils are improving, and that gaps are closing, both within the school and compared to the national average?

Data from School Data Dashboard, IDSR, ASP, School’s own performance data

School’s pupil premium statement (pupil premium strategy statement from 2017-18):

Does the school’s published pupil premium statement clearly describe how the school is planning to allocate funding to raise attainment and progress for disadvantaged pupils and close gaps?

Does the strategy reflect accurately the identified barriers to learning

Summary of the school’s existing areas of focus and approaches

Area one:

Focus: e.g. Improving reading levels Strategies: Reading comprehension and peer tutoring

Success criteria: Gap in expected level in reading, between disadvantaged pupils and others reduced by 6-9 percentage points

Area two: Focus: Strategies: Success criteria:

Summary of how the school uses evidence to identify effective

approaches

Area one:

E.g. Evidence from the EEF toolkit shows that both these strategies are effective relative to their costs – particularly for upper primary children.

Names of key people and outline


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itinerary

School visit templates

Suggested areas to investigate (as agreed) and key questions recording sheet

Topic (including sources of evidence)

Suggested questions and areas to explore Strengths Areas for development

Pupil characteristics

Interview with pupil

premium coordinator or member of staff with PP responsibility

How are pupil premium pupils spread throughout the school? Does the number / proportion vary significantly from year to year? Is this likely to have an effect on pupil progress data?

Are there any patterns within pupil premium cohort data? E.g. Are girls eligible for pupil premium making better progress than boys? Why? Do any of your pupil premium pupils have additional barriers to learning which may make it even harder for them to attain expected levels? E.g. SEN, EAL, Safeguarding factors.

Achievement

Published data

Current progress data

Lesson observation and work scrutiny

Interview with PP Coordinator

How much has the school considered evidence, such as the EEF toolkit?

Do senior leaders liaise with colleagues from feeder schools to find out what has proved successful for pupils in the past?

What assessment system/s does the school use to evaluate the impact of interventions?

Does the school evaluate the impact of interventions regularly? E.g. half-termly, termly. Are the gaps closing in all subjects / aspects? How quickly?

Are the gaps closing in all subjects / aspects? How

How do pupil premium eligible pupils benefit from the funding and how is its impact monitored as far as enriching their opportunities is concerned? quickly?

Leadership & Management

Interview with Head Teacher (HT) and Chair of Governors (CoG)

Interview with PP Coordinator

Scrutiny of pupil premium policy documents

Scrutiny of SEF

Most recent Ofsted

Do senior leaders observe out of classroom interventions to ensure that pupils are receiving the same quality of teaching they would expect within whole class sessions?

Do senior leaders focus on the quality of teaching and learning of particular groups of pupils when

conducting lesson observations? E.g. pupil premium pupils

Do senior leaders monitor target tracking sheets to ensure that pupils are being appropriately challenged?


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Published and current data report

Do senior leaders carry out work sampling regularly? Does this have a focus on specific groups?

How much do senior leaders consider evidence, such as the EEF toolkit, when making decisions?

Does the school audit participation? How could the school increase the proportion of pupil premium pupils who attend? E.g. provide transport, telephone parents.

How well does the range of clubs on offer reflect pupil interest? Does the school provide a mentoring /

buddying service for its pupils? Do pupils feel confident about who to ask for help?

Does the school provide emotional and social support for its pupil premium pupils to ensure that they feel happy and safe and ready to learn?

Do governors understand pupil premium funding? Are governors presented with a summary of pupil premium spending and its impact at full governor and curriculum meetings? Is there a named governor who takes lead responsibility for championing pupil premium pupils? Do governors have a specific focus during monitoring visits? E.g. Impact and effectiveness of interventions on pupil premium pupils.

Teaching

observation of out of class interventions

lesson observation/ learning walks, to include work scrutiny and discussion with teachers

current progress data

How often do pupils receive high quality constructive verbal feedback and marking? How does the teacher divide their time within the classroom to enable them to target key

groups, such as pupil premium pupils?

Do all staff – leaders, teachers and support staffs – know which pupils are eligible for pupil premium and understand their barriers to learning?

What do class teachers do to invisibly target pupil premium pupils within the classroom? Are pupil premium pupils and specialist provision identified on lesson plans / seating plans?

Are pupils regularly set meaningful homework which extends their learning within the classroom?

How much research have teachers done to understand the evidence on pupil premium impact on individuals and groups of pupils?

Do the school’s strategies for spending specifically

match the perceived barriers for learning for its disadvantaged pupils? For example, do interventions designed to raise

attainment in English target the right aspect / skills? How does the school target pupil progress in


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particular subjects / aspects?

Are targets for pupil premium pupils truly aspirational? Do all staff ‘buy into’ the reason behind pupil premium funding?

How does the school provide its pupil premium pupils with wider opportunities and how many take them up? Are breakfast clubs and lunch time and / or after school clubs targeted at pupil premium pupils? What proportion of pupil premium pupils access these wider opportunities?

How well is the school using Pupil Premium funding to support pupils to develop positive attitudes to learning and a thirst for knowledge across all learning contexts?

Where support is focused on wider issues in pupils’ and their families’ lives and / or to widen opportunity, is there evidence that this support is improving engagement and contributing to closing performance gaps?

Behaviour & safety

• Learning walk and discussion with PPCo

Scrutiny of behaviour records

Evaluation of impact, drafting action plan and Discussion with HT/ CoG/PPCo next steps

How well is pupil premium funding used to: Ensure quality first teaching and above expected progress? Support effective interventions? Widen opportunity?

What support can the reviewer offer for action planning and ongoing monitoring of the plan?


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PP Review Report and Action Plan

Purpose and Focus of the Review

Main Findings

Key Recommendations

PP Action Plan

An action plan will help to provide a refreshed focus on the school’s pupil premium strategy. The headteacher and governors need to commit to owning the plan and co-creating the plan with the Challenge Partner is a good way to achieve this. This may lead to an updating the ‘planned expenditure’ section of the pupil premium strategy statement rather than

maintain both a strategy and action plan.

Name of School

Total number of pupils in the school

Number of PP- eligible pupils

Proportion of PP- eligible pupils

Total pupil premium budget

Executive summary

e.g.

A brief overview of the school’s pupil premium strategy so far, what has worked well and what hasn’t; The core approaches that will now be implemented and how these will contribute to closing gaps; The overall aims of the plan etc

Priorities

.E.G. Reduce attainment gap between the school’s disadvantaged pupils and others nationally by 10 percentage points to Raise the in-school attainment of both disadvantaged pupils and their peers

Actions Outcomes/success criteria

Key staff Milestones By When Review date

Cost


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Section 9: Peer evaluation and Challenge Partners

School to School Evaluation

School to School Evaluation is:

- an opportunity to network between schools, to share practice, to learn from others and build

on what works well and disseminate effective practice across the Trust

- a great chance to share professional expertise and improve provision.

School to School Evaluation is not:

- An inspection and has no legal reporting mechanism.

Principles of School to School Evaluation:

- valuing collaboration

- learning from experience

- disseminating best practice

- promoting structured mutual support

In line with our school improvement strategy, School to School evaluation will enhance our

collaborative model and enable us to:

- celebrate and develop highly effective leadership and management

- encourage excellent teaching and learning

- identify strengths that can be shared

- support school development by agreeing what the school needs to do to improve

The spirit in which reviews are conducted should reflect our vision, values and aims and be

respectful of the individual identity of our schools.

A school to school evaluation focus will be agreed each year to steer discussions and evidence trails

carried out in Triads. Triads will allow one school to be visited each term and a final summary report

to be written.

2018-19 Focus (see appendix) Curriculum Intent, Implementation, ImpactProcess:

- HT Challenge Partner conducts a collaborative review of the host school’s Curriculum Intent,

Implementation, Impact through for example, a:

o Learning walk

o Book scrutiny

o Review of data summary

o Pupil voice

o Interviews with key leaders

- Professional discussion about implementation, impact of actions and next step priorities

- Identifying strengths to be shared across the wider group

- Consider school self- evaluation grade based on evidence and discussion

- Produce a short overview report: good practice identified, next step priorities, actions and

Triads follow-up

2019/20 Focus to be agreed by HTS: Pupil Premium


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Section 10: Using leadership capacity across the Trust

Developing highly effective leaders is a core aim of LDST.

Trust Leadership:

The TEO meets all HTs monthly to agree policies, systems and processes; discuss individual school

and Trust wide priorities emerging from data; inform CPD and to develop standardised systems to

support all schools.

Leadership development:

- CPD is provided for all HTs to become Challenge Partners and lead Peer Reviews, including:

Opportunities to shadow education officers to enable school leaders to provide

peer support and challenge across schools

Leadership training and accreditation for HTs

Mentoring and co-coaching CPD and models

Support for recently appointed HTs

Growing future leaders

Collaboration and sharing best practice

- Networks have been established to develop and disseminate best practice. Each network is

led by an effective school leader and a member of the central LDST team.

Governor Forum (led by CEO)

HT Forum (led by TEO)

SENCO network (led by 0.2 LDST SEN Lead)

Overall Curriculum Lead network (led by 0.5 LDST Curriculum Lead and DS)

English Network ( led by MW and TEO)

EYFS Lead network (led by ATEO and LR)

Assessment Lead network ( led by TEO)

Moderation networks for teachers in all year groups to ensure accuracy of

standards (led by SM and Moderators)

Pupil Premium Network

Attendance (SA)

- Cross Phase collaborations to be developed:

Moderation

Transfer and transitions

Teaching and learning

- School to school support – recognising that all schools can both give and receive support, a

list of effective leaders (at all levels) is published on the website. This forms the body of our

school improvement team.

- An agreed fee has been established for school staff who are asked to provide school to school

support as Executive HTs, Associate HTs, Subject Leaders.


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Section 11: Autonomy, Alignment, Standardisation

School leaders, Directors and LDST Execitive team have now agreed levels of autonomy, alignment

and standardisation that will have the greatest impact on pupil outcomes (October 2018). The

outcomes will form part of our long term priority planning. See Appendix.


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Section 12: Assessment

LDST Assessment Principles (Primary)

At LDST, we use assessment to ensure that:

Every child knows how they are doing, and understands what they need to do to improve and how to get there. They get the support they need to be motivated, independent learners on an ambitious trajectory of improvement.

Every teacher is equipped to make well-founded judgements about pupils’ attainment, understands the concepts and principles of progression, and knows how to use their assessment judgements to forward plan, particularly for pupils who are not fulfilling their potential.

Every school has in place structured and systematic assessment systems for making regular, useful, manageable and accurate assessments of pupils, and for monitoring their progress.

Every parent and carer knows how their child is doing, what they need to do to improve, and how they can support the child and their teachers.

An effective assessment system helps drive improvement for pupils and teachers and:

Allows meaningful monitoring of pupil progress towards end of key stage expectations Provides information which is transferable and easily understood and covers both qualitative

and quantitative assessment. Differentiates attainment between pupils of different abilities, giving early recognition of

pupils who are falling behind and those who are excelling. Is closely linked to improving the quality of teaching. Ensures feedback to pupils contributes to improved learning and is focused on specific and

tangible objectives. Produces recordable measures which can demonstrate comparison against expected

standards and reflect progress over time. Assessment, which includes day to day formative assessment (school autonomy) and periodic summative assessment:

enables teachers to make judgements about their pupils’ attainment, related to national

standards

develops and refines teachers’ understanding of progression in their subject

provides diagnostic information about the strengths and weaknesses of individual pupils and

groups of pupils

enables teachers to monitor pupils’ progress over time

informs curriculum planning ensuring teachers use assessment to embed and use knowledge

fluently

produces clear next steps and informs teaching that’s matched to pupils’ needs

supports the transfer of meaningful information at key transitional points, e.g. from Key

Stage 2 to Key Stage 3


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In order to ensure that assessment is consistent across the Trust, LDST will have three data

collection points each year which will provide timely analysis of summative data at the end of each

term. NFER Tests (Y1/3/4/5) and SATs Papers (Y2/6) will be administered at the end of each term

and inputted onto the ASKEDDI System.

The ASKEDDI System enables schools to:

Identify where pupils are in relation to the expected standard

Identify where pupils are in relation to prior attainment

Identify how well individuals and groups are doing across the school

Validate teacher assessment

Carry out a QLA to identify gaps, inform pupil progress meetings and accelerate progress.

The ASKEDDI system provides:

Data dashboards for individuals, cohorts, groups and schools.

A consistent data set which can be used to track scaled scores throughout the school,

monitor in-year progress, track progress from prior attainment and evaluate the impact of

interventions.

A trust wide data dashboard to give directors a clear overview of standards across the trust in

year groups, cohorts and groups.

The Central team with consistent data to enable the analysis of standards across the trust to

identify training and CPD requirements and to identify best practice across the trust.

Information to steer discussions with HTS in termly visits.

Timings and Frequency

Year 1

NFER tests - summer term only

Year 2

Autumn term 2018 SAT

Spring Term 2017 SAT

Summer term 2019 SAT

Years 3, 4, 5

NFER Tests in reading, Mathematics and Spelling termly

Writing TA termly

Year 6

Autumn term 2018 SAT

Spring Term 2017 SAT

Summer term 2019 SAT

Writing TA termly

201920 Data to be submitted by: December 6, March 20, Jul 10

Moderation is key to establishing consistency across the Trust;


43

Trust wide moderation is an important opportunity for teachers of every year group to get together

with colleagues from LDST schools and validate their judgements of writing within a clear and robust

framework, led by trained teacher facilitators. The purpose is to strengthen class teachers’

confidence and accuracy in assessing writing and therefore has a teaching and learning focus. It is

not to be confused with or contradict official end of Key Stage moderation that is carried out by local

authorities using their own trained moderators.

Opportunities are planned across the year for moderation in all year groups.

Y2 and Y6 moderation January and May

Y1/3/4/5 moderation June

EYFS baseline moderation in September


44

Section 13: Pupil Premium

All schools will use an agreed templated for publishing their Pupil Premium Strategy – see appendices.

Over-coming disadvantage is a key priority in LDST and we aim to tackle disadvantage and raise aspirations in

order that our young people achieve their maximum potential:

1. Disadvantaged children, including those who are Looked After and/or have SEND will make outstanding

progress from low starting points

2. Outcomes for disadvantaged children will be in line with all other children.

3. The attainment of almost all groups of pupils is broadly in line with national averages, if below these, it

is improving rapidly.

In 2019/20 Key priority: Action research project

The LDST strategic plan aims to tackle disadvantage and raise aspirations in order that our young

people achieve their maximum potential. The purpose of this action research project is to provide an

opportunity for LDST central team to work alongside school leaders across the trust to investigate best practice

in provision for pupil premium pupils.

In response to research, the project will provide opportunities for schools to implement strategies to improve

attainment for disadvantaged pupils within their own schools. The project will also provide opportunities for

successful practice to be disseminated across the trust.

Aims of the project

To tackle disadvantage across the Trust and raise aspirations

To ensure that Pupil Premium Strategy Statements across the trust include the accurate barriers to

learning and effective strategies for overcoming disadvantage.

Ensure data, both hard and soft, is used accurately and effectively to understand the performance of

disadvantaged pupils and inform plans for improvement. To establish a Pupil Premium Network/ Action Research Group to research, use and disseminate best

practice to embed strategies which will close the gap.

To establish an LDST Children’s University Steering Group which will create a model children’s

university format for schools to adopt.

To further develop early intervention to ensure that disadvantaged pupils achieve well at EYFS by

using EYFS data to review the impact of current strategies funded through EYFS pupil premium and making changes where required

To carry out scheduled Pupil Premium Reviews led by challenge partners in the spring and summer

term of 2020 to identify and share best practice. To develop an LDST Pupil Premium Review Strategy

To use the Trust Data Dashboard to track all aspects of pupil premium achievement across the trust.

To work with Andy Wolfe on the ‘Peer Support Network’ programme using the Ethos Enhancing Outcomes materials to reflect upon current provision.


45

Section 14: Curriculum

Directors, TEO and HTs have agreed which aspects are standardised and aligned in order to ensure schools

are clear about their curriculum intent, implementation and impact

Curriculum principles – aligned

Curriculum Intent – aligned

Curriculum Implementation– autonomous

LDST Curriculum Intent

In line with the Church of England’s “Vision for Education – Deeply Christian, Serving the Common Good”- the

Trust’s curriculum vision promotes the spiritual, physical, intellectual, emotional, moral and social development

of children and young people, which embraces excellence and academic rigour, but sets them in a wider

framework.

The Liverpool Diocesan Schools Trust aims to be at the forefront of curriculum and pedagogical development

and, through innovation and excellent teaching and learning, overcome barriers to learning so that our pupils

are prepared for their next stages of education and training.

We recognise that for some children, especially the most disadvantaged, school is often the only place where

they have the opportunity to gain knowledge of the concepts and vocabulary that will enable them to

learn effectively alongside their peers and succeed in the long term. Therefore, our curriculum intent is

ambitious and aspires to overcome disadvantage and advance equality, promoting high standards for all

our pupils.

Knowledge empowers and our belief that “Jesus grew in wisdom and stature” is the stimulus for our

knowledge rich curriculum. We support our schools in designing and implementing a curriculum that will

enable our children to develop and build on a deep body of knowledge and grow in understanding. This

will ensure children know more and remember more through careful sequencing of knowledge, well-

taught content and thoughtfully designed assessment practice.

Knowledge provides the capacity to apply skills and deepen understanding. Thus ,a curriculum that builds

vocabulary and concepts over time, allowing children to learn new knowledge by making connections

with prior learning, is fundamental to our curriculum intent; and this will ensure our children can then apply

the key skills of analysis, evaluation, problem-solving, creativity and independence drawing on what they know.

Reading is at the core of our curriculum intent, as we recognise that through reading complex and varied

texts, children can develop the vocabulary they need to achieve academic success, therefore overcoming

disadvantage and reducing economic inequality. Furthermore, embedding the foundations in mathematics,

through carefully planned sequence of concepts, will enable children to recall what they have learned with

fluency and draw upon previous understanding of facts, concepts and procedures and use them to

develop new learning.

We ensure our schools offer children access to wide range of enriching activities ie the arts, music in order that

they can live life in all its fullness. In order to achieve this, schools plan experiences and opportunities to

that develop children:

Spiritually – for example through visits to places of worship, opportunities for awe and wonder

(mountain, sea)

With a social conscience - charity involvement, voluntary work in residential homes or animal

sanctuaries, debating


46

Culturally – theatre trip, sports events, literary events, public speaking, playing an instrument, city

break

As future citizens- for example through visits to Industry, careers fairs, cooking

All our schools share the Trust’s curriculum vision and principles and have developed their own curriculum

intent that reflects that of the Trust, yet takes into account local context and pupil needs. The content and

structure of knowledge and how this is delivered is for school leaders to decide on and this should

depend on factors relevant to a school’s context.

In order to facilitate this and support implementation of our knowledge rich curriculum, best practice is shared

across the Trust and professional engage in action research :

- school leaders and Trust Education Officers work together as Challenge Partners to ensure the intent

curriculum and implementation will have the desired impact on pupil outcomes

- Curriculum leaders, facilitated by the Trust Curriculum Lead, collaborate in networks and through

school visits to ensure implementation matches intent

- Reading Leaders across schools work in partnership to ensure children have access to increasingly

complex tests that will develop vocabulary and close the word gap.

- SENCOs, supported by the Trust SEND lead, ensure that provision is appropriate for the most

vulnerable pupils, enabling them to reach their potential.

- EYFS Leads share best practice to close the CLL gap and develop rich vocabulary from an early age

- LDST reviews identify the best practice worthy of wider dissemination, whilst addressing any gaps

needing to be addressed,


47

Section 15: Self evaluation

The cycle of school improvement underpins all core systems and processes.

Directors, TEO and HTs have agreed which aspects will be standardised and aligned in order to

ensure the consistency and accuracy of teacher assessment.

Self-evaluation principles are aligned across the Trust: - Always relates to the OFSTED schedule and criteria - Is succinct - Is evaluative rather than narrative - Clearly articulates the strengths and next steps - Clarifies why the school isn’t yet at the next grade (this shows an understanding of

what the school needs to do next) - Links directly into the SDP - Highlights strengths and identifies priorities leading to planning and implementation of

actions, informing monitoring and evaluation

- Format: autonomy ( suggested tool available)

- Cycle of SI: aligned.

- Monitoring schedule: aligned

School development Planning:

Priorities, actions, outcomes

Report to Governors

Implement actions

Monitoring activities

Evaluate outcomes of monitoring

Review priorities

Write/update school self evaluation

School Improvement Cycle


48

Section 16: Safeguarding

LDST has a SLA with SIL which provides:

- Annual training for HTs, DSLs and Deputy DSLs

- Trainign for those who are new to the role of DSL

- A Handbook

- Termly briefings

- Model Policies

- Safeguarding Audits.

Directors have agreed that:

- The SCR format is standardised across schools and that the Trust Safeguarding Lead/TEO has central

access to all SCRs

- The Safeguarding Charter is adopted by all schools

- The Model Child Protection Policy is adopted by all schools and amended as apporpiariate the the

needs of the community

- The HT must report safeguarding to LGBS termly on the provided template and this should be emailed

to the TEO

- Schools should use the safeguarding audits in the handbook (and available on the LDST website)

- The TEO will provide a written half-termly safeguarding report to Directors

- Schools will complete and submit the 175 audit annually

All of our safeguarding resources can be in the Governance area of our website

Self evaluation

School development plan

Monitoring schedule

Self evaluation

School development plan

Monitoring schedule

Key SI Documents

Data analysisPP meetingsLesson obsBook scrutiniesLearning walksSL MonitoringSLT monitoringGovernor monitoringAudits (voice)

FrequencyTimingsWho?Reporting


49


50

Appendix 1: Education Officer Reports

Education Officer Report

(Primary)

School

Headteacher

Chair of Governors

OFSTED

Outcome/Date

SIAMS

Outcome/Date

School Improvement

Agreed Category

Aut. Spr. Sum.

School

judgement

Validated

by LDST

OFFICER

School

judgement

Validated by

LDST

OFFICER

Date Date Date Date

Quality of Education Effectiveness of

Leadership

Behaviour and Welfare Effectiveness of early

years provision

Personal development Overall effectiveness

Education Officer

Comments on self-

evaluation


51

School Self-Evaluation


52

Agendas

Term Agreed priorities and planned support for the academic year Date/People

Autumn

Target setting:

Primary: Prior attainment, target setting and positional

statement for cohorts and groups: EYFS, Phonics, Y2 and Y6 Attendance/PA target and current

Submit targets for all other year groups ( data drop when

system established)

Evaluation of end of key stage outcomes

(EYFS/Phonics/KS1/KS2/KS4/KS5) and attendance

Pupil Premium Strategy

Website

School Self-Evaluation judgements and agree outcomes

judgement Agree key school improvement priorities for the year

Review and agree categorisation level and support needs

Agree short term actions arising for the next term

Spring

Progress towards agreed actions

Positional statements and progress towards targets set in key

year groups (as above) Positional statements in other year groups (data drop when

system established)

Attendance and PA/exclusions

Review progress towards key school priorities for the year

Learning walk

School Self-Evaluation judgements and agree Teaching and

Learning judgement Curriculum discussion

Summer


Attendance

Review progress towards school priorities for the year

Interviews with key/subject leaders

School Self-Evaluation judgements and agree Leadership and

Management judgement

Priorities for next year, including staffing

175 Audit

Target Setting and Positional Statements 2019-20 (Termly Discussion)

- Y6/2/EYFS/Phonics - Attendance

Target Setting and Positional Statements for current cohorts

Year 6 2019/20 Target setting

Overall APS 2016 Targets Reading Writing Mathematics EGSP Combined

% at exp+ (GDS) 2016 R W


53

M

Exp

GDS

ACTUAL

Current Y6

Positional

statements

Exp+ (GDS)

Reading Writing Mathematics Combined EGSP

Aut

%

Spr

%

Aut

%

Spr

%

Aut

%

Spr

%

Aut

%

Spr

%

Aut

%

Spr

%

All

Dis

Non Dis

Boys

Girls

SEN

Non SEN

EAL

Autumn term

Taking in to account EYFS, KS1 outcomes and progress in Y5. Achievement of whole cohort and specific significant groups (Boys, Girls, SEN, EAL, most able, transient,

disadvantaged)Predictions appropriate and challenging for pupils' prior attainment. (EYFS and phonics, end of year 1) Predictions take in to account school trend, subject profile and gap to national.

Spring term

This is a current update on the performance of Y6. The discussion should focus on the current levels and whether there have been changes in Y6 since the autumn term.Any

shortfall should be discussed thoroughly along with the actions the school are taking to address the underperformance. Progress both in-year and across the key stage should also be discussed and any pupils in danger of not making sufficient

progress identified and subsequent actions outline

Summer Term

Year 2 2019/20 Target Setting

% GLD 2018 Targets Reading Writing Mathematics EGSP Combined

% at exp+ (exc) 2018 R W M

Exp+

GDS

ACTUAL

Current Y2

Positional

statements

Exp+ (GDS)

Reading Writing Mathematics Combined EGSP

Aut

%

Spr

%

Aut

%

Spr

%

Aut

%

Spr

%

Aut

%

Spr

%

Aut

%

Spr

%


54

All (no.)

Dis

Non Dis

Boys

Girls

SEN

Non SEN

EAL

Autumn

term

Taking in to account EYFS outcomes and progress in Y1. Achievement of whole cohort and specific significant groups (Boys, Girls, SEN, EAL, most able, transient, disadvantaged) Predictions appropriate and challenging for pupils' prior attainment. (EYFS and phonics, end of year 1)Predictions take in to

account school trend, subject profile and gap to national

Spring term

This is a current update on the performance of Y2. The discussion should focus on the current levels and whether there have been changes in Y6 since the autumn term.Any

shortfall should be discussed thoroughly along with the actions the school are taking to address the underperformance. Progress both in-year and across the key stage should also be discussed and any pupils in danger of not making sufficient

progress identified and subsequent actions outlined. Summer

Term


55

Y1Phonics

EYFS profile

Reading Exp +

Current position

Aut

[date]

Current position

Spr

[date]

2020 Targets Actual outcomes

(Summer 20)

All

Disadvantaged

Non Dis

Boys

Girls

SEN

Non SEN

EAL

Autumn term

Spring term

Summer Term

Y2 Phonics

Number of

children

Current position

Aut

[date]

Current position

Spr

[date]

2020 Targets Actual outcomes

(Summer 20)

All

Disadvantaged

Non Dis

Boys

Girls

SEN

Non SEN

EAL

Autumn term

Spring term

Summer Term


56

Attendance 2019/20

Attendance Persistent Absenteeism

Aut % Spr % Sum % Target % Aut % Spr % Sum % Target %

All

Dis

Non

Boys

Girls

SEN

Non sen

EAL

Autumn

- Target based on minimum government target

- Attendance systems

Spring

Summer

Reception children at

typical level for their

age or above

Baseline Current position

(Mid-year)

2020 Target - % at typical level

for their age or above

NFER TA

Prime Areas

PSED

CLL

PD

Specific Areas

R

W

MD

GLD Areas

Autumn term - Baseline submitted in comparison to TA

- Pupil level info

- Targets for end of year – take into account NFER scale scores

- Pupil group

Spring term

- Progress towards targets

Summer Term

-


57

Autumn Term 2019

Autumn Term Specific Agenda

Evaluation of end of 2019 key stage outcomes (EYFS/Phonics/KS1/KS2/KS4/KS5) Evaluation of 2019 attendance School Self-Evaluation – discuss and agree outcomes judgement Agree key school improvement priorities for the year Review and agree categorisation level and support needs Agree short term actions arising for the next term

Agreed Actions

Evaluation of Pupil Outcomes 2019

EYFS 2018-19

Reading

% Expected Writing % Expected Mathematics% Expected GLD %

2017 2018

2019 2017 2018 2019 2017 2018 2019 2017 2018 2018

NATIONAL 77

77 73 74 78 79.6 71 71.5

All

Dis

Other

Boys

Girls

SEN

Non SEN

EAL

Evaluation of outcomes:


58

Phonics outcomes 2018-19

No. Pupils

2019

Year 1 % Expected

2017 2018 2019

School National School National School National

All 81 83%

Boys 77 79

Girls 84 86

Disad. 83

Other 83

SEN 81 83

Non 87 88

Evaluation of outcomes – including groups and also for year 2

Key Stage 1 2018-19

Reading

% Expected + (GD)

Writing

% Expected + (GD)

Mathematics

% Expected + (GD)

Combined

% Expected + (GD)

2017 2018 2019 2017 2018 2019 2017 2018 2019 2016 2017 2018

National 76 (25) 75 (26) 68 (16) 70 (16) 75 (21) 76 (22)

All

Boys

Girls

Dis

Non

SEN

Non

Em at EYFS

NATIONAL

Exp at EYFS

NATIONAL

Exc at EYFS

NATIONAL

Evaluation

Compare each group with similar pupils nationally as set out in IDSR

Trends


59

Key Stage Two 2018- 19

Headlines

GPS Reading Writing Maths RWM (GDS)

2017 2018 2019 2017 2018 2019 2017 2018 2019 2017 2018 2019 2017 2018 2019

ARE +

National 77 78 71 75 76 78 75 76 61 64

Greater

depth

National 31 34 25 27 18 20 23 24 9 10

Progress

Confidence

interval

Evaluation of headline data

Compared to national

Trends

Floor/coasting

Group Info

Reading Writing Mathematics GPS Combined

Prog SS Exp GDS Progess

Exp GDS Progr SS Exp GDS Prog SS Exp GDS Exp GDS

All

NAT

Boys

NAT

Girls

NAT

Disad

NAT

Non

Dis

NAT

SEN

NAT

Non

SEN

NAT

EAL

NAT

Low PA

NAT

Mid PA

NAT


60

High PA

NAT

Evaluation of 2019 group data

Compare each group with similar pupils nationally as set out in IDSR

Trends

Attendance 2018/19

Attendance Nat PA Nat

All

Disadvantaged

Evaluation and priorities Overall attendance inc for groups PA inc for groups Priorities and Actions

Overall evaluation of 2019 Outcomes

Pupil Premium Strategy

Website

Key school improvement priorities for the year and summary of actions to be taken

To reflect analysis of outcomes To reflect PM To reflect School Self -Evaluation

Discussion about national initiatives, educational updates and current issues

School Categorisation

Rationale Agree strengths to be shared Agree additional support


61

SPRING Term 2020 Agenda

Specific Spring Term Agenda

Progress towards agreed actions Positional statements and progress towards targets set in key year groups (as above) Positional statements in other year groups (data drop when system established) Attendance and PA/exclusions Review progress towards key school priorities for the year Learning walk School Self-Evaluation judgements and agree Teaching and Learning judgement Curriculum discussion

Progress towards actions agreed in the Autumn Term

Next step actions agreed

Evaluation of data in years 1,3,4,5

Curriculum Review

What is your Intent? How are you implementing it? What Impact so far?

School Evaluation – Teaching and Learning (Quality of Education Implementation)

Joint Monitoring of Teaching and learning through, e.g. lesson observations, learning walks, book scrutiny, curriculum planning (schemes of work/programmes of study), focusing on:

- Subject knowledge

- How teachers present information and promote discussion

- How teachers check understanding, identifying and correcting misunderstanding

- Strategies for embedding key concepts and promoting fluent application

- Curriculum design that builds on knowledge and skills

- Assessment to inform teaching and develop understanding

Progress towards School Improvement Priorities

Discussion about national initiatives, educational updates and current issues: Worklad, OFSTED, Teacher Recruitment


Record if any changes

Summer Term Agenda 2020

Summer Term Agenda



62

Attendance


Interviews with key/subject leaders

School Self-Evaluation judgements and agree Leadership and Management judgement


175 Audit

Progress Towards Agreed Actions

Impact of actions taken to address recommendations in the spring visit

Next Step Actions Agreed

School Self-Evaluation and Judgment for L&M following interviews with a selection of leaders

Discuss school judgements and evidence

Use the OFSTED handbook to validate

Identify strengths and priorities

An interview with leaders to validate school self-evaluation. Leaders to be selected if terms of school improvement priorities and/or for CPD purposes.

Leaders will be asked OFSTED type questions and expected to bring evidence to support their responses. The focus will be:

leaders’ high expectations of all pupils in the school, and the extent to which these are embodied in leaders’ and staff’s day-to-day interactions with pupils

the extent to which leaders focus their attention on the education provided by the school. There are many

demands on leaders, but a greater focus on this area is associated with better outcomes for pupils the alignment of continuing professional development for teachers and staff with the curriculum, and

the extent to which it develops teachers’ content knowledge and teaching content knowledge over time, so that they are able to deliver better teaching for pupils

the extent to which leaders create coherence and consistency across the school so that pupils benefit

from effective teaching and consistent expectations, wherever they are in the school whether leaders seek to engage parents and their community thoughtfully and positively in a way that

supports pupils’ education, and whether leaders are thoughtful in drawing boundaries and resisting

inappropriate attempts to influence what is taught and the day-to-day life of the school the extent to which leaders take into account the workload and well-being of their staff in order to

deliver a high-quality education, while also developing and strengthening the quality of the workforce

the extent to which leaders’ and managers’ high ambitions are for all pupils, including those who are

harder to reach. This includes ensuring that practices such as ‘off-rolling’ do not take place and that the way

the school uses the pupil premium is founded on good evidence whether leaders and those responsible for governance all understand their respective roles and perform

these in a way that enhances the effectiveness of the school.

175 Audit

Actions arising Evidence of Governors involvement - Signed copies Drill down into sample sections

Completed Governor involvement/monitoring – signed


63

What are priorities emerging from the audit Discussion about recruitment and SCR

Progress towards School Improvement priorities

Impact of actions taken

Priorities for 2020/21


E.g.

Workload

Curriculum



64

Education Officer Report 2019-20

(Secondary)

School

Headteacher

Chair of Governors

OFSTED

Outcome/Date

SIAMS

Outcome/Date

School Improvement

Agreed Category

Aut. Spr. Sum.

School Self Evaluation

School

judgement

Validated

by LDST

OFFICER

School

judgement

Validated by

LDST

OFFICER

Date Date Date Date

Quality of Education

Effectiveness of

Leadership and

management.

Behaviour and Welfare Effectiveness of sixth

form provision

Personal development Overall effectiveness

Education Officer

Comments on self-

evaluation


65

Agendas

Term Agreed priorities and planned support for the academic year Date/People

Autumn

Target setting: - Secondary: target setting and positional statement for

cohorts and groups: Y11, Y13 - Attendance/PA target and current

Submit targets for all other year groups

Evaluation of end of key stage outcomes (KS4/KS5) and attendance

School Self-Evaluation judgements and agree outcomes judgement based on evaluation of outcomes

Pupil Premium

Websites

Agree key school improvement priorities for the year



Spring


Positional statements and progress towards targets set in key year

groups (as above) Positional statements in relation to targets set in other year group

(data drop when system established)



Joint monitoring: Learning walk or book scrutiny

School Self-Evaluation summary and agree Teaching and Learning

judgement Curriculum discussion

Summer


Attendance

Y11 and Y13 Positional Statements and Progress towards Targets set


Validate SEF: Leadership and Management (Interviews with

key/subject leaders)

School Self-Evaluation judgements and agree Leadership and

Management judgement Priorities for next year, including staffing

175 Audit


66

Target Setting 2019-20

Y11 2019/20 Target Setting

% 4+ %5+ %7+ Aspirational Progress 8 Target

EBACC Entries EBACC Target

Maths

English

E/M combined

Year 11 Positional Statements Autumn 2019

Maths English E/M combined Progress 8

EBACC

On track %4+ %5+ %7+

%4+ %5+ %7+ %4+ %5+ %7+

All

Boys/ Girls

Disad/ non

SEN/non

EAL/Non

Autumn Term analysis ( include additional foundation subject info)

Year 11 Positional Statements Spring 2020

SPRING Maths English E/M combined Progress 8

EBACC

%4+ %5+ %7+ %4+ %5+ %7+ %4+ %5+ %7+

All

Boys/ Girls

Disad/ non

SEN/non

EAL/Non

SPRING Term analysis

Year 11 Positional Statements Summer 2020

Maths English E/M combined Progress 8

EBACC

%4+ %5+ %7+ %4+ %5+ %7+ %4+ %5+ %7+

All

Boys/ Girls

Disad/ non

SEN/non


67

EAL/Non

SUMMER Term analysis

Year 13 TARGET SETTING 2019/20

A levels

Applied

General

Tech Level Level 2

vocational

average point score per entry

Average grade per entry

% A*-E % A* -B

All

Boys/Girls

Disad/non

SEN/non

EAL/Non

Year 13 Positional Statement Autumn 2019

A levels

Applied General

Tech Level Level 2 vocational

average

point score per entry

Average

grade per entry

% A*-E % A* -B

All

Boys/Girls

Disad/non

SEN/non

EAL/Non

AutumnTerm Analysis

Year 13 Positional Statement Spring 2020

A levels

Applied

General

Tech Level Level 2

vocational

average point score per entry

Average grade per entry

% A*-E % A* -B

All

Boys/Girls

Disad/non

SEN/non


68

EAL/Non

Spring Term Analysis

Year 13 Positional Statement Summer 2020

A levels

Applied General

Tech Level Level 2 vocational

average

point score per entry

Average

grade per entry

% A*-E % A* -B

All

Boys/Girls

Disad/non

SEN/non

EAL/Non

Summer Term Analysis

Attendance Target Setting 2019-20

Attendance Persistent Absenteeism

Aut % Spr % Sum % Target

% Aut % Spr % Sum %

Target

%

All

Dis/Non

Boys/Girls

SEN

EAL

Autumn

Spring

Summer


69

Autumn Term 2019

Autumn Term Specific Agenda

Evaluation of end of key stage outcomes (KS4/KS5) and 2018-19 attendance

School Self-Evaluation overview and agree outcomes judgement based on evaluation of outocmes

Agree key school improvement priorities for the year



Agreed Actions

Evaluation of Pupil Outcomes 2019

KS4 National accountability measures School 2017 School 2018 School

2019

All Dis Nat All Dis Nat All Dis Nat

Attainment

Attainment 8 44.2

% 4+ incl English/maths 63.3

% 5+ incl English/maths 39.1

%7+ incl English/Maths

English

%4+

%5+

%7+

Mathematics

%4+

%5+

%7+

EBACC entries

EBACC attainment

Average score

Progress*

Progress 8 overall P8 Maths P8 English P8 Science P8 Language P8 Humanities P8 Open

Pupil Destinations

Percentage of pupils staying in education or going into

employment after key stage 4

Floor standard Is the school above the floor standard?


70

Coasting school Does the school meet the coasting elements?

Evaluation of KS4 outcomes

KS5 accountability measures School 2017 School 2018

School 2019

Attainment

- average point score per entry

- Average grade per entry

A levels

-

-

-

applied general

tech level

level 2 vocational

Progress*

value added progress measure for and, and a

Academic qualifications

Applied general qualifications

completion and attainment measure for tech level and level 2 vocational qualifications

Eng Progress English progress (for those students who have not achieved GCSE grade 9-4 or A*-C by the end of key stage 4):

Maths Progress Maths progress (for those students who have not achieved GCSE grade 9-4 or A*-C by the end of key stage 4):

Retention: Percentage of pupils staying in education or going into employment after key stage 4

Destination

Evaluation of KS5 outcomes


71

Attendance 2018- 2019

Attendance Nat PA Nat

Evaluation and priorities

Overall attendance inc for groups PA inc for groups Priorities and Actions

Overall evaluation of 2018-19 outcomes

Website

Pupil Premium

Key school improvement priorities for the year and summary of actions to be taken

To reflect analysis of outcomes To reflect PM To reflect School Self -Evaluation


Rationale

Agree strengths to be shared

Agree additional support


72

SPRING Term 2020

Specific Spring Term Agenda


Positional statements and progress towards targets set in key year groups (as above)

Positional statements in relation to targets set in other year group (data drop when system established)



Joint monitoring: Learning walk or book scrutiny

School Self-Evaluation summary and agree Teaching and Learning judgement

Curriculum discussion

Progress towards actions agreed in the Autumn Term

Next step actions agreed

Curriculum Review

Intent, Implementation, Impact

School Self- Evaluation – Teaching and Learning (Quality Of Education) Joint Monitoring of Teaching and learning through, e.g. lesson observations, learning walks, book scrutiny, curriculum planning (schemes of work/programmes of study), focusing on:

- Subject knowledge

- How teachers present information and promote discussion

- How teachers check understanding, identifying and correcting misunderstanding

- Strategies for embedding key concepts and promoting fluent application

- Curriculum design that builds on knowledge and skills

- Assessment to inform teaching and develop understanding

Progress towards School Improvement Priorities

Discussion about national initiatives, educational updates and current issues: Worklad, OFSTED,

Teacher Recruitment


Record if any changes


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Summer Term Agenda 2020

Summer Term Agenda


Attendance

Y11 and Y13 Positional Statements and Progress towards Targets set


Validate SEF: Leadership and Management (Interviews with key/subject leaders)

School Self-Evaluation judgements and agree Leadership and Management judgement


175 Audit

Progress Towards Agreed Actions

Impact of actions taken to address recommendations in the spring visit

Next Step Actions Agreed

School Self-Evaluation and Judgment for L&M following interviews with a selection of leaders

Discuss school judgements and evidence

Use the OFSTED handbook to validate

Identify strengths and priorities An interview with leaders to validate school self-evaluation. Leaders to be selected if terms of school improvement

priorities and/or for CPD purposes.

Leaders will be asked OFSTED type questions and expected to bring evidence to support their responses. The focus will be:

leaders’ high expectations of all pupils in the school, and the extent to which these are embodied in

leaders’ and staff’s day-to-day interactions with pupils the extent to which leaders focus their attention on the education provided by the school. There are many

demands on leaders, but a greater focus on this area is associated with better outcomes for pupils the alignment of continuing professional development for teachers and staff with the curriculum, and

the extent to which it develops teachers’ content knowledge and teaching content knowledge over time, so that they are able to deliver better teaching for pupils

the extent to which leaders create coherence and consistency across the school so that pupils benefit

from effective teaching and consistent expectations, wherever they are in the school

whether leaders seek to engage parents and their community thoughtfully and positively in a way that

supports pupils’ education, and whether leaders are thoughtful in drawing boundaries and resisting inappropriate attempts to influence what is taught and the day-to-day life of the school

the extent to which leaders take into account the workload and well-being of their staff in order to

deliver a high-quality education, while also developing and strengthening the quality of the workforce the extent to which leaders’ and managers’ high ambitions are for all pupils, including those who are

harder to reach. This includes ensuring that practices such as ‘off-rolling’ do not take place and that the way

the school uses the pupil premium is founded on good evidence

whether leaders and those responsible for governance all understand their respective roles and perform

these in a way that enhances the effectiveness of the school.


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175 Audit

Actions arising Evidence of Governors involvement - Signed copies Drill down into sample sections

Completed Governor involvement/monitoring – signed What are priorities emerging from the audit Discussion about recruitment and SCR ( see attached guidance taken from 175 Audit SIL)

Progress towards School Improvement priorities

Impact of actions taken

Priorities for 2020/21


E.g. Workload, Curriculum



75


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Appendix 2: Assessment: summary sheets, dashboards, progression grids, scale score tracking,

pupil progress meetings, venn diagrams

1. Primary School data summary (to be submitted in July)

(number of children)

2017 Nat 2018 Nat 2019 Nat

EYFS Baseline

EYFSP

Phonics Year 1

Year 2

KS1 Reading EXP+

GDS

Writing EXP+

GDS

Mathematics EXP+

GDS

KS2 Reading EXP+

GDS

Progress

Writing EXP+

GDS

Progress

Mathematics EXP+

GDS

Progress

RWM EXP+

GDS

GPS EXP+


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GDS

Appendices 2: Assessment

2. Using scale scores to track from prior attainment: Prior attainment groups – are

pupils on track to reach the national average?

- Using PA to track (RAG rate to show where children are in relation to the national. Green

better than expected progress, amber expected progress, red insufficient progress)

- Use these grids also for groups: PP, B, G, SEN, EAL….where are they in relation to PA??

Reading

PA Group

KS1 APS ( as in the accountability guidance)

Names

September Baseline score

Actions planned

Spring st score

End of KS2 score

2019 National

+/- progress

1 >0 to <1.75 61.82

2 .=1.75 to<2 65.99

3 .=1.75 to <2

69.30

4 .=2.25 to <2.5

72.80

5 2.5 to 2.75 76.60

6 2.75 to 3 79.49

7 3 to 6 83.13

8 6 to 9 86.62

9 9 to 10 89.18

10 10 to 12 93.51

11 12 to 13 95.72

12 13 to 14 97.69

13 14 to 14.5 99.08

14 14.5 to 15 100.56

15 15 to 15.5 101.64

16 15.5 to 16 103.70

17 16 to 16.5 103.70

18 16.5 to 17 105.31


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19 17 to 18 106.64

20 18 to 19 107.99

21 19 to 20 109.00

22 20 to 21 109.95

23 21 to 21.5 112.33

24 >21.5 115.45

Key questions:

- Which children are not on track to achieve expected from their PA and MUST be a target

group?

- What are the barriers?

- What actions must be planned?

- Which children are on track but capable of more? COULD target group

- What actions are planned to accelerate/deepen learning?

- How well are groups doing against PA – PP, B, G, SEN, EAL

Writing

PA Group


Names


Actions planned

Spring st score

End of KS2 score

2019 National

+/- progress

1 >0 to <1.75 61.80

2 .=1.75 to<2 65.57

3 .=1.75 to <2

68.71

4 .=2.25 to <2.5

72.32

5 2.5 to 2.75 75.52

6 2.75 to 3 78.76

7 3 to 6 82.08

8 6 to 9 84.82

9 9 to 10 88.04

10 10 to 12 91.89

11 12 to 13 93.71

12 13 to 14 96.36

13 14 to 14.5 98.24

14 14.5 to 15 99.10

15 15 to 15.5 100.90

16 15.5 to 16 101.96

17 16 to 16.5 102.46

18 16.5 to 17 103.06

19 17 to 18 104.47

20 18 to 19 105.43

21 19 to 20 106.67

22 20 to 21 106.94

23 21 to 21.5 110.05


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24 >21.5 111.74

Key questions:


group?







80

Mathematics

PA Group


Names


Actions planned

Spring sc score

End of KS2 score

2019 National

+/- progress

1 >0 to <1.75 62.10

2 .=1.75 to<2 66.69

3 .=1.75 to <2

70.17

4 .=2.25 to <2.5

73.98

5 2.5 to 2.75 77.57

6 2.75 to 3 80.40

7 3 to 6 85.34

8 6 to 9 88.71

9 9 to 10 90.52

10 10 to 12 94.79

11 12 to 13 97.62

12 13 to 14 98.66

13 14 to 14.5 100.51

14 14.5 to 15 101.79

15 15 to 15.5 102.74

16 15.5 to 16 103.56

17 16 to 16.5 105.10

18 16.5 to 17 106.09

19 17 to 18 106.47

20 18 to 19 107.80

21 19 to 20 109.00

22 20 to 21 110.82

23 21 to 21.5 112.10

24 >21.5 115.57

Key questions:


group?


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82

Appendices 2: Assessment/ASKEDDI

3. Progression Grids

Monitoring Progress from EYFS to Y2 (scaled scores) Reading/Writing/Number

Significantly

Below

Working towards Working At Working

above Significant risk of delay

Below and working towards expected level

At expected level Exceeding expected level

Well below ARE

Well below ARE

Below ARE

Just below ARE

Just At age related

Secure age related

Just below higher standard

Secure a thigh standard

80-84

85-89 90-94

95-99 100-103 104-107 108-109 110+

Prior

Attain

ment From

EYFS to Y2

–

Emerging 1

Expected 2

Exceeding 3

Note: Maths progress in Y1 and 2 is from EYFS Number

Making less than expected progress

Making expected progress

Making more than expected progress

Monitoring Progress from EYFS to Y1 (standardised scores) Reading/Writing/Number

Significantly Below Working towards

Working At Working above

Significant risk of delay



Well below ARE

Well below ARE

Well below ARE

Below ARE

Just below ARE

At age related

Secure age related



69-74 75-79 80-85 86-95 96-100 101-105 106-110 111-120 121-141

Prior Attainm

ent From

EYFS to

Y1 –

Emerging 1 Expected 2 Exceeding 3


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Monitoring Progress from KS1- Years 3/4/5 (standardised scores) Reading/Writing/ Mathematics

Pre Key stage Working towards

On track Working above

Significant risk of delay



1 2 3 4 Well below ARE

Well below ARE

Well below ARE

Below ARE

Just below ARE

At age related

Secure age related



69-74

75-79

80-85 86-95

96-100

101-105

106- 110

111-120 121-141

Prior Attainment

From year 2 to

Y3/4/5/6

Sig at risk/pre key stage

Working Towards

Expected

Exceeding

Making less than expected progress

Making expected progress

Making more than expected progress


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Appendices 2: Assessment (ASKEDDI)

4. Tracking RWM combined Venn Diagram

Child’s name Reading Writing Mathematics


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Appendices 2: Assessment

5. Pupil Progress Meetings

Pupil progress Meetings

What are pupil progress meetings? Pupil Progress meetings provide a regular timetabled forum for analysis and discussion of the

factors that have supported progress and identifies collaborative actions to overcome barriers.

Pupil progress meetings effectively ensure that teachers are accountable for pupil progress.

Pupil progress meetings enable questions about the data to be posed and tracking to move off

the page into actions for learning. Pupil progress meetings demonstrate and celebrate success.

Pupil progress meetings support teachers and their professional development.

Frequency:

End of term meeting: Use ASKEDDI standardised data as the basis for discussion and take account tof

Teacher Assessment using pupil’s work as evidence. Half term meeting: follow-up focus on pupils as discussed at end of term

Process:

Clear protocols should be established for pupil progress meetings and a consistent agenda including how the termly standardised tests are used to analyse outcomes in each cohort:

An overview of standards (ASKEDDI and TA):

Where are pupils in relation to the expected standard in Reading, writing and mathematics: % of the class/cohort working below/within/above

Which children are just below? Target

% of each group working below/within/above

Progress in relation to prior attainment: Where are pupils in relation to prior

attainment (progress): Teachers use progression grids (ASKEDDI), to analyse where children are in relation to

where they were at the end of EYFS/KS1.

Summarise: % making progress expected from prior attainment; % making better than

expected progress from prior attainment.

Areas of underachievement Which pupils are not making expected progress from prior attainment? MUST target group

Discussion about reasons and context (barriers)

Agree actions, interventions

Use ranking to identify COULD target group:

Pupils on the border of exp/GDS or WT/Exp: what can we do to accelerate progress

further for pupils to reach a higher standard? Pupils just at exp/GDS: what can we do to secure this standard?

Agree actions, interventions

Standardising teacher assessment A set of prompts provided for class teachers to aid analysis and preparation for the pupil progress

meeting. All staff should use the Venn diagram and the progression grids (ASKEDDI) to prepare for

the meeting using the prompts to support teacher assessment. Teachers should be prepared to

answer key questions about progress and standards, barriers, curricular gaps and next steps. Teachers should bring work /book evidence to the meeting

HT should produce a cohort summary after each meeting. This should give an overview of

standards and progress in each class/group, barriers to learning, target children, curricular

gaps and agreed next steps. See below for example. Complete with names for staff and numbers/ percentages for Governors


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SUMMARY REPORT – cohort profile from pupil progress meetings (all summary

Charts to be taken from ASKEDDI) Year: Class: TERM:

Pupil demographics: Cohort summary taken from ASKEDDI

Summary group breakdown charts to be inserted from ASKEDDI: group

breakdown, progression matrix and Venn diagram

Progress: pupils NOT on track for expected progress (MUST TARGET GROUP)

Names Group

(PP.SEN etc)

Gaps Interventions/Actions

Reading Writing Mathematics

Progress: COULD target group identified from ranking: accelerate progress to a higher standard than expected

Names Group (PP.SEN etc)

Gaps Interventions/Actions

Reading Writing Mathematics

Impact of interventions and actions (from previous meeting)

Name PP FSM B/G SEN EAL HA Intervention/date Impact


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Appendix: Pupil premium strategy

1. Summary information

School

Academic Year 201920 Total PP budget Date of most recent PP Review

Total number of pupils Number of pupils eligible for PP Date for next internal review of this strategy

2. Current attainment

Pupils eligible for PP

Pupils not eligible for PP (national average)

% achieving in reading, writing and maths

% making progress in reading

% making progress in writing

% making progress in maths

3. Barriers to future attainment (for pupils eligible for PP, including high ability)

In-school barriers (issues to be addressed in school, such as poor oral language skills)

A. Speech and Language

B. Other special educational needs

C. Welfare and social issues

External barriers (issues which also require action outside school, such as low attendance rates)

D. Attendance rates for pupils eligible for PP are 94.32% (below the target for all children of 96%). This reduces their school hours and can cause them to fall

behind on average.


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4. Desired outcomes

Desired outcomes and how they will be measured Success criteria

A.

B.

C.

D.

5. Planned expenditure

Academic year 2019/20

How will Pupil Premium be spent in 201920

Desired outcome Chosen action / approach

What is the evidence and rationale for this choice?

Success Criteria Staff lead When will you

review implementation?

A.

B.

Total budgeted cost

Desired outcome Chosen action / approach What is the evidence and rationale for this choice?

Success Criteria Staff lead When will you review


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implementation?

C.

D.

Total budgeted cost

Measure of impact for Pupil Premium expenditure in 201819


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Autonomy , Alignment and Standardisation

The following analysis has been drawn from the views of stakeholders during our Shaping The Vision Day and LDST EXEC discussions.

Next steps:

- Share with HTs for further discussion and priority action planning

- Share with Directors

- Produce a three year action plan

Autonomy Alignment Standardisation Comments/actions

Autonomy is linked to school categorisation. Vulnerable schools will be supported with a suite model policies, templates, systems etc. Assessment

Marking and feedback policy

Reporting to parents Parents evenings

Assessment principles Target setting policy

Test weeks Pupil progress meetings

– format, frequency,

record keeping Moderation (aligned

principles)

Standardised tests Frequency of testing

Reporting data to the Trust

EYFS baseline

Trust wide Tracking systems

Pupil Premium strategy template

Sport Funding template to include recent

changes?

Trust wide moderation

Provide a suite of pro-formas and materials for schools to use

Safeguarding Curriculum Parent code of conduct

Statutory Child

protection policy – personalised to meet

local context Single Central Record

Safer Recruitment Policy DSL Job spec


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Staff code of conduct

E-Safety policies

Health and Safety Procedures Staff handbook

Policy Note: Compliance H&S produce the Staff Handbook for schools. Although tailored for each school, the handbook has to be produced by Compliance and not sourced from elsewhere. The handbook ties in to the individual school's H&S policy (each school has a separate policy which is underpinned by the Trust's H&S Policy). School H&S policy is school specific and far more detailed.

Monitoring, Evaluation

and Review (proformas will be

available for schools to

choose to use)

School self-evaluation

calendar/cycle School self-evaluation

template

Monitoring policy/ formas

School self-evaluation

principles

Provide a suite of pro-formas and materials for schools to use



strategy Teaching and learning

policy


principles Pedagogical approaches


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Lesson planning

principles Lesson planning format

Curriculum

Curriculum intent/policy Curriculum framework

and planning

Curriculum implementation

Curriculum vision Curriculum experiences

Curriculum principles

Claire and Dave to share with Curriculum Leads

Subject Leadership Subject leader monitoring

Subject leader reporting Subject leader self-

evaluation

Subject leader job descriptions

Subject leaders roles and responsibilities ( room

for school flexibility)

Subject leader accountability – TLR,

UPS, MS

Introduce Trust wide accountability guidance Produce a suite of materials for reporting, self-evaluation , monitoring etc

LGBs

HT report to LGB - format LGB agenda

LGB committees/Terms

of Reference

Directors items LGB report to Directors

LGB recruitment

Scheme of Delegation LGB Training

Governor Hub Appeals?

Clerking service?

Termly report to Directors: Priorities, next steps, Support, Safeguarding, fraud, staffing Identify core training needed

SEND

SEND provision

SEND Offer (local)

Signposted best practice

within the Trust

SEND identification

criteria SEND stages

SENCO roles and

responsibilities

Rachel and Alison to share with SENDCOs Consider Centralised provision: Trust wide speech and language provision Trust wide ed Psych provision


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Reporting of SEND progress

Behaviour and attendance

Behaviour approach Behaviour

rewards/sanctions

Attendance rewards/sanctions

Behaviour policy Attendance policy

Attendance targets (Government targets)

CPD

CPD for personal development

Succession planning

Leadership pathways Core training: e.g.Middle

leaders, SBM, Challenge partners

Staffing

Staff recruitment Staff contracts

Induction Performance

management

Staff handbook Recruitment flow chart

Christianity

Christian values Collective Worship

Christian character

More explicit Christian language needed in school values Aligned with Church of England vision

School day and calendar

School day

Holidays – school

holidays Inset Days

Trust Inset days

Staff leave of absence

Central Policies

Parent code of conduct

CCTV Policy

All Finance, HR, H&S policies including:

Talent management

Secondment Codes of conduct: staff

The CCTV policy can be created centrally if the school owns the equipment and


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and parents

Appraisal Attendance management

Capability Complaints

Grievance Disciplinary

Equal Opps

Flexible working Harassment and bullying

Maternity/Paternity Pay

Probation

Safer recruitment Special Leave

Whistle blowing Data breach

Subject access request policy

CCTV policy

Data sharing Privacy notices

Financial procedures Treasury management

and investment

Grant Bidding Payroll

Cash handling

manages images etc on site (access to the sytem within school). However, if CCTV is completely outsourced (data held remotely) school will need to align the trust policy with the policy provided by the external provider that actually stores the data and owns the equipment.

Estates etc Marketing

Estates Catering

Cleaning

Equal split between alignment and standardisation to be discussed again


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Trust wide therapy dog Communication

Website design Branding

Website provider Websites – statutory info in same format and

standardised tabs ( e.g pupil outcomes, policies,

Curriculum, SIAMS)

Email Sharepoint/intranet

Annual timeline/matrix?

Does the trust need to look at costs from the likes of Primary Site for those schools currently using websites that are difficult to update or updates are at a cost? Most of the best trust school websites were those from Spider and Primary Site as they're designed with schools in mind. During Shaping the Future, it was mentioned by some Heads and Governors that they would like a timeline of what is needed or what will be provided and when - a sort of matrix of key dates. I've added a basic example of what this could look like but


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I feel it could be expanded. As the table I was on didn't make any notes, I provided an update about this via email to Steve so he may well have included this elsewhere.


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Appendix: Challenge Parter Review: Curriculum Intent, Implementations and Impact

Evidence Key Question to consider

INTENT Framework for setting out curriculum aims

and knowledge and skills to be learned, taking into account:

- local context and pupil needs - equality of access

- enrichment

- progression THROUGH the curriculum and subjects

Rationale

All staff ownership Clear about what knowledge and

skills pupils need Policy statement

End points

How far do leaders consider what children

need to learn and the order to teach it?

IMPLEMENTATION What the framework looks like over time How do you ensure your curriculum

enables pupils to develop and increase

knowledge and skills?

Teaching and Learning observations

Assessment – teacher checking and

use of data Book scrutiny

Learning walks Interviews with key leaders

Schemes of work

Is the curriculum for each subject designed, over time, to maximise the likelihood that

children will remember and connect the

steps? Does curriculum implementation reflect the

intent behind it? How do we know? Evidence How is the curriculum is being delivered

across all year groups?

IMPACT What are children learning? What difference is the curriculum making to

pupils’ learning

Data Curriculum overview

PP strategy Provision map

reading

How well are children learning the content of what is taught?

What is the impact on pupils’ knowledge and

understanding?

Challenge partner Evaluation Report – Curriculum Intent, Implementation, Impact

2019

School: Challenge Partner: Date:

To what extent does the school set out and articulate the knowledge and skills

that pupils will gain at each stage (INTENT).


To what extent is the school’s curriculum taught and assessed in order to support

pupils to build on and apply knowledge ?


What is the impact of the curriculum intent and implementation?


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