Purbrook Junior School

Inset Day 2 September 2014

Agenda

 9.00 Welcome & the year ahead  10.00 Planning in new year teams  10.30 Coffee  10.45 Planning in new year teams  12.15 Lunch  1.00 Planning in new year teams  3.15 Feedback  Timings are flexible and may change.

Review of 2013-2014

 For 5 minutes in pairs/groups evaluate the academic year 2013-2014  What Went Well (WWW)  Even Better If (EBI)  What are your aspirations for this academic year?

It’s all about relationships…

Every Child Matters Making dreams come true Trisha wants to be a paediatrician Max writes his own lyrics and aspires to be a musician Harry plans to be a Fitness Instructor Abi dreams of being an artist

A Vision for Purbrook Junior School

(IIP)

+

(Teamwork)

+

(ICT)

+

(QFT) ECM

=

Future

•The Big Picture….the world children and young people are going to live and work in… •

Do whatever it takes…

Three Stages for Success

1.

Vision

2.

Values

3.

Goals

How Good Are We?

 Do we make life better for

all

children  How does what I do make children feel?

 The power in our school to transform the lives of all children is MASSIVE! Unlock the potential…

Rita Pierson

 Every Kid Needs a Champion  Rita Pierson: Every kid needs a champion | Talk Video | TED.com

The Improvement Cycle Why are we doing what we are doing?

Improvement Cycle Rationale Action Impact

SATS Results Attainment Data 2014

Level 4 + Purbrook NA 2014 Level 5+ Purbrook NA 2014 Level 6 Purbrook Reading 83% (+2%) 89% 41% (-3%) 50% SPaG Maths Writing 69% (+3%) 80% (+6%) 82% (+11%) 76% 86% 85% 48% (=) 52% 40% (+11%) 42% 23% (-1%) Reading, Writing & Maths combined 70% (+10%) National Benchmark for 2014-2015 is 85% 79% 20% (=) 33% 24% 5% (+4%) 7% (+3%)

Progress Data

2 levels of Progress Reading Purbrook 2012-2013 88% Writing Maths 76% 77% Purbrook 2013-2014

84% (-4%) 93% (+17%) 87% (+10%)

NA 2014

88% 93% 89%

Ofsted July 2014

       

Good (2)

Pupils benefit from teaching that is at least good. This leads to substantial growth in pupils’ knowledge, promotes very positive attitudes to learning and ensures that pupils are achieving well.

Pupils and particular groups of pupils have highly positive educational experiences at school that ensure that they are well prepared for the next stage in their education, training or employment.

Pupils’ progress is not held back by an inability to read accurately and fluently, or to use their mathematical knowledge, understanding and skills effectively. in their reading.

Those pupils who have fallen behind are being helped to make substantial and sustained progress

The school takes effective action to enable most pupils, including the most able, disabled pupils and those with special educational needs, to reach their potential.

Other principal aspects of the school’s work are likely to be at least good.

Deliberate and effective action is taken to create a cohesive learning community through the promotion of pupils’ spiritual, moral, social and cultural development, and their physical well-being. There is a positive climate for learning. School Inspection Handbook

My Job Description

Pupil Progress

 Raise academic standards across the curriculum  Improve outcomes for SEN children

Care, Guidance & Support

 Strengthen partnerships with all stakeholders  Value, support and develop extended service role within the school

Core Purpose Vision Leadership Direction Building on Expertise Teaching & Learning

 Raise standards of T & L throughout the school  Improve outcomes for SEN pupils  All pupils?

Leadership & Management  Develop a shared vision and implement it  Continue to increase the effectiveness of middle leaders  Leaders at all levels?

Key Priorities

 The School Improvement Team worked collaboratively on the new one year strategic plan (June 2014). We have identified 4 new priorities for 2014-2015. Raising Attainment & Accelerating Progress for Every Child   To improve outcomes for SEN children To implement the new National Curriculum effectively and efficiently across the school  To improve the outcomes for Pupil Premium children

Strategic Plan

 Spend some time looking at the priorities  What is your role within the team and how will you ensure we improve?

What kind of schools do we need?

Descriptor of School School Ethos Key Process Talent Refineries Talent Incubators Talent factories School must provide opportunities for students to show what they can do Ensuring good teaching and curricular coverage All students can learn but not all can achieve high levels All students can achieve at high levels Drawing out what is within the student Whatever it takes

Motivation

 3 Influences:  Self  Others  Environment

As a thinking school

 We need to lead, empower, encourage and support all  Share values and have a joint vision  Collegiate and task/team culture-engaging the intelligence of the whole organisation

Vision to Reality as Leaders in Purbrook

Disseminate vision –facilitate opportunities Light the path Win hearts and minds Good sense of humour Stay in touch Ignite passions Make dreams come true SSP→ KP →Performance Management Reflective thinking with SLT/Leaders at all levels Sustainable Leadership School Improvement Plan CPD for all Involve parents at all levels •

Educating

•

Direction

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Listening

•

Encouraging

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Reflecting

• •

Examples Contributions How priorities will be achieved

•

Demonstrating

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Supporting

•

Developing

Future

•

Sharing

•

Discussion

We know what works

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

Effective feedback Meta-cognition( higher order thinking that involves active control over the thinking processes involved in learning) and self regulation strategies, teaching ‘bouncebackability’ (ICURE Progress) Peer tutoring and peer assisted learning Early intervention One to one tutoring Homework ICT Assessment for Learning Parental involvement Summer schools Sports involvement Reducing class size Source: Sutton Trust

As a leader at all levels….

 Be pro-active.

 Evaluate the management of performance especially your own.

 Look after relationships.

 Be clear… what is the purpose and who is it for?

 Search out the connections.

Team GB Cycling

               Clear Vision Dynamism Vision Innovation Leadership which empowers others Passion Courage…risk taking Inspiration Focussed Determined Spot the talent Clarity of communication Relentless pursuit of excellence Self Reflection Team Ethos

Milestones

 A Strategic Plan was developed with clear goals and milestones. Milestones allow us to monitor, evaluate and review at key points. We will be working on some milestones for the current year.

The Teams

 The strength of the team is each individual member. The strength of each member is the team.



-Phil Jackson

 Coming together is a beginning.

Keeping together is progress.

Working together is success.  - Henry Ford

Staff Meeting Teams

    Rationale - To work smarter and for us collectively to review the priorities in the SSP. This shouldn’t just be a job for SLT. It is our school and collective ownership and teamwork will build on the improvements from last year.

We need to challenge each other and be accountable for our actions.

Staff will assign themselves to a team – Teaching & Learning, Curriculum & Inclusion. Each team will lead and drive change through planned provision. Each team will focus on all priorities within the SSP.

Teams will be expected to take minutes and give regular feedback on the work that has taken place.

2014-2015 The Changes

      Build on the successes of the school – marking, peel off etc. –this is a real strength     3 sessions in the morning (maths fixed) Use of fourth teacher Cross Curricular Learning (English & maths) Embedding ICURE Progress (

I

ndependence,

C

ommunication,

U

nderstanding &Knowledge,

R

esilience,

E

ngagement) Assembly → Break Lunch 12.10 – 1.10

Afternoons for P.E. and other elements of theme Music provision Changes to MFL – Jan Scott

Changes



Staff meeting teams → Peer assisted learning to monitor, evaluate and review the SSP

 PPA (full time teachers in year groups 1 day every 2 weeks. The potential for ways of working and thinking are huge…)  Other considerations  Morning tasks, supervision of pupils during lunch, lining up

Movement Around the School

 It is all of our responsibilities to ensure that children behave well and are respectful. We need to be good role models.

 Collection of children in the morning and afternoon      Tea & coffee during lesson time Access to school during break and lunchtimes – ice lollies etc End of day expectations – Y3 & 4 model Site security – doors, classroom doors etc.

Morning briefing

Four Teachers…What could it be?

Purbrook Junior School Developing and Sustaining Outstanding Practice / Building on Professional Expertise

    Each Year Group will be appointed a fourth teacher equivalent to 3 days per week The purpose of the fourth teacher is to work in close partnership with colleagues to maximise ability and outcomes The fourth teacher in each year group will have dedicated time to work with Pu[il Premium children and will be accountable for their attainment and progress Outcomes will be discussed/analysed and acted upon regularly to ensure QFT consistently improves in relation to contextual need and linked to team meetings (Year Team meetings will be held weekly)  This new way of working is the opportunity to be creative in order to maximise outcomes Planned activities will include: 1.1

Analysis/support /feedback of planned Teaching and Learning over time which will secures understanding through revision and consolidation 1.2

Working with a specific group of children to establish secure relationships and AfL knowledge to model outstanding practice 1.3

Team teaching 1.4

Observations of learners in relation to a key focus 1.5

Observations of teachers in relation to a key focus 1.6

Analysis of how marking supports and challenges children 1.7

Supporting by marking pupils work 1.8

Analysis of learners in specific roles/small scale action research 1.9

Analysis of impact of agreed core skills being taught 1.10

Identification of a year group test to summarise pupil ability in relation to core age-related expectations in the NC 1.11

Collaboration between teams will drive school strategic improvement

Final Thoughts…

‘It isn’t the mountains ahead to climb that wear you out; it’s the pebble in your shoe’ Muhammad Ali ‘It’s not the strongest or most intelligent of the species that survives but the one who is most receptive to change’ Charles Darwin