Moving beyond the floor target case study: White's Wood Lane Junior School, Lincolnshire
Local authority support and challenge
- Date: Jan 2008
- Programme: Improving Schools Programme (ISP)
- Focus: Tackling underachievement in schools causing concern
- Number in series: 10
- School name: White's Wood Lane Junior School
- Phase: Primary
- Key stage: Key Stage 2
- Local authority: Lincolnshire
- Ref: 00150-2008DWO-EN-01
- % of free school meals: Above average
LA identified key priorities for the school:
- whole-school attainment and progress in literacy and mathematics
- acceleration of target children
- development of skills and key aspects of learning
- appointment of key staff and deployment of teachers to ensure Quality First teaching
- to ensure that all staff work as a team and have a shared agenda through ownership of the RAP
- support the development of effective tracking and monitoring systems
- development of transition between the feeder infant school and the junior school.
What was done?
Role of SIP, LA adviser, consultants and peer mentor head:
- LA provided very good support and advice and has been involved in the termly review and writing of the RAP
- ISP/literacy consultant spent 23 days in the school, working with staff and offering continuity of support
- introduction of Hard to Shift agenda
- development of SEAL and pupil voice
- mathematics consultant has offered a range of support, including leading professional development meetings, coaching and one-to-one support for staff
- training for subject leaders on monitoring, evaluation and effective assessment
- LA consultants and advisers work alongside staff in developing effective monitoring and evaluation procedures
- role of SIP seen as crucial to school improvement; links between the school and the SIP school are developing, as are those with the peer mentor head
- effective LA systems in place to coordinate support, communicate actions and review progress.
Monitoring and evaluation
- provision of RAISEonline, Fischer Family Trust (FFT) and LA data which provided local and national comparisons for specific categories of learners
- ISP consultant working closely with staff and monitoring pupil progress meetings
- additional support for monitoring and evaluation through Hard to Shift classification
- core group meetings, LA reviews
- LA working directly with the staff to monitor and evaluate progress against targets at all levels to achieve green ISP judgements
- to ensure that by 2008 the percentage of children achieving Level 4 and above shows measurable value added over and above expectations for Year 6 cohort.
Information and data used to measure progress included:
- teaching observations
- outcomes from pupil progress meetings
- Individual Development Plans
- Key Stage 2 test data
- environment audits
- peer observations
- children’s self-evaluation against curricular targets
- optional National Curriculum test information
- visual provision mapping data for all year groups
- Ofsted inspection report
- Hard to Shift external consultant monitoring information
What has been the overall impact?
- Impact has been that the school has moved from 59 per cent Level 4+ in English in 2006 to 79 per cent in 2007 giving a 20 per cent gain. In mathematics figures have moved from Level 4 59 per cent to 74 per cent, showing a 15 per cent gain. Thirty-seven out of forty-five children made three sub levels progress in writing and 33 out of 45 made three sub levels progress in mathematics.
- 'The outcomes of the 2007 end of key stage tests exemplify the profound impact changes in the organisation of staffing in Year 6 have had.'
- Children are more actively involved in knowing how well they are doing, and are increasingly able to articulate what they need to do to improve.
- Impact of support from the ISP team across the school can be seen in greater security of teacher assessments.
- Children are being more accurately and effectively identified for targeted intervention.
- The school is acquiring an 'achievement culture.'