English Action Plan

Desired outcomes (2017 – 2018 and beyond):

1. Improve children’s decoding skills in FS2 and KS1 so that greater focus can be given to comprehension development in Year 2 and beyond
(children should be able to decode Green band books securely by end of Year 1 to be ‘expected’).
2. Develop reading comprehension skills in KS2 and raising the profile of reading across this Key Stage.
3. Further improve the level of challenge in writing in KS1 to ensure all pupil groups make and sustain good progress, leading to improved writing
attainment as pupils move into Key Stage 2
4. Further improve the level of challenge in writing in KS2 to ensure all pupil groups make and sustain good progress, leading to improved writing
attainment at the end of the year.
5. Develop consistent delivery of SPAG curriculum across KS2.

Note: All action plans are drawn up to reference the school Disadvantaged Learners action plan as this is a significant group within the school and all
subject actions should have the outcomes for these pupils embedded within their plans.
The key areas of focus and reference points in relation to Disadvantaged Learners and the English Action Plan are as follows:

1. Desired outcomes
Desired outcomes and how they will be measured Success criteria
A. Improve attainment for KS2 disadvantaged pupils in Reading, Writing, Eligible pupils throughout Key Stage 2 attain at least as well as their non-disadvantaged
GPS and Maths. peers within the school.
B. Improve attainment for KS1 disadvantaged pupils in Reading and Pupils eligible for PP in Year 1 and Year 2 cohorts make rapid progress by the end of the
sustain the good outcomes in Writing and Maths. year so that all non-SEND pupils eligible for PP meet age related expectations.
C. Improve outcomes in Year 1 Phonics Check for PP-eligible pupils Pupils eligible for PP in Year 1 make rapid progress in phonics so that they pass the Year 1
Phonics Check in summer 2017 and 2018.
D. Improve outcomes for disadvantaged pupils who are identified as ‘more Comparable percentages of PP-eligible pupils in Years 2 and Year 6 attain the ‘Greater
able’ at both Key Stages. Depth’ standard (KS1) or higher scores (KS2) to those nationally.
E. Improve outcomes for children who are both eligible for PP and who Pupils who are both PP and SEND make and sustain at least as much progress as ‘other’
have SEND (currently 18 pupils in the mainstream school, 4 of whom pupils.
are in Y6), including further development of the SENCO role in liaison
with PP Lead.
F. Ensure that disadvantaged pupils in EYFS attain in line with non- Eligible pupils achieve a Good Level of Development in the Foundation Stage Profile so that
disadvantaged peers (eligible for PP or who were in receipt of Early they start Year 1 with a firm foundation.
Years Premium)
G. Improve targeted parental engagement to more effectively support Specific focus families will be positively engaged in the Structured Conversation process
disadvantaged or vulnerable pupils. (60% of the SC target pupils are PP-eligible)
H. Improve aspiration and widen life experiences for all pupils, and the A planned programme of experiences and activities is in place to raise pupils’ aspirations for
disadvantaged in particular. the future and widen limited life experiences, especially arts / cultural participation. Targeted
disadvantaged pupils are provided with additional experiences or opportunities to broaden
their perspectives.
Careers aspiration / role models programme is in place.

2. Planned activities and expenditure

Desired outcome Chosen action / approach Lead staff Start date End date RAG Estimated
cost
1 Improve children’s decoding 1.1 Review parental support for each child and identify All KS1 / FS October 2017 November
skills in FS2 and KS1 so that pupils vulnerable to underachievement. 2017
greater focus can be given to 1.2 Set up reading buddies for pupils / additional reading
comprehension development in opportunities (pupil or adult led)
Year 2 and beyond (children 1.3 Encourage pupil / parent reading time fortnightly 8.50-
should be able to decode Green 9.00.
band books securely by end of 1.4 Review guided reading / individual reading – what is November Review Jan
Year 1 to be ‘expected’). effective? 2017 2018
1.5 Review reading materials to ensure there are enough £1000
of each band / wide range.
1.6 Plan for reading comprehension skills in Year 2 – as CS October 2017 Jan 2018
w/c or in groups (Cracking Comprehension resource)
1.7 Introduce reading / phonics tracking system to identify
those pupils who are cause for concern.
2018 - 2019
SL and KS1 / FS team to evaluate effectiveness of
teaching and tracking – how can this be improved?
Action Plan to focus on parental engagement with
reading.
2 Develop reading 2.2 Review reading comprehension strategies being used AM Nov 2017 Nov 2017
comprehension skills in KS2 and across KS2 – looking at timetabling and profile within
raising the profile of reading class room (Term 2)
across this Key Stage. 2.3 Ensure progression of skills from y3 to y6 in line with AM Dec 2017 Dec 2017
national expectations – evidence in planning and
books?
2.4 Monitor which resources are in regular use – how AM Nov/Dec 2017 Dec 2017
relevant is guided reading and are we adequately
resourced?
Desired outcome Chosen action / approach Lead staff Start date End date RAG Estimated
cost
2.5 Sharing of expertise and resources across key stage AM Term 3
– team teaching or class swaps?
2.6 World Book Day – make this a high profile event and AM/CS Term 4
use as a vehicle to promote reading with parents.
2.7 Book corner and library reviews and resource AM/CS Term 5 and 6
updating.
2 Develop consistent approach 2.1 Investigate and purchase resources/scheme to AM Sept 2017 Oct 2017
to teaching of SPAG and ensure progressive and full provision of SPAG curriculum
progressive coverage of the in KS2
curriculum across KS2 2.2 Implement new SPAG scheme across KS2 AM and KS2 Nov 2017 Nov 2017
teachers
2.3 Monitor effectiveness of new scheme through AM March 2018 July 2018
assessment (use of SPTO tracking)
2.4 Review end of year assessment results and the use AM July 2018 2018 - 2019
of the new resources; adapt as necessary to further
improve outcomes
3. Further improve the level of 4.1 Monitor use of Talk for Writing (Story Making) across CS Nov 2017 Feb 2018 Release
challenge in writing in KS1 to FS / Key Stage 1 – how effectively is it being used to monitor time for CS
ensure all pupil groups make develop / widen vocabulary and develop writing skills? to monitor
and sustain good progress, EYFS to trial ‘Helicopter Stories’ to develop language. All staff Nov 2017 books,
leading to improved writing 4.2 Develop fully cursive style writing – through phonics / planning
attainment as pupils move into handwriting and daily writing activities. March 2018 and talk
Key Stage 2 4.3 Regular opportunities for independent writing – All staff and Jan 2018 monitor with pupils.
insisting on high expectations at all times and using TG CS monitor
conferences (VF) to move pupils on quickly. Monitor
4.4. Continue to deliver daily high quality phonics to All staff and Nov 2018 January /
develop early decoding and spelling skills. (refer to CS monitor March 2018
phonics maintenance plan)
2018-2019
KS1 to look at mastery in writing after KS2 trials in 2017-
18.
4. Further improve the level of 4.1 Review use of Talk for Writing across Key Stage – AM Nov 2017 Feb 2018 Release
challenge in writing in KS2 to how effectively is it being used to move on independent monitor time for AM
ensure all pupil groups make writing skills? How often should we be doing this in to monitor
and sustain good progress, KS2/Upper KS2? books,
leading to improved writing planning
April 2018
Desired outcome Chosen action / approach Lead staff Start date End date RAG Estimated
cost
attainment at the end of the 4.2 Develop mastery approach for all in writing – evident AM and KS2 Review and talk
year. in planning and use of marking strategies to move on team with pupils.
learning.
4.3 Use of writing frameworks (Sue Palmer) across key KS2 team
stage to ensure that all genres are taught by end of year 5
(to allow for revision and refinement in year 6) KS2 team
4.4 Regular opportunities for independent writing –
revisiting previous genres (Big Write back once a week at
a designated time?) Y2-Y6?
4.5 Evidence of daily writing making use of foundation
subjects and science when no writing in English lessons –
evident in medium term planning.
Sustaining and strengthening current practice

Identification of whole school  Teachers to use the Summer 2017 Star Trekker Class teachers September October 2017 Directed
trends recommendations from previous teachers to 2017 time
target the pupils with the highest needs.
 SLT to use pupil outcomes from Summer SLT and class November November
assessments to set aspirational targets for all teachers 2017 2017
pupils.
 Subject leaders to undertake an analysis of pupil Subject £200
outcomes from assessment point 1 to identify leaders January 2017 January 2018
areas for improvement, including groups to
improve or target for the remainder of the year.
 Subject leader to continue monitoring these pupils Subject
through pupil progress meetings. leaders March 2017 April 2018 and £400
Repeat at Assessment Point 2. onwards

 English SL (HT/DHT) to use RAISEonline ASP Subject November December £200 SL

analysis to evaluate strengths/weaknesses of leaders / SLT 2017 2017 release
reading and GPS achievement in 2017 SATs.
 The above to be cross referenced against whole Subject November December
school trends emerging from in school leaders / SLT 2017 2017
assessments and SPTO.
 Comparison report to be drafted and presented to Subject January 2017 January 2018
staff and curriculum governors. leaders / SLT and at other
Committee
meetings
Desired outcome
Aspirational target setting
To ensure that pupils are
given frequent opportunities
to revisit and deepen core
concepts/skills in writing
across the curriculum
(particularly at times within
teaching sequences where
the focus is on oracy, reading
and immersion in genre)
Sustaining school phonic
outcomes
Chosen action / approach Lead staff Start date End date RAG Estimated
cost
 Teachers to address their target groups and areas Class teachers October 2017 July 2018
(use Star Trekkers action plans) and ensure that
these are included within planning and lessons.
 Repeat at Assessment Point 2.
 All class teachers to identify within their medium Class teachers October 2017 July 2018
term planning where opportunities for the
development of writing cross the curriculum exists
and ensure that these are undertaken at a
challenge level for all pupils.
 English subject leader to evaluate these. SL October 2017 July 2018
 English subject leader (CS) to support Year 1 Carol October 2017 November £1200 from
class teachers in sustaining provision and Snowden / SL 2017 DfE funded
outcomes in Phonics though the sustaining of the research
school’s phonics teaching framework: project.
- Whole class teaching to prevent “behindness”
(current Year 1). Teachers and TAs to target
any group of LA pupils (x3/week) these should
be the only children not ARE by the end of the
year.
- Developing phonics as handwriting / reading
based in Year 2 and growing from Year 1.
- Explicitly defining expectations of outcome at
the start of the year and reference back to
start of year
- Maintaining clear structure to teaching and
hearing reading that develops from EYFS.
This is built around pupil need based on
development but broadly follows a pattern of
1:1 in EYFS, 1:1 In Y1 developing to some
guided reading and 2:1 in Year 2 with guided
reading. The biggest teaching tool is seen as
phonics in EYFS and KS1. Application is
through writing and group / class reading.
Desired outcome Chosen action / approach Lead staff Start date End date RAG Estimated
cost
- English Subject Leader CPD and Phonic Hub
participation (linked to specific action plan)

Assessing the impact of  Teaching & Learning review linked to school must SL October 2017 July 2018 £200
provision haves and in particular how cross curricular
writing activities are undertaken at all ability
levels.(opportunities for mastery)
 Support staff to monitor and evaluate impact of
interventions
 SL to liaise with SENCo and PP lead to review SL and October 2017 July 2018 SLT
SEN / disadvantaged learner provision within SENCO meeting
English and its impact on closing gaps.