Mount Pleasant Lane JMI and Nursery School School Improvement

Mount Pleasant Lane JMI and Nursery School
‘Limitless learning, friendship and fun’
School Improvement Plan
2014-15
Mount Pleasant Lane JMI and N School
Vision – September 2014
Our school is a creative, nurturing and safe place, where everyone is
inspired to learn in exciting and challenging ways. We believe we
each have limitless potential and always aim to achieve our personal
best.
Children at MPL believe in themselves and feel valued. They are
guided and motivated to enjoy their learning, build positive
relationships and achieve so that they become:
 Confident, free-thinking and successful learners
 Aspiring, positive and respectful citizens.
Main priority areas:
1. Achievement: Progress throughout KS2 to be accelerated, particularly in Reading and Maths
 To ensure that progress in KS2 for Reading is at least in line with national (expected progress and
exceeded progress)
 To ensure that progress in KS2 for Maths is at least in line with national (expected progress and exceeded
progress)
 To ensure that PPG children (including CLA) make at least good progress from individual starting points –
and that the attainment gap continues to narrow
2. Teaching: All teaching results in children making rapid and sustained progress over time
 Consistent use of challenge at all levels
 High expectations for all pupils
 Consistently good pace of learning
Background Priorities:
1. Consistency of practice:
 Improve further on our quality feedback strategies to promote accelerated progress
 Ensure consistently high expectations for pupils’ presentation in books
 Improve consistency of existing whole school behaviour strategies: ‘Sunshine Ladder’ and other reward
2. Increase the influence of pupil voice in improving practice:
 Pupil Council to be more involved in identifying aspects of school improvement, relating to learning as
well as material improvements
3. To increase the engagement of parents in their children’s learning:
 Head and class teachers to arrange regular progress meetings with targeted parents of targeted pupils.
Pupils to be involved where appropriate
Post-OfSTED Action Plan (2012 to next inspection)
Target 1: Outcome Targets (What we
want to achieve)
This target should be SMART and should
focus on raising standards

Ensure that pupils know precisely
what skills or knowledge they
should develop during each lesson
Success Criteria (How we
will know when we’ve
achieved it)
Governor
Monitoring and
Evaluation
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LIs will be a focus for staff INSET to ensure
that teachers develop skills of writing effective
LIs
LIs will be a focus for observation feedback
and drop-ins
LIs will be a focus for pupil interviews
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Monitoring
Meeting with Pupil Council
Feedback
FGB meetings
NS will be a focus for INSET
NS will be expected weekly in Maths and
Writing and must always result in clear impact
on learning/ progress
Teaching & Learning Leaders (Team Leaders)
will develop best practice in how pupils will
know, use and evaluate the impact of
implementing their own NS independently
Method for raising NS in Reading with pupils to
be identified
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Develop the independence and
persistence of pupils in tackling
their own next steps of learning.
Lead: John Dibdin, Governors and Hannah Dovey
Actions (What we will do)
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Pupils can answer the
question: ‘what are you
learning?’ and can
differentiate that from
‘what are you doing?’
L.I.s and S2S will be
identified as a strength in
lesson observations
NS and feedback will be
identified as a strength in
SLT work scrutinies
Pupils will know their NS/
and will actively and
independently use them to
improve their work
NS will result in
observable progress in
writing / maths books
Monitoring
Meeting with Pupil Council
Feedback
FGB meetings
Action Plan: Priority 1 2014-15
Priority area 1:
Leaders: John Dibdin/ Hannah Dovey/ Subject Leaders and Team leaders
Achievement - Progress throughout KS2 to be accelerated, particularly in Reading and Maths
Outcome Targets (What Success Criteria (How we will know when we’ve Actions/strategies(What we will do)
we want to achieve)
achieved it)
1.
Reading progress in KS2
to be accelerated (MWS)
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Y3 & 4 – 100% of children on track to make expected
progress; 40% on track to exceed expected
Y5 & 6 – minimum of 95% on track to make expected
progress and 35% on track to exceed expected
Average points of progress for each cohort to exceed
1 step per term (using HFL Assessment Tracking
System)
Cohorts and groups who are identified as not having
made sufficient progress, to exceed 1 step of progress
per term
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Literacy Leader to focus CPD on development of rigorous
and consistent expectations for guided reading (including
observation and moni toring – MWS)
Extra TA support for reading in UKS2
Traffic Light records to be updated, based on termly
assessments.
Groups/individuals identified to not be on track, to have
additional support provided, as required.
Reading focussed events to raise the profile of reading
across the school; stories read to class every day etc
Focussed regular reading practise for children identified as
not making good progress
‘Train’ parents as reading volunteers
Pupils identified in termly pupil progress meetings for
targeted interventions and support
Create a menu of effective activities for groups working
independently during guided reading including recording
answers
Governor
Monitoring and
Evaluation
Monitoring
-Use of traffic light
assessment, as window to
progress for
individuals/classes/yeargroups.
2.
Maths progress in KS2 to
be accelerated (JR)
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Y3 & 4 – 100% of children on track to make expected
progress; 40% on track to exceed expected
Y5 & 6 – minimum of 95% on track to make expected
progress and 35% on track to exceed expected
Average points of progress for each cohort to exceed
1.2 each term
Cohorts and groups who are identified as not having
made sufficient progress, 1.5 points of progress per
term
Cohorts and groups who are identified as not having
made sufficient progress, 1.5 points of progress per
term
Progress in books to be judged as consistently ‘good’
in every class and year group – with significant
examples of ‘outstanding’ progress
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3.
PPG children (including
CLA) to make at least
good progress/
attainment gap continues
to narrow
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All PPG children throughout the school (including CLA)
to be on track to make at least expected progress in
all core areas
All PPG children (including CLA) to be making ‘good’
progress in-year
Books of all PPG children (including CLA) will indicate
good and sustained progress
Longer term plans/ next steps: (give an overview of future aims)
1. Achievement to be judged as at least good in ofsted inspection
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Introduction of whole school approach to building factual
recall skills (HD)
More regular practise SATs tests for year 6. Testing weeks
to also include year 5 with Test Base levelled questions .
Follow up meetings to involve JD to target areas of concern.
Closely monitor and review KT groups. Ensure that children
understand that this extra support is transferable and
valued
Traffic Light records to be updated, based on termly
assessments.
Groups/individuals identified to not be on track, to have
additional support provided, as required.
380 Basic Facts maths to be introduced and used
consistently from Year 2 – 6.
Pupils identified in termly pupil progress meetings for
targeted interventions and support
CPD for teachers in the progression of each domain to
allow lessons to incorporate the ‘next step’ regardless of
levels
Introduction of mathematical recall booklets to aid
monitoring and assessing of children and encourage
parental involvement. (JR)
Book scrutiny to show good use of “Next Steps”
appropriately balanced with good use of “Challenges” in
maths.
Focused book moderation with teachers for core children
at risk of not making progress. Create action plan to help as
needed
Monitoring
HD to meet with class teachers half termly, to discuss
progress of individual PPG children and to ensure that
needs are being met.
Weekly / fortnightly key stage scrutiny to monitor progress
Monitoring
-Use of traffic light
assessment, as window to
progress for
individuals/classes/yeargroups.
-Basic facts data, to provide
indication of progress.
-Meeting records, with
evidence of meetings, actions
and responses.
Action Plan: Priority 2
Priority area 2:
2014-15
Quality of teaching - All teaching results in children making rapid and sustained progress over time
Outcome Targets (What Success Criteria (How we will know when we’ve
we want to achieve)
achieved it)
1. continued improvement in
quality of teaching as
recorded in the Teaching
Profile
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2.
Coordinator: John Dibdin/ Hannah Dovey/ Team leaders
Children will be
challenged at all levels
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Proportion of good or better teaching will increase
(above 90%)
Proportion of outstanding teaching will increase
(above 35%)
Regular, purposeful feedback will consistently result in
demonstrable improvements in children’s learning
All book scrutinies will be judged as at least good, with
significant ‘outstanding’ practice
Feedback will regularly include guidance that is clearly
focused on challenge (procedural feedback may also
be included)
Books will show that children are given regular
opportunities to struggle with difficult concepts –
demonstrated, for example, by errors being made
Children will say that they are being challenged when
asked
There are school-wide learning opportunities for both
pupils and staff, to challenge thinking.
Longer term plans/ next steps: (give an overview of future aims)
2. Quality of teaching to be judged as outstanding overall
Actions/strategies(What we will do)
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Focus in staff inset on dialogue with children that develops
thinking and higher order skills (Bloom’s taxonomy etc.)
See actions for achievement priority
Inset to revisit / update / consolidate LI and S2S at MPL and
ensure new staff are trained(AG)
Target training needs specific to staff.
One in three PPA meetings to involve moderation of books
within KS groups
‘Thinking wall’ and RM unify page to be set up by HD.
Children identified in pupil progress meetings as in need of
support or acceleration to be monitored through book
scrutiny
Governor
Monitoring and
Evaluation
Monitoring
Meeting with Pupil Council
Action Plan: Background Priority 1
Background Priority area 1:
2014-15
Consistency of practice
Outcome Targets (What Success Criteria (How we will know when we’ve
we want to achieve)
achieved it)
Practice will be consistent and
progressive across the school:
 Presentation standards
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Book scrutinies will show a high standard of
presentation, where all children are using an agreed,
cursive writing style and presentation conventions
Actions/strategies(What we will do)
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Feedback strategies
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Book scrutinies and informal observations of work will
show adherence to agreed practice in all classes
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Homework provision and
expectations
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Use of electronic
communication with
parents and pupils
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Homework will be provided consistently and regularly
in all classes according to agreed expectations and
marked regularly
E-communications using RM Unify will be consistent –
parents will report a clear improvement in consistency
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Development of factual
recall in Maths
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New Maths recall strategies will lead to higher profile
for progress in this area
Longer term plans/ next steps: (give an overview of future aims)
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Coordinator: John Dibdin/ Hannah Dovey/ SLT
Leadership and management to be judged as outstanding overall
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Introduce presentation expectations in September inset
Regular SLT book scrutinies will focus on standards
KS team book scrutinies will support teachers in meeting
standards
‘Big push’ on presentation standards in September
Introduction of cursive from reception and through KS1,
tied in with RWinc
Remind teachers of agreed strategies
Monitor and support through regular leadership scrutinies
and KS team scrutinies
Continue to build ‘best practice’ files for teachers to refer to
Each KS team to agree timing of homework and consistent
expectations of homework strands
HW will be added to RM Unify class page weekly
See above (HW)
Weekly update from each class teacher to keep RM Unify
class pages current and relevant
Update class pages with photos regularly
HD to introduce Maths recall test strategy across the whole
school
Baseline test to be done in September and then re-tested
half-termly
Governor
Monitoring and
Evaluation
Action Plan: Background Priority 2
Background Priority area 2:
2014-15
Increase the influence of pupil voice in improving practice:
Outcome Targets (What Success Criteria (How we will know when we’ve
we want to achieve)
achieved it)
Children will be more
influential in the development
of effective practice
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Pupil council will report an increased influence
Practice in classrooms will reflect input from pupils
Pupils in each class will have opportunities to feedback
on effectiveness of practice
Actions/strategies(What we will do)
Governor
Monitoring and
Evaluation
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Longer term plans/ next steps: (give an’ overview of future aims)
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Coordinator: John Dibdin/ Hannah Dovey and SLT
Leadership and management to be judged as outstanding overall
Pupil council will undertake a learning walk with senior staff
member once per term – focusing on agreed area of
practice as identified by teaching staff/SLT. Feedback from
this will be shared with teachers and reviewed at next
learning walk
KS teams will identify consistent ½ termly strategy for
pupils to learn how to feed back on effectiveness of
learning activities
Subject leaders to include pupil interviews as part of their
monitoring cycle
Action Plan: Background Priority 3
Background Priority area 3:
2014-15
To increase the engagement of parents in their children’s learning:
Outcome Targets (What Success Criteria (How we will know when we’ve
we want to achieve)
achieved it)
Parents of all pupils will be
more engaged with the
learning and progress of their
child(ren)
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Parents will report a clear improvement in this area
(through parent forums, questionnaire and informal
feedback)
Impact of parental engagement will be seen in
improved standards and progress for identified
children (particularly PPG and other vulnerable
groups)
Actions/strategies(What we will do)
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Active family use of unify.
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Coordinator: John Dibdin/ Hannah Dovey and SLT
Set percentage of families to be using unify by end of
year?
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Governor
Monitoring and
Evaluation
Regular, termly parent forum to be held as agreed –
attended by HT, DHT, SBM and key governors (meetings at
9.00am and 8.00pm each term)
Individual meetings with parents where children’s progress
is of concern (HT and/or DHT to lead – with parents, class
teacher and child in attendance)
Improvement of e-communications (see background
priority 1
Foundation stage electronic journals emailed home to
parents at least termly
Class teachers to survey use during parent consultations.
School information, including whole-school (dates/events)
and class-based (homework) to be put onto unify.
Longer term plans/ next steps: (give an’ overview of future aims)
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For parents to report excellent levels of engagement in their child’s learning – and for this to lead to outstanding outcomes.
Parent Forum Action Plan 2014-15
Outcome Targets (What we
want to achieve)
Actions (What we will do)
1. Sunshine Ladder: t o
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improve t he
effect iveness of t his
posit ive behaviour
management strategy
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2. Electronic
communications: t o
improve t he consist ency
and effect iveness of
elect ronic
communication with
parent s
3. Governor
Communications: t o
improve t he
underst anding that
parent s have of t he work
of t he governing body
4. Other areas: t o maintain
high quality dialogue
with parents about
ident ified school
improvement areas
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Leads: Mr Dibdin and Mrs Crocker
Success Criteria (How we will
know when we’ve achieved
it)
Review of the Sunshine Ladder with staff and
pupils, incorporating parents’ views, to plan
specific improvements
o Any changes to be made in advance of
new school year
o Changes to be communicated to parents
promptly in new school year
Review use of Golden Book and other related
reward systems to streamline and clarify.
o Adjust as needed
Introduce new e-communication system (RM
Unify) and ensure all stakeholders are supported
in using it
Establish a consistency checklist for class teachers
for communicating with parents and pupils.
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 Setup new Governors page on RM Unify for
parents to access, including:
Definition of the role of a Governor
List of MPL Governors with photos
2014/2015 areas of responsibility (once
allocated – these are done annually)
School Improvement Plan
Contact details for Chair of Governors
Links to other useful Governor information
 Governors to provide a monthly update in the
school newsletter
 Continue parent forum meetings:
o Termly
o 9.00am and 7.30pm
o Focus on 3 identified areas and/or newly
identified areas based on feedback
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Pupil Council will report
improved perceptions from
classes
Parents will give more positive
feedback (12% currently D/SD)
Behaviour will continue to
improve (from currently ‘good’
to ‘outstanding’)
Staff members at all levels will
report effectiveness of strategy
RM Unify will be successfully
introduced (all stakeholders
using it confidently)
Parents will give more positive
feedback (11% currently D/SD)
Consistent information will be
provided by each class teacher
Positive feedback from parents
to Governors informally and at
Parent Forum
Feedback forms from parent
forums
Improved rating on the 2015
Parents Questionnaire
Parents will report informally that
the forums are useful
Parents’ views will feed into
school improvement planning
Monitoring and
evaluation
Monitoring (HT &
Governors)
HT meeting with Pupil
Council
Parent forums (termly)
Staff
Feedback
FGB meetings
Monitoring (Governors)
Parent forums (termly)
Staff
Feedback
FGB meetings
Monitoring (HT &
Governors)
Parent forums (termly)
Staff
Feedback
FGB meetings
Mount Pleasant Lane JMI and N School - Curriculum Goals 2013-14
Taken from subject/faculty leaders’ action plans
Further
aspirati
ons
Outcomes for
2014-15
Actions and strategies to achieve
outcomes
Subject
/area
£
Further
aspirations
Outcomes for
2014-15
Actions and strategies to
achieve outcomes
Subject/
area
£
Literacy
Maths
Science
£3,500
MWS
Inclusion/ SEN
£1,000
JR
£500
AG
£1,500
HD/ JJ
All staff given Guided Reading record file – to include revised record
sheets, resources for guided reading and reading workshop written
activities
Focus on written responses to reading comprehension questions – T
modelling as ;part of teaching
All children from Year 1 upwards to have reading workshop exercise
books
Reading focussed events to raise the profile of reading – Roald Dahl
Day, Book at Bedtime week
Regular learning walks and informal observations to ensure quality
of the reading workshop lessons
INSET – to support all aspects of reading
Prepare lists of reading books for each age group to support parents
in choosing appropriate books
Audit guided reading resources (particularly in KS2) - purchase new
resources where needed
Children’s progress at least good - monitored closely using record
sheets with clear next steps noted
Staff confidently delivering high quality guided reading lessons
Improvement in children’s written responses to reading
comprehension questions
Ensure new curriculum and related assessment procedures impact
positively on progress and standards
Introduce maths recall booklets.
Implement online revision resource for LKS2/Renew for UKS2.
Subject observations of colleagues.
Maths buddy system to encourage younger children in learning
Resources managed effectively
Monitor MTP and weekly planning to ensure new curriculum being
taught.
Monitor how children are engaging in the curriculum – pupil
interviews / lesson observations.
Staff inset to ensure that teachers are familiar with New curriculum
and changes.
Science needs to be made real and to be shown to have a purpose
in the world – investigate ways of ensuring this happens at MPL. Eg
– visits by scientists in specific jobs / science focus week in KS
groups.
Look into system of assessment for science this will lead to
moderate and monitoring of these assessments.
*Identify and target pupils and pupil groups who are underachieving
or where progress is not in-line with that of their year group. Invest
time, support and resources to best meet the needs of these
children
Clear improvement in children’s knowledge of maths recall facts
Whole school to be using Maths Recall Book to improve maths skills
in recall.
Greater parental involvement in learning maths facts.
Engagement of LKS2 children in independent maths learning.
Ensure new curriculum and related assessment procedures impact
positively on progress and standards
New curriculum coverage embedded in 2 year rolling programme
across all KS groups.
Evidence that new curriculum is having an impact
More accurate assessments across the school.
Ensure new curriculum and related assessment procedures impact
positively on progress and standards
*'Ensure at least good progress for all vulnerable groups, including
SEND and continue to close achievement gaps'
Reading progress and attainment to be well above national
benchmarks
Raised profile of reading for both enjoyment and for learning
Overall Improvement in progress in reading for all children
Maths progress and attainment to be well above national
benchmarks
100% achievement of level 6 children entered for SATS test.
Whole school maths day activity.
Take part in “World Maths Day” competition
Assessment of science to show at least good progress for all children
*Support staff to feel confident in delivery of support.
PE
Art
Hist
RE
Music
Geog
DT
French
£750
HD
£400
AJ
£400
DF
£400
KM
£400
JJ
£400
CT
£400
PM
£300
NI
Use kitemark guidelines, to
prepare for Bronze application
in June 2015.
Introduce new school-wide
scheme of work, in line with
updated curriculum and to
support teachers.
Maximise extra-curricular club
activity.
Assess which artists are studied
per year group.
Purchase resources.
Plan local artists visits.
Display work in classrooms.
Purchase resources
Form a list of potential visits
Contact list of related visits
School timeline display to
include British and World topics
Purchase Resources
Form a list of potential visits
Form a list of potential
Religious Leader contacts for in
school visits
Ensure full coverage of
Religions throughout
years/schools - check
Religious Week to ensure not
missed through Creative
Curriculum
Excellent provision and
achievement in PE
Application for Bronze kitemark
award.
New scheme of work to be
used school-wide.
Ensure that provision in art is of
consistently high quality.
High quality provision and
achievement in History
Ensure new curriculum topics
this academic year are
resourced effectively and links
are made with visits and trips
Religious Topic boxes are
suitable resourced
Each religion is having equal
coverage throughout the
school
Silvermark to be considered for
2016.
Each year group to be
knowledgeable of at least one
artist.
Chn to demonstrate a
knowledge of an artist and
their techniques in sketch
books or on displays.
Whole school or key stage reenactment days
Religious Week throughout
school – each class/key stage
focus on a religion/aspect of
multiple religions to deepen
understanding of other’s beliefs
and cultures
Introduce regular
extra-curricular clubs
– introducing varied
techniques.
Ensure that children make good
progress in their artistic
development.
.
Singing to be included as part
of key stage and other
assemblies
Sing-up subscription
Audit of instruments and
electronic music resources
Singing to become embedded
as part of whole school practise
School sing-up singing school
award
Purchase resources.
Form a list of potential visits.
Profile of geography to be
raised across the school with
maps and/or globes to be on
display in each classroom.
Purchase resources to support
practical activities
Ensure full coverage of DT
throughout years/schools –
check
Carry out pupil interviews at
the beginning and end of the
year.
Arrange for teachers delivering
French to attend MFL training
session for on-line resources.
Carry out pupil interviews at
the beginning and end of the
year.
Purchase resources to support
practical activities.
High quality provision and
achievement in geography.
Ensure new curriculum topics
are effectively resourced.
Geography links made to visits
and trips.
High quality DT provision
throughout the school.
DT resources are suitably
resourced
A geography day held
throughout the school, with
possible links to MFL. Each
class to focus on one country ,
it's location, language, peoples
and customs.
To have ‘claydaz’ workshop to
work on a whole school
project.
Increase teacher confidence in
delivering consistently good
French lessons.
Improve levels of engagement,
during French lessons, through
the use of interactive
resources and practical
activities.
French to be taught from KS1.
Organise and run cookery club
All subject leaders to ensure that the new curriculum is introduced effectively and has a positive impact on achievement
Ensure the consistent use of the MPL Progression Ladders in each subject
Mount Pleasant Lane JMI and N School
Assessment and Monitoring Schedule 2014-15
Teacher assessments (TA) for Speaking & Listening, Reading, Writing, Overall English, Maths and Science are completed in all year groups using AM7 towards
the end of each term.
5
Reading + Spelling
Test – Sept
Test Base maths and
reading
BF Maths
Test Base maths and
reading
task
purple books
BF Maths
4
Reading + Spelling
Test – Sept
BF Maths
Maths Term Test/ task
purple books
BF Maths
3
Reading + Spelling
Test – Sept
BF Maths
Maths Term Test/ task
purple books
BF Maths
2
Reading + Spelling
Test – Sept
RWI
BF Maths
purple books
RWI
Maths Term Test/ task
BF Maths
Reading + Spelling
Test – Sept (for
more able pupils only)
RWI
BF Maths
Letter writing – purple
books
RWI
Maths Term Test/ task
BF Maths
6
1
Monitoring
SIP1
Achievement
SIP2
Teaching
Background
Priorities
M oderation
PM Lesson
observations
(Headship Team)
Work scrutiny (SLT)
Spring Term
First Half
Reading + Spelling Test –
(re-test)
BF Maths
Planning scrutiny (SLT)
Intervention
observations (INCo)
Reading in KS2
Reading in KS2
Learning walks , observations, pupil interviews,
parent forums, KS consistency check, SLT
consistency check
Writing – agreement
trialling
Summer Term
First Half
KS2 SATs – May
SATs Practice (inc SPaG)
– April(informal)
BF Maths
Second Half
Writing
Purple books
SATs Practice (inc SPaG)
– Mar
BF Maths
Reading + Spelling Test –
(re-test)
BF Maths
Writing – Non Fiction
Purple books
Test Base maths and
reading
BF Maths
Reading + Spelling Test –
(re-test)
BF Maths
Writing – Non Fiction
Purple books
Maths Term Test/ task
BF Maths
Reading + Spelling Test –
(re-test)
BF Maths
Writing – Non Fiction
Purple books
Maths Term Test/ task
BF Maths
Reading + Spelling Test –
(re-test)
RWI
BF Maths
Writing – Non Fiction
Purple books
RWI
Maths Term Test/ task
BF Maths
RWI
BF Maths
Writing – Non Fiction
Purple books
RWI
Maths Term Test/ task
BF Maths
PM Lesson observations
(Headship Team)
Work scrutiny (SLT)
Intervention pupil interviews
(INCo)
Reading in KS2
Reading in KS2
Second Half
Purple books
BF Maths
Writing – (SATs)
BF Maths
Optional SATs tests Maths
& Eng ( Purple books)
BF Maths
Writing – (SATs)
BF Maths
Optional SATs tests Maths
& Eng ( Purple books)
BF Maths
Writing – (SATs)
BF Maths
Optional SATs tests Maths
& Eng ( Purple books)
BF Maths
KS1 SATs – May
Writing – Fiction (SATs)
RWI
BF Maths
RWI
Purple books
Maths Term Test/ task
Phonics screen (re-test)
BF Maths
RWI
BF Maths
Parent survey (KS1 & 2)
RWI
Maths Term Test/ task
Phonics screening
BF Maths
Parent survey (EYFS)
Reading in KS2
Reading in KS2
Learning walks , observations, pupil interviews, parent forums, KS
consistency check, SLT consistency check
Learning walks , observations, pupil interviews, parent forums, KS
consistency check, SLT consistency check
Maths AT1 moderation
Maths AT1 moderation
Writing – agreement trialling
Purple book task: Story, letter or non-fiction (choose one each term, ensuring that all three are covered by the end of the year).
Writing – agreement trialling
ASSESSMENTS IN AM7 BY 3rd JULY 2015
Second Half
SATs Practice (inc SPaG) –
Dec
purple books
BF Maths
ASSESSMENTS IN AM7 BY 26th MARCH 2015
Autumn Term
First Half
Reading + Spelling
Test – Sept
SATs Practice (inc
SPaG) – Sept
BF Maths
ASSESSMENST IN AM7 by 4th DEC 2014
Year
Group

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