Triad Action Plan

No

Objective

Responsibility

2015-2016

Actions

Timescales /

How to monitor

Cost
Key Area: Effectiveness of Leadership and management
1

Strengthen leadership knowledge of

Maths

1. To attend Dyscalculia

Dyscalculia.

Leaders

training
2. Identify children
3. Actions to accelerate

Training Thursday
17th December
8:30-11:30
(Fagley)

progress of children
with Dyscalculia
Evaluation:

See attached Training Evaluation Form

100% attendees thought training to be good or better re: overall quality of course, content and resources
The training covered basic knowledge and good practical ideas in supporting children with number difficulties
To be addressed through schools pupil progress or SEN pupil progress during the Spring Term
Screening for children using the GL assessment showing areas of weakness originally identified by TAs
Strengthen voice of the Governing

Leadership

Body.

Team

1. To attend a full
governing body meeting,
improvement committee,
finance and general
purpose committee and
children centre
committee

Evaluation:

Fagley Finance and General Purpose Friday 29 th January at 11:00am

Fagley Improvement Committee Thursday 4th February at 1pm
Fagley Full Governing Body Thursday 4th February at 3pm

Spring Term

Identified at training.

Triad Action Plan

2015-2016

To develop the role of middle leaders.

Leadership
Team

To ensure monitoring leads to

Leadership

effective actions
team
Key Area: Quality of teaching, learning and assessment
1

To raise attainment and accelerate

Fagley Class

progress to age related expectations

Teachers

in mathematics.

1. English leaders
2. Maths leaders
3. Early years leaders
1. Regular reviews of

Ongoing

Ongoing

actions and impact

1. Staff meeting
2. Use Key Performance

Tuesday 5th
January (Fagley)

Indicators to support
book scrutiny and Spring
1 planning
3. Maths classroom

Tuesday 9th
February
(Holybrook)

environments to support
learning and be
consistent across school
(both skills and current

Tuesday 22nd
March (Parkland)

teaching)
4. Quality of response to
marking, feedback and
next steps
5. Presentation and
handwriting to be
developed
Evaluation:

Staff meetings in the year groups to support planning, effective classroom environment and up to date resources
Impact will be evidenced at the next Maths meeting (9 th February) where each teacher will bring two most able maths books and teachers will look

Triad Action Plan

2015-2016

at the progress, level and challenge in the books from nursery to Year 6. This will be followed by year group work where each teacher will prevent
on How have you deepened the understanding for more able since the beginning of the academic year? with time for questions and discussion in

the year team.

Squared pages maths books to be used at Holybrook and Parkland to improve presentation.
To attend teacher subject specialist
Assistant
1. Year 3 and 4 teachers
training with the Halifax Maths Hub.

Head teacher
(Fagley)

January 2015

and TAs to attend the 3

day training
2. Assistant Head (Fagley)
to lead the programme
implementation into
classrooms across the 3
schools e.g. Lesson
study, book scrutinies,
leadership and teacher
development

Evaluation:

Training looked at the ARE of Year 3 and 4 and focused on calculation of addition, subtraction, multiplication and division using concrete

resources alongside formal methods.

Assistant head teacher to be observed by all practitioners weeks commencing 25 th January and 1st February.
Assistant head to observe all practitioners week commencing 8 th February.

To attend fun with numbers training

Head teacher

1. All staff to attend

at Holybrook school.

(Holybrook /

training
2. Invite Deputy and Maths

Parkland)

leader form Fagley

Primary

November 2015

Triad Action Plan

2015-2016

Evaluation:
Keira and Nicola attend the fun with number training. Both found it beneficial and gained new ideas to develop practical maths strategies in Year
1. It was good to work alongside the staff at both Holybrook and Parklands.

To improve spelling across key stage

English /

1. English / Phonic leaders

2.

phonics

to share good practice

leaders

across the 3 schools

Spring Term

with the intention to

produce a
phonics/spelling action
plan
Evaluation:

Phonics Leaders programme commenced with meetings from Holybrook and Parkland with Phonics leader at Fagley. The same systems to be used
across all 3 schools with leadership monitoring in Spring 2.

To improve the quality and

English /

productivity in writing across the

phonic leaders

schools.

1. English / writing leaders

to carry out book
scrutiny of 3 children
books, one who will be
exceeding age related,
at age related and
working below age
related by the end of
the year also using
another schools books
2. Prepare actions following

Tuesday or
Thursday
afternoon prior
to February half
term

Triad Action Plan

2015-2016

scrutiny for a whole

6

To develop the understanding and

application of vocabulary.

Aoife Tierney
(S&L therapist)

staff scrutiny of writing

1. All staff to attend staff
meeting
2. Develop an

Wednesday 24th
February (Fagley)
Tuesday 19th
January (Fagley)

understanding of the
three tiers of
vocabulary acquisition
3. School action plans
produced for further
monitoring by school
leaders
4. Tour of appropriate
classroom
Evaluation:

All three schools attended with practical and theoretical work shared by the speech and language therapist. Leadership to carry out learning walk
in Spring 2 in all schools with regard to vocabulary acquisition.

Key Area: Personal development, behaviour and welfare

1

To ensure all safeguarding is current.

Leadership

1. Inclusion Manager /
Parental Involvement /
Learning Mentor /
Deputy Head teachers
to ensure all three
schools have best
practice embedded into

Autumn 2

Triad Action Plan

2015-2016

the ethos of the schools

2. Use Ofsted guidance to
monitor Personal
development, behaviour
and welfare across the
schools
3. Audit safeguarding
Evaluation:

Safeguarding Policies shared across all three schools, schools are aware that new updates to be added.
To ensure personal development,

Leadership

behaviour and welfare is linked to

1. Learning behaviours to

Ongoing

be discussed by

teaching and learning.

leadership team
2. Expectation that
children are confident
with age appropriate
times tables, maths
facts and spelling

Key Area: Outcomes for pupils achievement

1

Most able pupils are challenged

Subject

1. Ensure staff deepen

Leaders /

and broaden learning

Leadership

beyond age
expectations

Evaluation:

See point one re most able maths books scrutiny and presentations by all staff.

Ongoing