Mae hwn yn fersiwn HTML o atodiad i'r cais Rhyddid Gwybodaeth 'School improvement plan'.

Teaching and Learning 
Actions
SAB 
 We intend to...
Identified Area of improvement  in response to  Lead Action   Specific, measurable and timed actions - with key milestones - also identified in the 
the Ofsted report Nov 2018
No.
Success Criteria
Success Criteria - with Milestones We will know we are successful when… (Targets where appropriate)
Al  teachers know the pupils wel  (academical y, social y and emotional y), planning evidences this and shows good understanding of strategies that address their 
various needs, strengths and gaps in learning. 
Planning scrutiny- leaders audit planning for progress, block planning and IEPs- LT QA process, fortnightly LM meetings
 Disciplinary/capability procedures are followed in cases of non compliance or required support

 The planning audit shows that 100% of planning matches this criteria by 23rd April 2019 (Planning overview, termly planner,
JH
P1
planning for progress, support plans)
Al  learning is planned by teachers according to SAB planning guidelines. This wil  include knowledge of and reference to pupils’ prior learning and next steps, so that 
Planning tracker/audit
al  learners’ needs are met and they are making demonstrable progress.
We want to make sure that teachers make effective use of 
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P2
 Disciplinary/capability procedures are followed in cases of non compliance or required support
 The planning tracker wil  show by 23rd April 2019 that 100% lessons are planned in this way.
information about pupils' learning to provide activites that 
Activities in al  lessons provide age appropriate, chal enging and engaging opportunities that support every pupil to access learning and make good progress from their 
support their different needs
various starting points.
Learning walks and formal lesson observations take into account P4P - leaders conduct pupil pursuits in relation to this
Formal lesson observations and weekly learning walk records will demonstrate that 80% of teaching is at least good
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P3
by October 2019.
Teachers are clear about gaps in learning and next steps, providing equity of opportunity for al  children who consequently make good progress
Curriculum tracker fortnightly audit
 The curriculum tracker markbook audits show that 100% of teachers are updating the information at least fortnightly March 2019
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P4
 Disciplinary/capability procedures are followed in cases of non compliance or required support
Curriulum tracker will show that gaps are closing and children are making good progress towards ARE May 2019
Teachers use a wide range of age appropriate strategies to check pupils learning and in doing so adapt activities accordingly, hence maximising learning time. 
Staff training in excellent approaches to AfL- Amended to cover all basic teacher standards- CLF SLE Weekly support
Books and Learning journal scrutiny demonstrate pupils are making good progress in relation to prior attainment June
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5
2019
Teachers use effective questioning to check pupils understanding and engagement
Staff training in excellent approaches to effective questioning- - Amended to cover all basic teacher standards- CLF SLE Weekly   Lesson observations and learning walk records evidence that questioning is used effectively in more than 80% of
support
We want to make sure that teachers check pupils' learning 
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6
lessons May 2019
during lessons and thereby adjust their teaching so that 
Teachers regularly check understanding and progress, and use this information to adapt activities within lessons. 
pupils receive effective chal enge and support
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7
Learning walks and formal lesson observations take into account P4P- leaders conduct pupil pursuits in relation to this
Lesson observations and learning walk records evidence that this is the case in more than 80% of lessons May 2019
Teachers identify and address misconceptions as they occur, Al  pupils know what they can do to improve their work.
RK
8
Staff training in revised curriculum and related effective teaching strategies
Lesson observations and learning walk records evidence that this is the case in 80% of lessons July 2019
Skil s for learning taught explicitly ensuring that children are increasingly independent. Pupils are able to reflect and refine learning according to feedback from peers 
Staff training in teaching skills for learning. Introduction of Draft Redraft approach
and staff
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9
Book scrutiny / lesson observations records evidence that this is the case in 80% of lessons May 2019
Teachers have the highest expectations for al  pupils. using drafting and redrafting to refine and further chal enge al  pupils. 
Teacher training in objective setting and draft, redraft techniques
Book Look analysis shows that 60% of pupils are making good progress in relation to starting points including high
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10
prior attainers
We want to make sure that teaching is sufficiently 
Learning activities stretch and challenge all pupils 
chal enging for ALL pupils
Teachers training in effective differentiation for the needs of their class and the students within it. - Amended to cover all basic 
teacher standards- CLF SEN SLE Weekly support

Pupil progress review shows that 65% of pupils are working at ARE (July 2019)
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13
Observation and learning walk audit shows that 100% of observations match this criteria by 1st July 2019
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14
Talk for Writing implementation
Talk for writing ful y implemented by June 2019
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15
Introduce top line approach for handwriting (class 2 up)
Topline approach ful y implemented by June 2019 Book and Work scrutiny records evidence a consistent approach to extended writing by June 2019
There is an academy exemplar folder of outstanding book work for each class, demonstrating a common understanding and culture of high attainment
We want to make sure that teachers significantly raise their  KF
16
Academy exemplar work folders- ARE
Audit of exemplar folders evidences the above- July 2019
expectations of pupils achievement, presentation and 
Main project work is visible throughout the academy- curation of this work openly celebrates and shares learning for the whole community- the standard
attitudes to learning
of this work is in line with ARE
Curation policy and approach- associated staff awareness and accountability
All classes have completed at least one curated project May 2019
KF
17
Pupils and parent surveys, following community celebrations, evidences pride in work June 2019
Teachers have strong subject knowledge or are being supported to ensure high quality teaching and assessment of SPAG. Every class has a knowledge
Introduction of SPAG programme, linked to guided reading and aligned with NC ARE
organiser for SPAG that is sent out to parents each term, supporting relevant home activites. COMPLIANCE and July
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19
2019 checkpoints
Lesson observations evidence that al  staff deliver the SAB weekly AR spel ings, using a range of different approaches. Al  staff teach discreet lessons on spel ing rules 
and patterns, thus equipping children with the resilience and enthusiasm for further exploration. 
Introduction of class spelling lists and weekly spelling approach
 Corridor and classroom displays are rich in vocab/literacy support - e.g SPAG strategies, posters about Nouns etc. April 2019
We want to make sure that pupils use spel ing, punctuation 
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RAP 3
and grammar accurately in their writing
80% of pupils are able to spell at ARE by July 2019
Read Write Inc fully implemented by JUne 2019
Read Write Inc (phonics and sentence exploration) is delivered by the teacher for 20 minutes every day ensuring daily
Read Write Inc implementation training
practice is a habit and that all pupils have an age appropriate level of reading comprehension.
Termly summative October 2019 evidence that all children are working at ARE or the gap has closed significantly from
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21
previous starting points April 2019 and July 2019
Al  pupils receive a wel  sequenced Maths curriculum which ensures that they develop the 4 pil ars of maths and are able to progress to the next level of study
Maths No Problem implementation training (Reception to year 7)
The curriculum tracker evidences that all children are making rapid progress in mathmatics, they are working at ARE
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M1
or the gap is rapidly closing July 2019
Teachers are increasingly independent and use the MNP programme and resources as a starting point for further extending opportunities for Mathematics learning
Learning walks and lesson observtions evidence that in excess of 80% of Maths lessons this is true (June 2019)
We want to make sure that there are high quality 
Teachers have stronger subject knowledge, they are able to create increasingly quality learning activities and pick up
opportunities for pupils to develop their reasoning and 
Maths Skills/Confidence Workshop for Teachers
quickly any misconceptions.
problem solving skil s in mathematics
Training and development logs, Maths coaching and specialist observations evidence that this is the case for over 80%
of staff by June 2019

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LT13
External review of the Maths curriculum implementation evidences that teachers are providing high quality opportunities to develop reasoning and problem solving
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24
MNP implementation visit
 MNP Review June 2019 demonsrates that all class teachers are following the MNP programme