201617 HUISH CLP HUISH CLP Our members share

2016/17 HUISH CLP

HUISH CLP Our members share these common strategic objectives: • Through collaboration and challenge. • Raise attainment within the partnership • Improve learning and teaching across a broad and balanced curriculum. • Share good practice, resources and policies.

INTRODUCTION q Cross Phase collaboration on mastery curriculum q Closer collaboration at the annual CLP Conference q A collaborative Fisher Family Trust report and sharing of data pack setting the baseline for identifying areas of improvement, particularly around transition This has been broken down into 4 strands v Leadership v Curriculum development v English & Communication v Mathematics

LEADERSHIP Actions • Peer review system has been developed and reviews have now taken place with more to follow • FFT data now shared across all schools and analysed to look for trends and inform practice • Student questionnaire being developed to use pre and post transition which is focussed on literacy and analysed using Google Forms. • Achievement 4 All pilot in secondary school could roll out to other partner primaries • Clear development plan in place for the CLP which is updated at CLP meetings Outcomes 1. Very strong working relationships across the group 2. Improvements in analysing weaker areas and inputting provision across the CLP to improve those areas 3. Huish Academy are now offering the provision of ICT support services to partner primaries (Grounds maintenance/health and safety areas have also been discussed) 4. Huish Academy is also part of The Levels Academy Trust MAT 5. The myth of “we don’t believe the levels” in secondary school has definitely been replaced by a greater understanding of the levels of challenge in partner primary schools

ENGLISH AND COMMUNICATION Actions • KS 3 English co-ordinator met and carried out learning walks in partner primaries • Cross phase meetings have continued to take place • Student books are shared across phase • Year 6 teachers have observed secondary English lessons • KS 2 materials have been used in training the whole Academy staff so that all secondary staff are aware of the literacy levels being achieved at primary level • Future sharing literacy mats with primary colleagues • Use of Janet Brennan as literacy consultant as pilot project in secondary with possible roll out to primaries Outcomes 1. There is a much closer working relationship than ever before 2. The meetings have led to alterations to make English KS 3 assessment more challenging and raising expectations

MATHEMATICS Actions • KS 3 Maths co-ordinator met and carried out learning walks in partner primaries • Cross phase meetings have continued to take place • Books are shared across the phase • Year 6 teachers have observed secondary Maths lessons • Maths “Stomp” cross phase event will focus on continuing transition issues Outcomes 1. There is a much closer working relationship than ever before 2. Maths have implemented a new Year 7 mastery curriculum which has been heavily influenced by previous primary school development work

SIGNS OF GROWTH • • • Regular year 6 visits Genuine two way sharing of good practice Use of exemplar/moderation Sharing of data Increased mutual respect!

MASTERY CURRICULUM DEVELOPMENT • The great practise seen in primaries prompted a re-think with regards to KS 3 curriculum. • Literacy would be a core focus going forward recognising that literacy skills were being ‘lost’ within the broader curriculum and recognising the literacy demands with new GCSE specs. • Subject mastery broken down into core skills for each YR group.

LITERACY WALLS PRIMARY VISIT

LITERACY WALL: PE

LITERACY WALL: TECHNOLOGY

LITERACY WALL: MATHS

LITERACY EXPECTATIONS CROSSCURRICULAR Y 7 Reading and Writing: SECURE Y 7 Speaking and Listening: SECURE Writing: Speaking: Is neat, legible and joined, (cursive). Is always in the correct form for purpose e. g. letter, news report, essay: The form chosen clearly targets the relevant audience through choice of vocabulary and structure. I can talk confidently in different situations including formal ones. I use language appropriate to the setting. Writing: Speaking: Is paragraphed and logically ordered with effective and accurate use of connectives. Is written using both simple and more complex sentences which use a variety of punctuation. I understand how to use punctuation and sentence structure within a text to inform reading out loud. I can moderate my reading tone for effect. Writing: Speaking: Has a developing vocabulary with words chosen for purpose and audience. Uses a dictionary and thesaurus regularly to improve work. Spelling of common words is always correct as is basic punctuation, (commas, apostrophes, inverted commas) and use of capitals. I am able to express and idea or opinion in response to a question or comment. I can justify my opinion when discussing ideas. Reading: Listening: I can identify key points in a text/source and quote them as evidence to support a point made. (information retrieval) I can infer meaning from a text or source material. I listen carefully to others and am able to form an opinion about what is being said. Reading: Listening: I can suggest meanings/interpretations within a text/source and write how they may influence the reader. I can refer to ideas around reliability/validity/facts and opinions. Reading: I can recall key facts that have been discussed and comment on them. Listening: I have an awareness of how the context influenced the writing. I can comment on how a text/source might be viewed differently today compared to at the time of writing. Through careful listening I can ask questions that encourage the speaker to develop their ideas further.

ADDITIONAL LITERACY CHANGES • • Dictionaries/Thesaurus availability in every classroom. Literacy walls in every classroom Literacy mats in every classroom Literacy element in all lessons, key words, literacy starters etc. • Termly literacy assessments across all subjects.

MASTERY CRITERIA Skill Emerging Developing Secure Information is obtained from a Mastered Research is carried out using a range of sources. Information is obtained from a range of sources, using at least range of sources independently. two different types of information. Information is obtained from a few Able to ask relevant questions. Able to ask relevant factual and sources. Higher Order questions. The research is consistently Some of the research undertaken Most of the information gathered relevant to the objective. Able to skim and scan. is relevant to the objective. The information is applied to the Clear use of quotation and Able to ask questions. There is some application of objective. paraphrasing. information gathered to the Some use of quotation and/or The information gathered has objective. paraphrasing. Sources identified in a limited relevance to the objective. Some awareness demonstrated Bibliography. There has been some attempt to of the reliability, credibility and Clear awareness demonstrated of make the work their own. bias of their sources. the reliability, credibility and bias YR 7: Investigation of their sources.

INFORMING PARENTS • Parent’s evenings change direction in light of mastery curriculum. • All criteria available on website. • Parents are prompted in advance regarding useful questions to ask teachers. • Parent’s evenings to follow a standard model going forward: 1. Highlight strengths 2. Highlight a specific improvement area. 3. Provide specific guidance for improvement.

NEXT STEPS • Continue with meeting CLP head teachers. • Focus on ‘small steps’ in-between mastery stages. • Focus on assessing and moderation across KS 3 mastery stages. • Earlier sharing of key information in KS 2. • Explore possibility of Achievement for All as part of bespoke transition packages for most vulnerable families.