ESTYN Presentation Jan 24

Milford Haven Community Primary School Curriculum Vision

30x5 Afterschool club - Football, Netball, Hockey, Rugby, Bounce, Circuits Real PE Active Play times Outdoor Learning Provision

T4W Phonics Maths Digital Computing in the Cloud Digital Wizards

Supporting emotional and mental wellbeing

Check inToast and drinkEnhanced Check in

Arrival

30x5 - ExerciseFruit/SnackConsistent morning routine

Morning

Milk (Meads)Topic - Pupil voice learningStory timeCheck out

Afternoon

Healthy mealCheck in on returnMindfulness

Lunch

Lego TherapyTalkaboutELSA supportBucket time

Additional

Relationships!

Physical Wellbeing

at Milford Haven Community Primary School

Topics covered:

Fitness - Circuits, BoxerciseBall skillsTeam games - Football, rugby, netball, hockeyGymnasticsDanceYogaAdventurous activities

After school clubs:

FootballRugbyNetballCooking - Healthy optionsAthleticsDanceFitness - Circuits

School Teams

1st Team and Reserve Team for:FootballRugbyNetball

Initial feelings when described and asked about introducing the programme

-Matches against Local Teams - Friday afternoon-County competitions-Urdd Competitions-WRU competitions-Put forward for County Teams

Wider experiences and Opportunities:-Residential visits (physical focus) - Llangrannog (Y4), Morfa Bay Adventure centre (Y6)-3 weekly swimming blocks with Y6 pupil opportunity for Kayaking/Paddleboarding.-Pupil run clubs during break and lunch times

Healthy Habits Council

We have recently set up a Healthy Habits Council consisting of 48 pupils. Their role will be to support our aim towards being a physical active and healthy school.

30x5 - What is it?

We are the only school in Pembrokeshire who operate our PE 30 minutes a day, 5 days a week.The aim behind this is to improve pupils skills through more regular activities in shorter bursts, but to create opportunities for pupils and staff to be active and reap the benefits of physical exercise in terms of positive endorphines release, more alert pupils for lessons and improved physical fitness, which leads to greater self esteem, attitude and mental wellbeing.

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Initial feelings when described and asked about introducing the programme

Pupil Views

Competing

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Language, Literacy and Communication Curriculum

Genre and Text Type Overviews

Skills mapping for each genre - Non Fiction

Non Fiction Language Progression Mapping

Fiction Language Progression Mapping and Success Criteria Support

Letters and Sounds Mapping

Emergent Writing Steps

KS2

Mathematical Skill development

Develop Conceptual Understanding

Develop Fluency - Confident use of strategies, ability to explain, begin to apply to problem solving and reasoning.

Week 1

Mathematical Unit

Practical evidence captured

Success Criteria where appropriate

Logical Reasoning

Two/three sessions - Problem Solving and reasoning where possible, if it doesn't fit the unit, application across curriculum. Success Criteria likely in these activities.

Strategic Competence

Week 2

Practical / Collaborate / Strategy development

5 x 1 hour lessons

Unit Overview P1 P2 P3

2 Week Unit

Develop Fluency - Confident use of strategies, ability to explain, begin to apply to problem solving and reasoning.

5 x 1 hour lessons

During the first week, teachers will deliver a lessons using a variety of approaches, for example: 1. Practical Maths 2. ICT games 3. Group / Pair games 4. Book work - Strategy development. The focus of this first week is to support learners understanding of the area of Maths being taught and develop their understanding and confidence in using the strategy listed within the Medium Term plan for the unit being taught. Teachers are expected to capture evidence of all lessons and display this in the pupil's books to show the journey in developing understanding within the unit.

During the second week, the focus here is to develop further understanding and fluency with the strategy being taught. The teacher will spend the time needed on this and if pupil's are grasping the concept/strategy quickly, will move onto applying these strategies in problem solving and reasoning activities. Next Step Questioning / Challenge questions before moving onto problem solving and reasoning will be focused on pupils explaining their strategy use and showing a concrete understanding of the area of Maths being taught.

Mathematical Skill development

Develop Conceptual Understanding

Develop Fluency - Confident use of strategies, ability to explain, begin to apply to problem solving and reasoning.

Week 1

Mathematical Unit

Practical evidence captured

Success Criteria where appropriate

Logical Reasoning

Topic lessons - Apply

Application across AOLE's

Problem Solving

Reasoning Activities

Strategic Competence

Week 2

Week 3

Practical / Collaborate / Strategy development

Application of skills

At least 2 pieces of recorded work in book

4 x 1 hour lessons at least

4 x 1 hour lessons at least - evidence in books for all

4 x 1 hour lessons at least

3 Week Unit

Unit Overview P1 P2 P3

Success Criteria likely

Week 3 is about application! Teachers will provide opportunities for pupils to apply their strategies and learning in problem solving/reasoning challenges and also complete across curriculum activities to apply in different contexts. This will all be captured in the Maths book to show the journey from beginning to learn about the area being taught and strategies to their application in different contexts.

Digital Competence Framework Structure

Application across curriculum

If pupils don't the relevant experience or opportunities to develop the skill you need to deliver, utilise the discreet teaching time to deliver isolated IT sessions on the skills before you provide the opportunity to apply.

Meads - Seesaw, J2E, HWB, Class iPad

Success Criteria for ICT

Discreet teaching of skills

Evidence capture

Prioryville - Google Classroom, HWB, Class iPad Pupils should organise their work into files and be able to navigate through when discussing their work with ease.

Key Reminder:If the lesson is an ICT skills focus the success criteria should mainly be ICT focused e.g. powerpoint about WW2, IT success criteria may be - text, images, animation, transition (timings), etc...

Most ICT skills will be delivered through our topics. Skills pupils are more confident with through Sgiliau, skills needing more input in teacher led or independent. Make sure pupils evaluate programmes, software, hardware used against others they've experienced. Opportunities to show they have a good knowledge of range of programmes developing.

DCF Mapping

Computing in the Cloud

Key Messages

Inter Disciplinary Learning

An approach to cross curricular learning building independence and purposeful voice to learning

Principles

IDL, Topic Creation, Contexts, Authenic Learning

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Week 1

Harvesting pupil knowledge and ideas

Week 2

Start delivering the knowledge and skills from ideas and mapping

Week 3

Most AOLE's should be up and running

Week 4

Continue with skills focus from mapping and new pupil ideas

Week 5

Ensure all knowledge delivered to answer questionsBegin Planning IDL

Week 6

Integrating cross curricular learning and IDL

Week 7

Celebration

Structure of each topic:

Big Question and Sub Questions in book at start of each topic.
Pupil voice collated via Jamboard and placed in book at start of topic.

IDL Project:

Project planning in book - No worksheets Y4 above, will move to Y3 above by Spring term.
Project within topic book e.g. picture/QR code, (will move to Seesaw)
Presentation within topic book e.g. QR code (will move to Seesaw)
Evaluation - about content to answer questions and skills used, not effort - in topic book.

Class Environment:

Meads - See Provision Policy recently devised with detail on areas, number of Adult led, explore for each year group.

Prioryville:

At least 4 areas in each class - Literacy (Reading), Maths, ICT and Creative. If space allows could develop Reading into a joint reading and H&W calming area.
Display board with the 6 AOLE's and 3 levels of pouches with the activity slips within at child height. To include 'Amser Sgiliau', as well as the Chilli levels on side to show most difficult challenge on top.
3 afternoon's per week - 1 hour and 15/20. 1 group - Teacher focus. 1 group - TA led. 1 group Amser Sgiliau. Rotate across the 3 afternoons.
Discreet sessions are used to teach skills in advance we know pupils will need in these topic sessions in near future.

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Scene 01

0''-9''

Focused Teaching

Pupils complete this activity independently.In order to allow learners to work independently, they will require:- Clear success criteria and skill-Scaffolded support as required-WAGOLL so they know what they need to produce--Resources to access the activity.

Independent/TA Learning

This is another activty pupils work through independently. They have a display with 6 AOLE areas and 3 levels of challenge under each AOLE.Pupils can access the AOLE of their choice and complete the task within the AOLE area in class.AOLE area should only contain skills they have been taught in order to apply across the curriculum.Same level of resourcing is required as the Independent/TA led task.

Amser Sgiliau

What is Inter Disciplinary Learning?

The teacher leads a group on a focused activity with a clear skill focus in a cross curricular context.At times there may be a need to deliver a specific skill e.g. IT in order for learners to be able to apply within Amser Sgiliau,Once pupils are set up and on task, this allows the teacher time to move around other groups to assess and support learning.

Our approach to Topic Pedagogy

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In a central place where children pass daily, a Wonder Wall is used to show off the different IDL projects created and allow learners time to see other ideas and learn from pupils in different year groups.

Wonder Wall

All pupils have the opportunity to present infront of their peers, with a focus on developing listening, questioning and responding skills. In addition to this:One class in year group: Parent/Carer AssemblySecond class: School AssemblyThird Class: Open Afternoon for parents/carers

Other Opportunities for Sharing

Pupils use the success criteria and are provided a discussion template with question ideas and structure to reflection and feedback session.Pupils present to the group or two groups paired with and evaluate the quality of the presentation against content, answering the Big Questions and creativity in choice to present.

Peer Evaluation Groups

Following presentations by all groups and structured reflection, evaluation, discussion and review. Pupils self evaluate their projects against the success criteria and using a structured evaluation to assess against answering the Big Question and the method chosen to present.

Effective Self Evaluation

Presentation, Reflection, Feedback and Sharing

Celebrating Success

Teaching at MHCPS

A guide to good practice at MHCPS

Presenting

INDEX

Introductions

Pace

Differentiation

AFL

Feedback and Marking

Next step challenges

Support Staff

Evaluating Success

Planning

Literacy - Phonics

Our Short Term Planning Agreement:

Maths

Literacy - T4W

Literacy Long term

Maths Long term

DCF Long Term

(Please click to see our agreed short term planning requirements)

Our Long Term planning Maps:

Planning Learning at Milford Haven Community Primary School

Examples of Effective Planning

Topic - Focused

Topic - Sgiliau

Topic - C&E Provision

P1 P2

P1 P2 P3

ICT

P1 P2 P3

IDL/Topic Overview

Maths introduction - Developing understanding of strategy.

What types of Introductions can we use to start lessons with purpose?

Topic - Focused group introduction

Problem Solving focused introduction

Literacy Introduction - Developing language features

In MHCPS we will use a range of introductions, which will engage and excite learners ensuring they begin making progress as early as possible into lessons.Our agreed Introduction principles:1. We will share our Learning Objective with pupils.2. Pupils will not be sat longer than 4 minutes without becoming involved in the introduction.3. We will model when appropriate, but try to bring pupils into these types of introductions through collaboration.4. We will use short activities that promote collaboration, discussion, thinking, problem solving and consolidation of previous learning.4. We will be with the children, questioning and assessing understanding during all group focused activities in the introduction.5.Pupils will be moved onto activities with 10-12 minutes maximum.

HOW DO YOU JUDGE THE PACE CORRECTLY?

75%?

2. Are you using AFL strategies to check in on understanding and progress of learners? Using this to move to next stage?

WHAT TO REMEMBER: 1. Move through the activity ensuring your talk and instructions are clear for all. Check in that pupils understand before moving on.

25%?

50%?

100%?

3. If the majority are not getting it, revisit with another example, don't just move on out of worry of pace. Understanding now, makes the lesson smoother.

4. If the children have got it, get into the activity as soon as possible.

5. Identify pupils who need your support immediately into the activity. Don't hold everyone else back.

OUR AFL ROADMAP

NURSERY AND RECEPTION AFL MAPPING

YEAR 1 AND 2 AFL MAPPING

YEAR 3 AND 4 AFL MAPPING

YEAR 5 AND 6 AFL MAPPING

You do not have to use all AFL strategies in one lesson. Select the most suitable strategies for the approaches you are using.Strategies should be used to assess the learning of pupils in the moment and identify if further support is needed, if pupils are ready to move on or if pupils require greater challenge.

Pitched above age expected standard for area pupil is MAT. - WAGOLL to set expectation/ challenge

Pitched at the top end of age expected standard. - WAGOLL should be used to promote challenge. Minimal scaffolding.

Pitched at age expected standard. - Scaffolding may be required., WAGOLL could be used to stretch and challenge.

Differentating to ensure all can progress - P1

ALN

MAT

Pitched at lower end of age expected standard - More scaffolded support required, possible adult support will allow access to MA activity.

Pitched at pupils working ability. Possibly heavy scaffolding, adult support or more practical activities.

Literacy

Maths

Cross Curricular - Literacy

Cross Curricular - Numeracy

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Pitched above age expected standard for area pupil is MAT. - WAGOLL to set expectation/ challenge

Pitched at the top end of age expected standard. - WAGOLL should be used to promote challenge. Minimal scaffolding.

Pitched at age expected standard. - Scaffolding may be required., WAGOLL could be used to stretch and challenge.

Differentating to ensure all can progress - P2

ALN

MAT

Pitched at lower end of age expected standard - More scaffolded support required, possible adult support will allow access to MA activity.

Pitched at pupils working ability. Possibly heavy scaffolding, adult support or more practical activities.

Literacy

Maths

Cross Curricular - Literacy

Cross Curricular - Numeracy

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Pitched above age expected standard for area pupil is MAT. - WAGOLL to set expectation/ challenge

Pitched at the top end of age expected standard. - WAGOLL should be used to promote challenge. Minimal scaffolding.

Pitched at age expected standard. - Scaffolding may be required., WAGOLL could be used to stretch and challenge.

Differentating to ensure all can progress - P3

ALN

MAT

Pitched at lower end of age expected standard - More scaffolded support required, possible adult support will allow access to MA activity.

Pitched at pupils working ability. Possibly heavy scaffolding, adult support or more practical activities.

Literacy

Maths

Cross Curricular - Literacy

Cross Curricular - Numeracy

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Effective Feedback and Marking

Our Feedback and Marking Policy - Full and on a page

Example in Maths

Example in Cross Curricular

Effective Pupil improvement

Marking and Feedback Agreed Principles

Our principles of feedback and marking are that it is given in the moment, throughout the lesson and pupils action feedback immediately. This ensures it is in real time, in context and progress can be made instantly. 1. The start of the lesson is focused on ensuring all are on accessing the task and addressing misconceptions. 2. Second stage, is support through assessing against the success criteria set and setting further challenge for pupils as appropriate to their ability.

Example in Literacy

Training Documents

Feedback and Marking - Effective Next Step questioning and challenge

FP - Literacy example

FP - Maths example

FP - Cross Curricular example

KS2 - Literacy example

KS2 - Maths example

KS2 - Cross Curricular example

In order to develop pupil's understanding of their learning and how to improve, or challenge learners further, we will utilse next step/challenge questions towards the end of activities to further extend. 1. Questions will be planned prior to the lesson and have a purpose e.g. explanation, creation, consolidate, challenge. 2. All questions will be written by teacher and pupils will respond in Purple.

Examples of support to provide TA's around questioning.

Examples of support for TA's around feedback and marking, and knowing what to look for.

Examples of TA's leading groups and preparation provided.

Effective Use of Support Staff

Introductions

Activities

Leading activities

Assessment

Questioning

Examples of TA's effective use during whole class activities.

Effective use of TA's during introductions and supporting AFL.

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Example of effective plenary

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How we evaluate learner progress

Example of effective plenary

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Example of effective self/peer assessment strategy

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Assessment Vision MHCPS

Teachers will plan via Taith, selecting skills as part of planning process and then assess these skills via the platform, which will allow for progress tracking and comparison against other assessments.

LNF & DCF

Reading

Wider aole's

Tracking progress

Intervention

Progress reviews

Teachers will assess reading skills taught in curriculum via Taith, but will use the Oxford University Press Assessment to assess during focused reading activities to assess level, generate pupils targets and ensure correct reading spine book.

Utilising the mapping via Excel undertaken by school, each year group will have an Excel designated to them to track coverage. They will then create a digital portfolio within the progression step e.g. Secure, Beginning, Excelling. These will be used as basis of standardisation and pupils placed into categories based on evidence captured.

A detailed tracking system has been devised and is managed by the assessment lead. This will keep track of all assessments outside of Taith and track progress, as well as generate summaries of performance for classes/year groups.

See Reading assessment overview for progression to additional support based on assessments. All interventions will be identified via teacher and online assessment. All pupils will require entry assessment, re-assessment 6 weekly to monitor progress leading to removing or increasing support.

Once assessment systems are tight and regular, SLT will quality assure assessments through comparing against evidence available. Pupil progress reviews will also begin to assess welfare, emotional wellbeing as well as academic performance and needs

PhonicsMeads

Literacy - ReadingAssessment

Half termly progress assessment

Assessments in tracker half termly and progress summaries created

Weekly phonics in BYB tracking assessments (TA to complete)

Weekly tracking assessments

DEST - Entry assessment followed by 12 weekly assessment

Half termly assessment during Bocs Y Bore to determine levels.

Teacher assesses via Taith and keep assessments in class file

Weekly in Bocs Y Bore in rotations

Individual pupil reading targets taken from assessment.

Accelerated Reader - Entry assessmnent and 6 weekly re-assessment

6 weekly assessments reviewed by class teacher

.......... assessment undertaken to determine level reader given to pupils.

Weekly Guided reading assessment using......

Weekly assessments informing planning

phonics Meads aln

Prioryville Phonics ALN

Levelled Readers

Guided Reading

An overview of the systems in place for how we assess and track progress for our pupils in reading. Literacy leads will be responsible for ensuring all provision is in place and assessments being undertaken as agreed. Assessment lead will lead on systems for assessment data being inputted to trackers and creating summaries of progress.

Literacy progress assessments - Reading

Entry

Progress Review

Exit

Review Levelled reader assessment and GL PTE if lower level than expected and/or <80 (GL) undertake phonics assessment

Prioryville Identification:

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