Untitled

Cheshire Academies Trust
Communities Achieving Together
Boughton Heath
Academy
Together Everyone Achieves More
School Strategic
Development Plan 2015
Boughton Heath
Academy
Cheshire Academies
Trust
GRADE
AREA
ACHIEVEMENT OF PUPILS AT THE SCHOOL
THE QUALITY OF TEACHING
THE QUALITY OF LEADERSHIP IN & MANAGEMENT OF THE SCHOOL
BEHAVIOUR & SAFETY OF PUPILS
EARLY YEARS FOUNDATION STAGE
OVERALL EFFECTIVENESS
MULTI ACADEMY TRUST
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Boughton Heath
Academy
Cheshire Academies
Trust
VISUAL PRIORITY REPRESENTATION
E. To collaborate with MAT schools to forge

personnel links, developing protocols and
procedures to ensure efficient and effective
working practices in all 3 schools.
B. To increase the rates of progress and raise attainment in

mathematics to ensure the proportion making more than
expected progress from the end of key stage 1 is high
compared with national data.
Mathematics
A. To increase the rates of progress and raise attainment in
writing to ensure the proportion making more than expected
progress from the end of key stage 1 is high compared with
national data.
Reading & Writing

ALAN PEAT SENTENCE
CONSTRUCTION
Moderation
Handwriting
Cross curricular Writing
Assessment without Levels
AT1
Display
New Curriculum Planning
Numicon CPD
Assessment without levels
Link HT/SLT/SENCO/EYFS/
Maths/English /SLs
Joint working on 11 by 11 vision.
Curriculum without levels
C. To develop a curriculum which promotes a thirst for knowledge by

teachers using tangible experiences to enhance childrens understanding and
love for learning.
Tangible Curriculum
D. To raise the GLD in EYFS so that children
make consistently high rates of progress
from their starting points, academically,
socially and emotionally.
EYFS
3|P a g e
M.A.T
Good Level of Development Indicator

Environment update
Rates of Progress from below on entry
Post it Note Science

Learning Wheel link
History/Geography CPD
Assessment without Levels
Boughton Heath
Academy
Cheshire Academies
Trust
LINK TO OFSTED SCHEDULE AND PRIORITIES 2015

Grade Descriptor
Leadership and
Management
Behaviour and
Safety
Quality of teaching
4|P a g e
Pursuit of Excellence to maintain highest standards

Securing commitment and monitoring for improvement
Governance
Improving teaching and learning
Schools Curriculum
Engagement and involvement of all leaders
Displaying thirst for knowledge and love of learning
Attitudes to learning
Parents, staff and pupils attitudes
Pupils conduct
Impact of anti- bullying approaches
Attendance and punctuality
Safety
Quality of Teaching and its impact on learning
High Expectations
Use of Assessment
Teaching of reading, writing and mathematics across curriculum
Impact of teaching and engagement in learning
Quality of marking
Matching pupils need to teaching strategies
School Judgment
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2015
ABCDE
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ABC
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ABC
ABC
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Boughton Heath
Academy
Achievement
Early Years Foundation
Stage
Overall
Effectiveness
Multi
Academy
Trust
5|P a g e
Progress across school

Progress: Expected and Exceeding
Attainment of disadvantaged pupils
Pupils reading standards
Skills in reading, writing and mathematics
EYFS
Disadvantaged, most able and SEN
Attainment of all pupils
Progress for all pupils and groups of pupils
PPG groups
Environment
Quality of teaching
Assessment
Attides to learning
Safety
Parental Engagement
Leadership and Management
Groups and their educational experiences
Literacy and Mathematical knowledge
High Expectations
Continuous Improvement
SMSC
Vision
Collaborative Practices
Governance
Linked Priorities
Cheshire Academies
Trust
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ABE
ABE
ABCE
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ABCDE
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Boughton Heath
Academy
Cheshire Academies
Trust
Overview 2015
Priority
Spring
Summer
Autumn
Subject leader to create and distribute

APP moderation proforma which
groups levelled children together for
the purpose of grading
Subject leader to provide training to
staff related to new moderation
procedures
Revised handwriting policy is
distributed to staff
Teachers to use a maximum of 3
WILF during any given lesson and to
allow for one blank WILF to provide
an opportunity for individual targets.
Teachers to plan and provide
opportunity for one piece of
independent writing within each unit
from a previous genre
Teachers to use Alan Peat sentences
structures within WALT/WILF grids
Display drafting and presentation code
in poster format in every class
Subject leader to undertake lesson
observations
Subject leader to monitor assessment
procedures (moderation)
Subject leader to hold termly
moderation meetings with staff to
ensure the reliability of assessments
Link Year 2 and Year 6 with MAT
schools and EIP to moderate
assessment grading
Monitor books to ensure consistency
and quality of handwriting for both
children and teachers.
Monitor the consistency of school wide
read and respond procedure to ensure
that it impacts on childrens learning
Long Term Plans for curriculum

units of work demonstrate
opportunities where English and in
particular writing have been
incorporated into the units of work
(cross curricular links)
Develop structured CPD plan for all
staff in relation to Alan Peat which
gives each member of staff a
bespoke CPD experience depend on
their needs.
Analyse staff subject knowledge in
relation to Alan Peat and purchase
additional supportive resources
Subject leader to undertake lesson
observations
Subject leader to monitor
assessment procedures
(moderation)
moderation meetings with staff to
ensure the reliability of assessments
assessment grading
Monitor books to ensure consistency
and quality of handwriting for both
children and teachers.
Monitor the consistency of school
wide read and respond procedure to
ensure that it impacts on childrens
learning
Review and analyse the
effectiveness of the APP reading
proforma
Undertake library book and guided
reading audit and purchase further
banded books where necessary.
Analyse current attainment and

progress of all cohorts in mathematics
to judge whether the proportion of
External validation of learning of

time by First for Maths consultant
Achievement
A.
To increase the rates of progress and raise attainment

in reading and writing to ensure the proportion making
more than expected progress from the end of key
stage 1 is high compared with national data.
B.
To increase the rates of progress and raise attainment

in mathematics to ensure the proportion making more
6|P a g e
Link year groups together to

share CPD experiences in
relation to Alan Peat to allow for
collaborative sharing
Provide staff CPD relating to
progression within a unit of work
Subject leader to undertake
lesson observations
Subject leader to monitor
(moderation)
moderation meetings with staff
to ensure the reliability of
assessments
assessment grading
Monitor books to ensure
consistency and quality of
handwriting for both children
and teachers.
Monitor the consistency of
school wide read and respond
procedure to ensure that it
impacts on childrens learning
Review phonics teaching
structures and schemes of work
To purchase further Numicon

resources as required by a staff
audit
Boughton Heath
Academy
Cheshire Academies
Trust
than expected progress from the end of key stage 1 is

high compared with national data.
D.
To raise the GLD in EYFS so that children make

consistently high rates of progress from their starting
points, academically, socially and emotionally.
7|P a g e
pupils making more than expected

progress (3 NC levels) across key
stage 2 is high compared with
national data
W to L3; L1 to L4 ; L2 to L5 and L3 to
L6
Complete RAISEonline transition
matrixes for KS2 cohorts, based on
EoKS1 prior attainment & Autumn
term 2014 attainment
Identify those pupils who are likely to
make 3 national curriculum levels
across Key Stage 2 in mathematics
Identify and provide additional
support to children expected to
achieve level 4 and level 6
SLT meetings including mathematics
lead to share outcomes of data
analysis
Write a whole school mathematics
display policy focused on
mathematical model and images
Create and implement a new
calculation policy which is shared with
staff and parents
PPG children to receive targeted
support by learning mentor which
ensures that their progress is in line
with school expectations
Monitor the consistency of school wide
read and respond procedure to ensure
that it impacts on childrens learning
To monitor planning across the year in
all classes to identify AT1 activities
and how these have been rigorously
inserted into logical progressive
schemes of work.
Undertake book scrutiny every 3
weeks to ensure AT1 activities have
been planned and implemented
Staff to use 2Simple software to
ensure coverage of FS profile
Use 2simple software to provide high
quality assessments through
observations, linked to the FSP
Learning Journey profiles to hold a
copy of 2 simple assessments as well
as relevant evidence of writing and
childrens work.
Staff continue to develop their

understanding of updated national
curriculum and how AT1 can be
logical planned into a scheme of
work
Agree with staff how profile of AT1
will be raised within each class and
school community
Plan and deliver training to parents
which details the changes to the
calculation policy and how Numicon
Monitor the effectiveness of
teaching strategies for SEND
children across the school,
specifically focusing on providing
mathematical models and images to
support number understanding
Investigate end of term tests that
give a standardized score in line
with national curriculum testing at
the end of key stage 2.
support by learning mentor which
ensures that their progress is in line
with school expectations
Monitor the consistency of school
wide read and respond procedure to
ensure that it impacts on childrens
learning
To monitor planning across the year
in all classes to identify AT1
activities and how these have been
rigorously inserted into logical
progressive schemes of work.
weeks to ensure AT1 activities have
Production of transition matrices for,

reading, writing, number, SSM, to
demonstrate expected and more
than expected progress across FS
Attainment grids produced to reflect
on-entry and exit attainment
To ensure communication with
parents ensures learning
opportunities are passed on to
school, assessments are shared with
Monitor quality of teaching by

undertaking lesson observations
jointly with the Principal
support by learning mentor
which ensures that their
progress is in line with school
expectations
Monitor the consistency of
school wide read and respond
procedure to ensure that it
impacts on childrens learning
To monitor planning across the
year in all classes to identify AT1
activities and how these have
been rigorously inserted into
logical progressive schemes of
work.
weeks to ensure AT1 activities
have been planned and
implemented
Staff to attend moderation

meetings with MAT, EIP and LA
schools to ensure reliability of
judgements.
To ensure communication with
parents ensures learning
opportunities are passed on to
school, assessments are shared
with parents and information
from class trips etc. is known by
the use of:
Boughton Heath
Academy
Cheshire Academies
Trust
EYFS planning to reflect objective led

approach, which responds to
childrens ideas and interests.
Ensure provision within Reception
class allows for all 13 areas of
learning, particularly during
continuous provision timetabling
To ensure writing and phonics
opportunities permeate the
continuous provision to make certain
those children who enter below typical
in writing reach Early Learning goal in
writing
To implement a continuing rigorous
approach to phonics teaching to
ensure that the vast majority of
children reach ELG in reading
demonstrating links within continuous
provision so that children can apply
their knowledge independently.
Rigorous implementation of on-entry,
baseline assessments that indicate sig
below, below, typical or above.
Complete internal and external
refurbishment to Reception class
including:
New sinks and wet area to replace old
Internal wall and windows to be built
All woodwork to be renovated
New storage units to replace old
Old furniture to be replaced
Outdoor fence to be replaced and
moved to encompass the adventure
playground
New surface (3G turf) to be laid
underneath the canopy.
Container to be moved to increase
floor space
Cloak room to be renovated.
Purchase 6 ipads for Reception class.
Update outdoor risk assessment post
renovations to the Reception outdoor
area.
parents and information from class

trips etc. is known by the use of:
a termly newsletter
2Simple assessments to be
emailed each half term
Share the learning- Parents to
view children learning journeys
Play and stay sessions open
once a half term with parents
To provide professional development
opportunities to new Reception
teacher including:
Stage 1 Forest School training
Block play 5 day course
Moderation training with CWAC
LA advisors
Early excellence Centre trainingNew baseline assessment methods
for 2015
a termly newsletter
2Simple assessments to be
emailed each half term
Share the learning- Parents
to view children learning
journeys
Play and stay sessions open
once a half term with
parents
To provide professional
development opportunities to
new Reception teacher including:
Stage 1 Forest School
training
Moderation training with
CWAC LA advisors
Early excellence Centre trainingNew baseline assessment
methods for 2015
Quality of Teaching
C
To develop a curriculum which promotes a thirst for
knowledge by teachers using tangible experiences to
enhance childrens understanding and love for learning.
8|P a g e
Each class teacher to develop a whole

year overview for their year group,
which includes all subjects
demonstrating a termly or half termly
central theme that is cross curricular.
(Writing emphasis)
Science coordinator to lead PDM in

post it investigation, from
experiment to write-up, monitoring
evidence available in topic books
Computing coordinator to lead PDM
on use of Purple Mash and other

planning with particular
reference to tangible
experiences and cross curricular
links
Monitor learning journey books
once per half term
Boughton Heath
Academy
Cheshire Academies
Trust
All staff to consistently apply the

curriculum marking policy and begin
to use gold, silver or bronze stars at
the same time providing constructive
feedback which is responded to by
children.
To provide staff development on the
use and application of acrylic paint
and mixed media and how these can
be taught.
Monitor the effectiveness of planning
with particular reference to tangible
experiences and cross curricular links
Monitor learning journey books once
per half term
Learning walk to monitor childrens
attitudes to learning during topic work
and to ensure teachers have high
expectations.
To create a termly unit Medium Term
Plan which is question driven to
deliver the unit of work.
To provide staff development on
improving the quality of teaching
within history and geography by using
tangible experiences to engage
children.
To devise and implement an effective
assessment system to use pupil
assessment information and data to
improve learning in the classroom and
at key points of transition between
key stages (EY to Year 1; Year 2 to
Year 3) in each school
Staff to plan, teach and assess
independent writing throughout topic
units of work to enable effective and
accurate moderation.
When constructing schemes of work,
teachers use the learning wheel cycle
to ensure higher order thinking skills
are planned and taught effectively.
Learning wheel displays are updated
as a working wall throughout the year
reflecting high quality pieces of work
from each section of the wheel.
software to deliver the computing

curriculum
Agree expectation of topic book
presentation with all staff and
monitoring this through book
scrutiny.
planning with particular reference to
tangible experiences and cross
curricular links
Monitor learning journey books once
per half term
Learning walk to monitor childrens
attitudes to learning during topic
work and to ensure teachers have
high expectations.
To create a termly unit Medium
Term Plan which is question driven
to deliver the unit of work.
To provide staff development on
improving the quality of teaching
within history and geography by
using tangible experiences to
engage children.
To devise and implement an
effective assessment system to use
pupil assessment information and
data to improve learning in the
classroom and at key points of
transition between key stages (EY to
Year 1; Year 2 to Year 3) in each
school
independent writing throughout
topic units of work to enable
effective and accurate moderation.
When constructing schemes of
work, teachers use the learning
wheel cycle to ensure higher order
thinking skills are planned and
taught effectively.
Learning wheel displays are
updated as a working wall
throughout the year reflecting
high quality pieces of work
from each section of the wheel.
Learning walk to monitor

childrens attitudes to learning
during topic work and to ensure
teachers have high expectations.
Highlight national curriculum
planning and essential and
desirable experiences to colour
coordinate with learning wheel
sections.
independent writing throughout
topic units of work to enable
effective and accurate
moderation.
When constructing schemes of
work, teachers use the learning
wheel cycle to ensure higher
order thinking skills are planned
and taught effectively.
Learning wheel displays are
updated as a working wall
throughout the year
reflecting high quality
pieces of work from each
section of the wheel.
Leadership and Management (Multi Academy Trust)

E.
To collaborate with multi academy trust schools to

forge personnel links, developing protocols and
9|P a g e
HT/Principals to review current

assessment practices from EYFS to end
of Key Stage One; Year 3 to end of Key
Stage 2
Research new best practice models

of assessment available (e.g. FOCUS
education materials, Opitmum etc)
Jointly hold INSET to draft 11 by

11 experience document
Boughton Heath
Academy
procedures to ensure efficient and effective working

practices in all 3 schools.
Cheshire Academies
Trust
Develop protocols for working at all

strategic levels creating a protocols
document to be shared with staff
HT/Pp to hold meeting fortnightly to
determine actions in relation this action
plan
Link individual schools leadership
overviews to ascertain a timetable of
support and meetings across the year,
which is broke into levels and terms.
Create an agenda/evaluation document
for staff to use when working together
in order to demonstrate impact of
collaborative working
School council leaders in each school to
arrange for pupils to attend joint
sessions at each school across the year
SBM to liaise with HT/Pp to book
speaker and venue for joint INSET.
Map out agenda for INSET day with all
3 schools working together to
formulate 11 by 11 experiences.
To create CAT page on individual
school website which details shared
vision and principles.
10 | P a g e
Identify relevant training courses to

further knowledge re: assessment
practices
Evaluate and agree the
effectiveness of new assessment
models
Create a whole school curriculum
overview to clearly outline what
pupils are expected to know,
understand and do in each year
group for every subject (school
level)
Write an effective assessment
system using formative and
summative assessment to ensure
that pupils, teachers and parents
know if pupils are achieving the
expected standard (termly tracking,
reporting progress to parents,
subject leaders to ascertain
performance in their subjects)
Write PDM materials with DHT to
inform teaching staff of the new
Devise an assessment monitoring
and moderation cycle to support
teaching staff to use new materials
effectively
Collate assessment headlines to
support teaching staff to modify
teaching so that the vast majority of
pupils achieve at least expected
standards by the end of the year or
key stage
Coach & mentor colleagues within
school
Monitor & evaluate implementation
process
Establish monitoring opportunities
across Cheshire Academies Trust
Boughton Heath
Academy
Cheshire Academies
Trust
A. To increase the rates of progress and raise attainment in

writing and reading to ensure the proportion making more
than expected progress from the end of key stage 1 is high
Reading & Writing
Alan Peat Sentence Construction

Moderation
Handwriting
Cross curricular Writing
Assessment without Levels (MAT)
11 | P a g e
Boughton Heath
Academy
Cheshire Academies
Trust
Strategic Achievement Improvement Action Plan 2015 Achievement of Pupils and Quality of Teaching
Lead people accountable for driving improvement and securing outcomes Lisa Williams Link Governor Keith Scargill
Priority:
Link to Ofsted Evaluation Schedule
Finance Plan
A. To increase the rates of progress and
Achievement (attainment & progress)
Budget
Funding Source
raise attainment in writing and reading to
Quality of Teaching
1900
Training - 19001
ensure the proportion making more than
600- MAT FUNDING
Supply - 18001
expected progress from the end of key
stage 1 is high compared with national
data.
Schools current position (January 2015)
Achievement
Attendance is high 98.1%
Prior attainment at KS1 for KS2 cohorts in previous Year 6 and 5 is Sig+
Phonics screen check demonstrates 97% of children met required standard with 100% of Year 2 retaking the check meeting the required standard
Attainment at KS1 is significantly higher than national, particularly at 2a+ and L3+ (All subjects APS for 2014 is 17.3)
DSEN children at KS1 achieve well compared to national comparisons in all areas
% of children achieving L4+ is high compared to national in Reading (97%), Writing (97%) and Mathematics (97%)
% of children attaining L5+ is significantly higher compared to national in Reading (70%), Writing (58%)
DSEN and Non DSEN children achieve very well compared to national comparators.
No sign gender gap in any subject in KS1
Attainment at KS2 is sig+ for all subjects Reading (30.9) Writing (30.3)
Value added APS scores are high Reading (13.3), Writing (14.01)
Children achieving expected progress are high.
Children achieving more than expected progress on DfE measure compare favourably. However, sublevel more than expected (i.e. 14pts or more progress) demonstrate
64% of children in writing and 36% in Reading.
High proportions of 2b/2a children in writing and reading progressed to L5
GAPS APS is high compared to national and has significantly improved on 2013 results.
Quality of Teaching
Teaching is outstanding. This is based on the triangulation of lesson observations, rigorous and externally validated book scrutiny and progress data. The teaching was judged to
never be less than good in all lesson observations undertaken between 2012-2014. School evaluation of areas of development in that time, concerned the use of SPAG teaching
models, sentence level work and modeling of texts during guided writing.
The subject leader provides outstanding leadership by supporting members of staff with their own English teaching. Her knowledge of the role of English subject is excellent as
well as her detailed analysis of school and government data. She has an outstanding understanding of how well the school is performing against national data and has a clear
action plan to further drive forward improvement in outcomes. Supported by the Principal the impact of her work has revolved around:
Ensuring consistency within marking procedures
Ensuring analysis of data leads to robust plans to address areas of development
Monitoring for standards- lesson observations, book scrutiny and learning walks
Leading PDMs
Using pupil discussions to analyse impact of whole school policy and procedures
12 | P a g e
Boughton Heath
Academy
Success criteria:
Attainment
Attainment in reading and writing to continue to be significantly above national expectation of 29.0
and 27.9 by the end of key stage 2 in 2015
Increase the percentage of children attaining level 6 in reading and writing
Increase the percentage of level 3 writers to above 23% (previous 2014 %)
Attainment in Writing is high across the school compared to national data.
PPG children attainment compares favourably to those children in their respective cohort and is higher
than national data in both Reading and Writing
Almost all pupils with prior attainment at L2a attain L5 in 2015 in writing and reading
The majority of pupils with prior attainment L2b attain L5 in 2015 in writing and reading
Progress
RAISEonline 2015 end of Key Stage 2 data evidences that the proportion of pupils making more than
expected progress (3 national curriculum levels) across Key Stage 2 is high compared with national
data
Increased rates of progress ensures that at least 30% of pupils are making more than expected
progress across Key Stage 2
RAISEonline 2014 end of Key Stage 2 data evidences that the proportion of pupils making expected
progress (2 national curriculum levels) across Key Stage 2 is never less than 90%
Analysis of school held data indicates that all pupils make at least good progress, or better in reading
and writing
Quality of Teaching
Lesson observation demonstrate all teaching is never less than good and majority is outstanding
Use of Alan Peat sentence level structure evidenced through planning and book monitoring
SpAG displays reflects Alan Peat sentence level structures
Teachers plan and teach writing throughout the curriculum
Teachers plan opportunities for independent writing a minimum of 8 times year
Teachers planning reflects a structured progression from reading through to independent writing for
each unit of work demonstrated by clear evidence of learning in English and/or topic books
Teachers and childrens handwriting across the school reflects the highest standards and school
policy.
High quality marking and constructive feedback focused upon how pupils can improve their work is
ensuring pupils make at least good progress by reading and responding consistently adhering to the
marking policy.
Teachers will compile 8 pieces of independent work for a selection of children across the year in order
to gain an accurate and reliable levelled judgement.
The appraisal process is holding teachers to account for increasing the rates of progress in English
13 | P a g e
Cheshire Academies
Trust
Social, Moral, Spiritual and Cultural Awareness
Pupils learn to read exceptionally well by the use of levelled

home reading books, specific guided reading teaching with
is consistent across the school. Outstanding phonics
teaching.
Increased opportunities for all pupils to enjoy and engage

with reading with extreme reading experiences and world
book day buddy reading as well as numerous author visits
to inspire a love for reading.
All pupils access an enriching curriculum by being able to

read enthusiastically and with confidence
All pupils are equipped with skills for English beyond

primary school
The wider school community is engaged purposefully in

supporting the development of Writing in particular
Families are actively engaged through twitter feed.
School forums, drop-ins and English parent information

workshops
Children are given opportunities to develop moral concepts

across the curriculum with links to philosophy for children
teaching.
Through the use of KAGAN cooperative learning children

share views, opinions and advice during speaking and
listening lessons, as well as on the carpet in homebays.
Units of work and books chosen by teachers reflect cultural

differences and similarities. They recognise new ideas and
have a willingness to modify their cultural values.
Boughton Heath
Academy
Cheshire Academies
Trust
Action
Writing
Subject leader to create and distribute APP moderation proforma
which groups levelled children together for the purpose of grading
Subject leader to provide training to staff related to new moderation
procedures
Revised handwriting policy is distributed to staff
Teachers to use a maximum of 3 WILF during any given lesson and to
allow for one blank WILF to provide an opportunity for individual
targets.
Teachers to plan and provide opportunity for one piece of independent
writing within each unit from a previous genre
Teachers to use Alan Peat sentences structures within WALT/WILF
grids
Display drafting and presentation code in poster format in every class
Lead person
Time Scale
CPD
Resources/Costs/Time
LW
Spring Term
None
PDMx1
LW
Spring Term
LW
LW
Spring
From Spring
Term
None
None
None
None
LW
Spring Term
onwards
Spring Term
None
None
None
None
None
None
Long Term Plans for curriculum units of work demonstrate

opportunities where English and in particular writing have been
incorporated into the units of work (cross curricular links)
Develop structured CPD plan for all staff in relation to Alan Peat which
gives each member of staff a bespoke CPD experience depend on their
needs.
Analyse staff subject knowledge in relation to Alan Peat and purchase
additional supportive resources
Link year groups together to share CPD experiences in relation to Alan
Peat to allow for collaborative sharing
Provide staff CPD relating to progression within a unit of work
LW
From Spring
Term
Summer Term
None
None
LW, Alan Peat

associates
Summer Term
None
None
LW
Summer Term
None
None
LW
Autumn Term
None
PDM x1
CR
Autumn Term
Subject leader to undertake lesson observations
LW/SE
First for Literacy

400x1 day
4x1/2 day supply 600
Subject leader to monitor assessment procedures (moderation)
LW
None
None
Subject leader to hold termly moderation meetings with staff to ensure

the reliability of assessments
Link Year 2 and Year 6 with MAT schools and EIP to moderate
assessment grading
Monitor books to ensure consistency and quality of handwriting for
both children and teachers.
To devise and implement an effective assessment system to use pupil
assessment information and data to improve learning in the classroom
and at key points of transition between key stages (EY to Year 1; Year
2 to Year 3) in each school
Monitor the consistency of school wide read and respond procedure to
ensure that it impacts on childrens learning
LW
Spring or
Summer Term
Spring and
Summer terms
Spring, Summer
and Autumn
Spring and
Summer
Spring, Summer
and Autumn
Spring and
Summer Terms
C. Richardson x1
day
None
None
PDM x1 per term
None
3 x per year group

Supply costs 900
SLT Meeting: x3
14 | P a g e
LW
LW
AL/SS/LF/SE
LW
SE/AL/MAT
HT/DHT
LW
Spring, Summer
and Autumn
2015
PDMx1
None
None
4x L and M day for DHT

600 MAT funded
None
None
Boughton Heath
Academy
Cheshire Academies
Trust
Reading
Review and analyse the effectiveness of the APP reading proforma
Undertake library book and guided reading audit and purchase further
banded books where necessary.
Review phonics teaching structures and schemes of work
PPG children to receive targeted support by learning mentor which
ensures that their progress is in line with school expectations
Person Responsible
Lisa Williams
Subject Leader
Focus
LW
LW
LW
AS/SM
Summer Term
Summer Term
Autumn Term
Spring, Summer
and Autumn
2015
Monitoring
Time Scale
None
None
None
None
None
None
None
Learning Mentor
Cost: 13,323
Evidence
Progress
Spring Summer
PDM material; HT termly reports to
Does the school held Key Stage 2 data evidence that the
and Autumn
Governors; newsletters; curriculum
proportion of pupils making more than expected progress Terms
information to families; school website;
Joanne Lucy
(3 national curriculum levels) across Key Stage 2 high
pupils writing assessments; pupil voice
Link Governor
questionnaire findings; fundraising events;
compared with national data?
Attainment
learning environment photographs; CPD
records for staff;
Are standards in attainment for reading above national at

the EoKS2 & across KS2?
RAISEonline 2014 and school held data;
data dashboard; teacher assessments;
Has the attainment gap been narrowed with identified

underachievement class action plans;
groups?
Learning Walk moderations;
Has any under attainment been identified? If so, what

evaluations of quality of teaching;
actions have taken place to secure improvement? Have
moderation of pupils work & teachers
these been effective?
planning; external validation; DfE
Quality of teaching
performance tables
Is learning and teaching consistently good across the

school in mathematics?
Does the curriculum provide highly positive, memorable

and rich experiences for high quality learning in
mathematics?
Does the planned curriculum contribute very well to pupils

achievements?
Does mathematics have a high profile in the school?

Impact: What will the outcomes be?
Evidenced by/ through
Evaluation Have the intended outcomes been achieved?
Attainment
Attainment in reading and writing to
RAISEonline
continue to be significantly above national
expectation of 29.0 and 27.9 by the end of
key stage 2 in 2015
Increase the percentage of children
RAISEonline
attaining level 6 in reading and writing
Increase the percentage of level 3 writers
RAISEonline
to above 23% (previous 2014 %)
Attainment in Writing is high across the
RAISEonline BHA data
school compared to national data.
booklet
15 | P a g e
External
Validation
First for Literacy
consultant
undertaking book
scrutiny in
Summer term
400
Boughton Heath
Academy
PPG children attainment compares

favourably to those children in their
respective cohort and is higher than
national data in both Reading and Writing
Almost all pupils with prior attainment at
L2a attain L5 in 2015 in writing and
reading
The majority of pupils with prior
attainment L2b attain L5 in 2015 in writing
and reading
Progress
RAISEonline 2015 end of Key Stage 2 data
evidences that the proportion of pupils
making more than expected progress (3
national curriculum levels) across Key
Stage 2 is high compared with national
data
Increased rates of progress ensures that at
least 30% of pupils are making more than
expected progress across Key Stage 2
making expected progress (2 national
curriculum levels) across Key Stage 2 is
never less than 90%
Analysis of school held data indicates that
all pupils make at least good progress, or
better in reading and writing
Quality of Teaching
Lesson observation demonstrate all
teaching is never less than good and
majority is outstanding
Use of Alan Peat sentence level structure
evidenced through planning and book
monitoring
SpAG displays reflects Alan Peat sentence
level structures
Teachers plan and teach writing
throughout the curriculum
Teachers plan opportunities for
independent writing a minimum of 8 times
year
Teachers planning reflects a structured
progression from reading through to
independent writing for each unit of work
16 | P a g e
Cheshire Academies
Trust

booklet
booklet
booklet

booklet

booklet
booklet
BHA data booklet
Teaching overview
document, lesson
observation records
Planning, Book scrutiny
SPAG displays
English planning
Book Scrutiny
English planning and book
scrutiny
Boughton Heath
Academy
demonstrated by clear evidence of learning

in English and/or topic books
Teachers and childrens handwriting across
the school reflects the highest standards
and school policy.
High quality marking and constructive
feedback focused upon how pupils can
improve their work is ensuring pupils make
at least good progress by reading and
responding consistently adhering to the
marking policy.
Teachers will compile 8 pieces of
independent work for a selection of
children across the year in order to gain an
accurate and reliable levelled judgment.
The appraisal process is holding teachers
to account for increasing the rates of
progress in English
17 | P a g e
Cheshire Academies
Trust
Book scrutiny
Book scrutiny
Book scrutiny, moderation

evidence from PDMs
Appraisal records
Boughton Heath
Academy
Cheshire Academies
Trust
B. To increase the rates of progress and raise attainment in

mathematics to ensure the proportion making more than
expected progress from the end of key stage 1 is high
Mathematics
AT1
Display
New Curriculum Planning
Numicon CPD
Assessment without levels (MAT)
18 | P a g e
Boughton Heath
Academy
Cheshire Academies
Trust
Strategic Achievement Improvement Action Plan 2015 Mathematics

Lead people accountable for driving improvement and securing outcomes Alison Speckley Link Governor Joanne Lucy
Priority:
Finance Plan
B. To increase the rates of progress and
Budget
Funding Source
raise attainment in mathematics to ensure
Quality of Teaching
2400
Training - 19001
the proportion making more than expected Leadership and Management
Learning Mentor: 13,323
Supply - 18001
progress from the end of key stage 1 is
high compared with national data.
The objective of this plan is to continue to improve the APS in mathematics by delivering on 4 main objectives. One, develop AT1 further throughout the school. Two, to enhance
the learning in mathematics by providing mathematical models and images in each classroom. Three, to develop the use of numicon to support the understanding of number.
Four, To continue to provide training to all staff with regard to the new national curriculum so that planning is rigorous and structured.
Achievement
Attendance is high 98.1%
Prior attainment at KS1 for KS2 cohorts in previous Year 6 and 5 is Sig+
Attainment at KS1 is significantly higher than national, particularly at 2a+ and L3+ (All subjects APS for 2014 is 17.3)
DSEN children at KS1 achieve well compared to national comparisons in all areas
% of children achieving L4+ is high compared to national in Mathematics (97%)
% of children attaining L5+ is significantly higher compared to national in Mathematics (55%)
DSEN and Non DSEN children achieve very well compared to national comparators.
No sign gender gap in mathematics
Attainment at KS2 is sig+ for Mathematics (31.1)
Value added APS scores are high in Mathematics (13.8)
Children achieving expected progress are high.
High proportion of level3 children progressed to Level 6 in mathematics

Quality of Teaching
Teaching is outstanding. This is based on the triangulation of lesson observations, rigorous and externally validated book scrutiny and progress data. The teaching was judged to
never be less than good in all lesson observations undertaken between 2012-2014, with the exception of one. School evaluation of areas of development in that time, concerned
the use of mathematical models and images to further provide children with an understanding of number concepts.
The subject leader provides good leadership by supporting members of staff with their own mathematics teaching. Her knowledge of the role of mathematics subject is excellent
as well as her detailed analysis of school and government data. She has an outstanding understanding of how well the school is performing against national data and has a clear
action plan to further drive forward improvement in outcomes. Supported by the Principal the impact of her work has revolved around:
Ensuring consistency within marking procedures
Ensuring analysis of data leads to robust plans to address areas of development
Monitoring for standards- lesson observations, book scrutiny and learning walks
Leading PDMs
Using pupil discussions to analyse impact of whole school policy and procedures
19 | P a g e
Boughton Heath
Academy
Cheshire Academies
Trust
Success criteria:
Attainment
Attainment in mathematics to continue to be significantly above national expectation of 29.0.
Increase the percentage of children attaining level 6 to beyond 15%.
Attainment in mathematics is high across the school compared to national data.
PPG children attainment compares favourably to those children in their respective cohort and are
higher than national data
Almost all pupils with prior attainment at L2a attain L5 in 2015
The majority of pupils with prior attainment L2b attain L5 in 2015

Progress
RAISEonline 2014 end of Key Stage 2 data evidences that the proportion of pupils making more than
expected progress (3 national curriculum levels) across Key Stage 2 is high compared with national
data
Increased rates of progress ensures that at least 30% of pupils are making more than expected
progress across Key Stage 2
RAISEonline 2014 end of Key Stage 2 data evidences that the proportion of pupils making expected
progress (2 national curriculum levels) across Key Stage 2 is never less than 90%
Analysis of school held data indicates that all pupils make at least good progress, or better in
mathematics
Quality of Teaching
Develop the use of AT1 with a particular focus on number throughout curriculum
Use Numicon in KS1 to enhance learning and understanding of number and for interventions in lower
KS2.
Teaching and support staff to develop and agreed policy for mathematical displays and an
understanding of visual images and models that are displayed all year round and those which are
inter-changeable.
High quality marking and constructive feedback focused upon how pupils can improve their work is
ensuring pupils make at least good progress by reading and responding consistently adhering to the
marking policy.
The appraisal process is holding teachers to account for increasing the rates of progress in
mathematics
Action
Analyse current attainment and progress of all cohorts in mathematics
to judge whether the proportion of pupils making more than expected
progress (3 NC levels) across key stage 2 is high compared with
national data
W to L3; L1 to L4 ; L2 to L5 and L3 to L6
Complete RAISEonline transition matrixes for KS2 cohorts, based on
EoKS1 prior attainment & Autumn term 2014 attainment
Identify those pupils who are likely to make 3 national
curriculum levels across Key Stage 2 in mathematics
Identify and provide additional support to children expected to achieve
level 4 and level 6
20 | P a g e
Curriculum to provide cultural opportunities to extend

learning and how mathematics can encompass other
cultures as well
Provide specific experiences for children to engage their
particular gifts and talents.
Philosophy for Children and the wider curriculum to provide
opportunities for moral debate and discussion around
respect, thoughtfulness, honesty and integrity.
All pupils access an enriching curriculum by being able to
use mathematical skills enthusiastically and with confidence
All pupils are equipped with skills for Mathematics beyond
primary school
The wider school community is engaged purposefully in
supporting the development of Mathematics in particular
Families are actively engaged through twitter feed.
School forums, drop-ins and Maths parent information
workshops
Children are given opportunities to develop moral concepts
across the curriculum with links to philosophy for children
teaching.
Through the use of KAGAN cooperative learning children
share views, opinions and advice during speaking and
listening lessons, as well as on the carpet in homebays.
Units of work and books chosen by teachers reflect cultural
differences and similarities. They recognise new ideas and
have a willingness to modify their cultural values.
Lead person
SE
Time Scale
Aut 2014
CPD
None
None
SE
Autumn 2014
None
None
SE/AS
Autumn 2014
None
None
AL/SE/AO
January 2015
None
None
Boughton Heath
Academy
Cheshire Academies
Trust
SLT meetings including mathematics lead to share outcomes of data

analysis
Write a whole school mathematics display policy focused on
mathematical model and images
Create and implement a new calculation policy which is shared with
staff and parents
Provide CPD to all staff including teaching assistants on Numicon
SLT/AS
January 2015
None
1 x SLT meeting: Cost 0
AS
Spring 2015
None
None
AS
Spring 2015
None
None
AS/TR
External validation of learning of time by First for Maths consultant
TR
INSET day
Easter
None
1x INSET day Toni Reid- Maths Consultant

400
400
taff continue to develop their understanding of updated national

curriculum and how AT1 can be logical planned into a scheme of work
Agree with staff how profile of AT1 will be raised within each class and
school community
Plan and deliver training to parents which details the changes to the
calculation policy and how Numicon
Monitor the effectiveness of teaching strategies for SEND children
across the school, specifically focusing on providing mathematical
models and images to support number understanding
Investigate end of term tests that give a standardized score in line
with national curriculum testing at the end of key stage 2.
To purchase further Numicon resources as required by a staff audit
AS
INSET day
Easter 2015
Summer
term
Summer
2015
Summer
2015
Summer
Term
Summer
2015
None
None
1xPDM
None
None
None
None
None
None
Monitor quality of teaching by undertaking lesson observations jointly

with the Principal
AS/SE
3x1/2 day L and M time SL Maths

225
TBC
Max: 500
300
PPG children to receive targeted support by learning mentor which

ensures that their progress is in line with school expectations
AS/SM
Monitor the consistency of school wide read and respond procedure to

ensure that it impacts on childrens learning
AS
To monitor planning across the year in all classes to identify AT1

activities and how these have been rigorously inserted into logical
progressive schemes of work.
AS
Undertake book scrutiny every 3 weeks to ensure AT1 activities have

AS/SE
Summer
2015
Autumn
Term 2015
Spring and
Summer
2015
Spring,
Summer and
Autumn 2015
Spring,
Summer and
Autumn 2015
Spring,
Summer and
Autumn
Term
Spring,
Summer and
Autumn 2015
AS
AS/LW
AS/SG
AS
AS
Monitoring
Time Scale
Person Responsible
Focus
Alison Spreckley
Mathematics SL
Progress
proportion of pupils making more than expected progress
21 | P a g e
Spring Summer
and Autumn
Terms
None
None
None
Learning Mentor
Cost: 13,323
None
None
None

225
None
10x day L and M time SL Maths

750
Evidence
External
Validation
First for
Mathematics
consultant
Boughton Heath
Academy
Joanne Lucy
Link Governor
Cheshire Academies
Trust

Attainment
Are standards in attainment for reading above national at

records for staff;
the EoKS2 & across KS2?
Has the attainment gap been narrowed with identified

RAISEonline 2014 and school held data;
data dashboard; teacher assessments;
groups?

Quality of teaching
planning; specialist teaching assistant

timetable; external validation; DfE
school in mathematics?
performance tables

and rich experiences for high quality learning in
mathematics?

achievements?
Does mathematics have a high profile in the school?

Attainment
Attainment in mathematics to continue to
RAISEonline and BH data
be significantly above national expectation
booklet
of 29.0.
Increase the percentage of children
attaining level 6 to beyond 15%.
booklet
Attainment in mathematics is high across
BH data booklet
the school compared to national data.
PPG children attainment compares
favourably to those children in their
booklet
respective cohort and is higher than
national data
Almost all pupils with prior attainment at
L2a attain L5 in 2015
booklet
The majority of pupils with prior
attainment L2b attain L5 in 2015
booklet
Progress
booklet
making more than expected progress (3
national curriculum levels) across Key
Stage 2 is high compared with national
data
22 | P a g e
undertaking book
scrutiny in
Summer term
400
Boughton Heath
Academy
Increased rates of progress ensures that at

least 30% of pupils are making more than
expected progress across Key Stage 2
making expected progress (2 national
curriculum levels) across Key Stage 2 is
never less than 90%
Analysis of school held data indicates that
all pupils make at least good progress, or
better in mathematics
Quality of Teaching
Develop the use of AT1 with a particular
focus on number throughout curriculum
Use Numicon in KS1 to enhance learning
and understanding of number and for
interventions in lower KS2.
Teaching and support staff to develop and
agreed policy for mathematical displays
and an understanding of visual images and
models that are displayed all year round
and those which are inter-changeable.
improve their work is ensuring pupils make
at least good progress by reading and
responding consistently adhering to the
marking policy.
The appraisal process is holding teachers
to account for increasing the rates of
progress in mathematics
23 | P a g e
Cheshire Academies
Trust
BH data booklet
booklet
BH data booklet
Teachers planning, Work

Scrutiny, lesson
observation and pupil
discussion
Teachers planning, Work
Scrutiny, lesson
observation and pupil
discussion
Display around the school
and in each classroom
Book scrutiny and pupil

discussion
Appraisal documentation
Boughton Heath
Academy
Cheshire Academies
Trust
C. To develop a curriculum which promotes a thirst for knowledge by

teachers using tangible experiences to enhance childrens
understanding and love for learning.
Tangible
Curriculum
Post it Note Science
Learning Wheel link
History/Geography CPD
Assessment without Levels (MAT)
24 | P a g e
Boughton Heath
Academy
Cheshire Academies
Trust
Strategic Achievement Improvement Action Plan 2015 Curriculum Development

Lead people accountable for driving improvement and securing outcomes Andrew Lucas Link Governor Richard Nutt
Priority:
Finance Plan
C. To develop a curriculum which
Budget
Funding Source
promotes a thirst for knowledge by
Quality of Teaching
1050
Training - 19001
teachers using tangible experiences to
600 MAT FUNDED
Supply - 18001
enhance childrens understanding and love
for learning.
Quality of Teaching
Evidence in topic books demonstrates that learning over time is never less than good in all year groups. In the majority of classes it is outstanding. Currently, linked to the
sections of the learning wheel, evidence in books suggests that higher order thinking skills are not being planned and taught consistently throughout the school. This resulted in
the instigation and implementation of whole school learning wheels. The predicted impact will see teachers plan and teach activities which relate to hypothesizing, comparing and
evaluating. Half termly book scrutiny demonstrates never less than good feedback in relation to marking. The presentation of work has improved dramatically in the last year as
evidenced by the use of water colour, organization and setting out as well as the quality of handwriting. Teachers expectations as a result of the above have risen which has
impacted on the quality of learning and childrens attitudes to work.
Achievement
Based on in school tracking data, the majority of pupils exceed age related expectations in all foundation subjects as well as science.
The schools ethos and principles with regard to our evolving curriculum relate solely to providing tangible experiences to drive learning. This single tenant has driven the work
the school has undertaken from redrafting our whole year overviews to creation of our bespoke learning wheel. We believe children should do rather than research on the
internet or complete undifferentiated worksheets.
We have provided staff INSET training, staff meetings, reflection time and external courses to enable them to plan, teach and assess our curriculum based on experiential and
tangible learning. Staff have been led through an enormous period of change which has included:
Changes in planning
New Curriculum coverage and topics
Use of a tangible experience to drive learning and engagement
Creation of the learning wheel to structure the cycle of learning
Increase teachers subject knowledge and skillset
Non-negotiable expectations have been created for handwriting, presentation codes, WALT/WILF grids etc.
Success criteria:
Attainment
Children to visit a range of community partners and
By the end of key stages the majority of children exceed age related expectations
locations to extend pupils cultural, spiritual and social
Analyse attainment of all cohorts and groups to ensure that attainment is never less than the national
understanding. For example, Chirk Castle, Hilbre Island,
Delamere Forest, Tattenhall, Conway, Museums, sites of
expectations
Progress
historical interest in Chester etc.
Curriculum to provide cultural opportunities to extend
The vast majority of pupils make at least expected progress and majority make more than expected
learning beyond immediate locality.
progress against national age related expectations.
Quality of Teaching
Design Technologists and Artists visiting the children to
The quality of teaching is consistently good with much outstanding

reinforce a love for learning around these specific subjects.
Provide specific experiences for children to engage their
Teachers and teaching assistants have high expectations of pupils achievement and are successful at
particular gifts and talents.
planning and teaching lessons which enable pupils to learn extremely well
High quality marking and constructive feedback focused upon how pupils can improve their work to
Philosophy for Children and the wider curriculum to provide

ensure they make at least good progress over time.
opportunities for moral debate and discussion around
respect, thoughtfulness, honesty and integrity.
25 | P a g e
Boughton Heath
Academy
Cheshire Academies
Trust
Evidence within topic books demonstrates clear links between curriculum subjects, with particular
reference to writing
Post it note science is delivered at least once per curriculum area to ensure children have experience
of At1
Computing is delivered during discrete teaching once per fortnight.
Evidence within topic books reflects clear differentiation for all groups within cohorts.
The learning wheel is used to ensure that teachers plan, deliver and assess against each section to
ensure higher order thinking skills
The planning of work demonstrates that tangible first hand experiences begin learning to engage
childrens interest and curiosity.
Provide opportunity for life skills to be learnt e.g.,

bikeability, first aid, forest school, map reading, charity
fundraising, event organisation and monetary
understanding etc.
Learning wheel promotes and creates independent
learners
Curriculum begins with questions and values input from
pupils giving them space for their own thoughts, ideas and
concerns.
Action
Each class teacher to develop a whole year overview for their year
group, which includes all subjects demonstrating a termly or half
termly central theme which is cross curricular. (Writing emphasis)
All staff to consistently apply the curriculum marking policy and begin
to use gold, silver or bronze stars at the same time providing
constructive feedback which is responded to by children.
To provide staff development on the use and application of acrylic
paint and mixed media and how these can be taught.
Science coordinator to lead PDM in post it investigation, from
experiment to write-up, monitoring evidence available in topic books
Computing coordinator to lead PDM on use of Purple Mash and other
software to deliver the computing curriculum
Agree expectation of topic book presentation with all staff and
monitoring this through book scrutiny.
Lead person
AL
Time Scale
Jan 16th 2015
CPD
Chris Trevor
1x PDM
300 per day
AL
Spring 2015
None
None
JC
Spring Term
1xTwilight
KB
Summer
Term
Summer
Term
Summer
Term
1xPDM
Jon Clayton- Kelsall Artist

0
None
1xPDM
None
None
None
Monitor the effectiveness of planning with particular reference to

tangible experiences and cross curricular links
Monitor learning journey books once per half term
Learning walk to monitor childrens attitudes to learning during topic
work and to ensure teachers have high expectations.
To create a termly unit Medium Term Plan which is question driven to
deliver the unit of work.
AL
termly
None
DHT 6x1/2 day L and M
AL
AL
termly
termly
None
None
DHT 6x1/2 day L and M

None
AL
Chris Trevor
2xPDM
2 x L and M day
CT x3 days= 750
To provide staff development on improving the quality of teaching

within history and geography by using tangible experiences to engage
children.
To devise and implement an effective assessment system to use pupil
assessment information and data to improve learning in the classroom
and at key points of transition between key stages (EY to Year 1; Year
2 to Year 3) in each school
Highlight national curriculum planning and essential and desirable
experiences to colour coordinate with learning wheel sections.
CT
Spring and
Summer
Term
Spring and
Summer
Terms
Spring and
Summer
Terms
See above Christ

Trevor
See above Christ Trevor
None
4x L and M day for DHT

600 MAT funded
Autumn
Term 2015
None
1x PDM
26 | P a g e
SS
AL
SE/AL/MAT HT/DHT
AL
Boughton Heath
Academy
Cheshire Academies
Trust
Staff to plan, teach and assess independent writing throughout topic

units of work to enable effective and accurate moderation.
AL
When constructing schemes of work, teachers use the learning wheel

cycle to ensure higher order thinking skills are planned and taught
effectively.
AL
Learning wheel displays are updated as a working wall throughout the

year reflecting high quality pieces of work from each section of the
wheel.
AL
Person Responsible
Subject Leader
Andrew Lucas
Focus
Spring,
Summer and
Autumn
Terms
Spring,
Summer and
Autumn
Terms
Spring,
Summer and
Autumn
Terms
Monitoring
Time Scale
None
None
None
None
None
None
Evidence
Progress
Spring Summer
and Autumn
proportion of pupils making more than expected progress Terms
Link Governor
Richard Nutt
Attainment
Are standards in attainment above national at the EoKS2 &

records for staff;
across the school?
school held data; teacher assessments;
Quality of teaching

Evaluations of quality of teaching;
school for topic lessons?
planning; external validation.

and rich experiences for high quality learning based
around tangible experiences?

achievements?
Does the learning wheel have a high profile in the school?

Attainment
By the end of key stages the majority of
BHA data booklet, %
children exceed age related expectations
expected and exceeding SL
sheets
Analyse attainment of all cohorts and
BHA data booklet, %
groups to ensure that attainment is never
expected and exceeding SL
less than the national expectations
sheets
Progress
The vast majority of pupils make at least
BHA data booklet, %
expected progress and majority make more expected and exceeding SL
than expected progress against national
sheets
age related expectations.
27 | P a g e
External
Validation
Chris TrevorExternal Advisor
and Primary
Education
Consultant
Boughton Heath
Academy
Quality of Teaching
The quality of teaching is consistently good
with much outstanding
Teachers and teaching assistants have high
expectations of pupils achievement and are
successful at planning and teaching lessons
which enable pupils to learn extremely well
improve their work to ensure they make at
least good progress over time.
Evidence within topic books demonstrates
clear links between curriculum subjects,
with particular reference to writing
Post it note science is delivered at least
once per curriculum area to ensure
children have experience of At1
Computing is delivered during discrete
teaching once per fortnight.
Evidence within topic books reflects clear
differentiation for all groups within cohorts.
The learning wheel is used to ensure that
teachers plan, deliver and assess against
each section to ensure higher order
thinking skills
The planning of work demonstrates that
tangible first hand experiences begin
learning to engage childrens interest and
curiosity.
28 | P a g e
Cheshire Academies
Trust
Teaching overview
document, lesson
observation records
Teaching overview
document, lesson
observation records,
Teachers planning
Book scrutiny
Book scrutiny
Book scrutiny, Lesson
observations, Teacher
planning
planning
observations
planning
planning
Boughton Heath
Academy
Cheshire Academies
Trust
D. To raise the GLD in EYFS so that children

make consistently high rates of progress
from their starting points, academically,
socially and emotionally.
E.Y.F.S.
Good Level of Development Indicator
Environment update
Rates of Progress from below on entry
29 | P a g e
Boughton Heath
Academy
Cheshire Academies
Trust
Strategic Achievement Improvement Action Plan 2015 Achievement and Quality of Teaching
Lead people accountable for driving improvement and securing outcomes Lisa Williams/Rachael Sharp Link Governor Sinead Blythin
Priority:
D. To develop a curriculum which promotes
a thirst for knowledge by teachers using
tangible experiences to enhance childrens
understanding and love for learning.

Quality of Teaching
Finance Plan
Budget
17000
Funding Source
Training - 19001
Supply - 18001
Tenants Maint - 24001
Ed Materials - 40006
Furniture - 40005

Achievement
From on an entry starting point which is typical for their chronological age, 73% of children reached a good level of development in 2014. Therefore, the achievement of the
2014 cohort has been judged to be good. School leaders have therefore judged EYFS to be good overall as a consequence. The main limiting factors to the Good Level of
Development were reading and writing where 8 children across those two areas did not reach the target of the Early Learning Goal (ELG). The prime areas of learning continue to
be a strength of the school with 90%+ children reaching the ELG in those areas. Likewise in specific areas which are not Literacy or Mathematics childrens progress and
attainment are outstanding. Transition matrixes for Reception indicate that in Literacy and Mathematics 80%+ children made expected progress with 17% of children making
more than expected in mathematics, 20% in reading and 10% in writing.
Quality of Teaching
A new Reception teacher has started at Boughton Heath Academy (January 2015). The previous overall quality of teaching was judged as good as a consequence of the 2014
achievement.
School leaders currently judge EYFS to be good, as a result of standards which have fallen from 2013. Coupled with issues such as the outdoor learning space and internal
environment needing renovation, the organization of education programmes in reception, such as writing across the curriculum, need evaluating to ensure that they are never
less than outstanding. Use of assessment systems in school need further evaluation to ensure that children are tracked by Foundation Stage leaders more rigorously. This should
be linked to coverage of development matters bands and foundation stage profiles. Senior leaders within the school have been quick to identify potential areas of development
within EYFS and although achievement is good (2014) the schools pursuit of excellence is such that leaders feel that grading is not acceptable.
Success criteria:
Attainment
Children have educational programmes throughout the year
The percentage of children achieving a GLD (Prime plus Reading, Writing, Number and SSM) to be
where they are challenged to engage in open ended
above 90%.
activities, working together and collaboratively.
Gaps between the attainment of groups of children and all children nationally, including those for
Curiosity and fascination in unusual objects, places and
whom the school receives additional funding are either not in existence or are closing rapidly.
abstract concepts such as respect and concentration.
Progress
Children are inducted into the school using the moral
For vast majority (95-100%) of children to progress to and achieve the ELG whose starting points are
compass to raise issues such as rights of children and
below their chronological age on entry
teachers, respect and responsibility.
For the vast majority (95-100%) of children to progress to and demonstrate elements of the ELG
The use of the outdoor area and forest school provides
whose starting points are significantly below their chronological age on entry.
excellent opportunities to exercise, collaborate, use good
Almost all children (97-100%) to progress to and a small minority (20%-40%) exceed the ELG whose
social skills and development personal skills.
starting points are typical for their chronological age on entry.
Children are provides with a range of cultural opportunities
For all children to exceed the ELG whose starting points are above their chronological age on entry.
in which they explore attitudes, values and traditions,
particular within philosophy for children sessions.
In all FSP areas the percentage of children making expected progress to be above 95% and more
Weekly yoga opportunities provide excellent opportunities
than expected to be above 20%.
for spiritual development training childrens bodies to be
calm, thoughtful and reflective.
30 | P a g e
Boughton Heath
Academy
Cheshire Academies
Trust
Quality of Teaching
Lesson observations demonstrate outstanding teaching over time and this is reflected in outstanding
achievement
The environment is highly stimulating and is consistently updated to reflect changes in planning and
childrens ongoing learning
Planning demonstrates objective led, imaginative experiences that meet the needs of all children
Use of 2simple software enables an accurate assessment picture which record high quality
observations which are sharply focussed on childrens learning and development
Children are highly motivated and eager to join-in, consistently demonstrating the characteristics of
effective learning, due to high quality provision
Clear strategies and policies are in place to engage with parents and carers
Support assistants are deployed effectively to support on-going learning within class by effective
communication of planning objectives
Action
Staff to use 2Simple software to ensure coverage of FS profile
Lead person
RS
CPD
None
None
Use of 2simple software to provide high quality assessments through

observations, linked to the FSP
Learning Journey profiles to hold a copy of 2 simple assessments as
well as relevant evidence of writing and childrens work.
EYFS planning to reflect objective led approach, which responds to
childrens ideas and interests.
Ensure provision within Reception class allows for all 13 areas of
learning, particularly during continuous provision timetabling
To ensure writing and phonics opportunities permeate the continuous
provision to make certain those children who enter below typical in
writing reach Early Learning goal in writing
To implement a continuing rigorous approach to phonics teaching to
ensure that the vast majority of children reach ELG in reading
demonstrating links within continuous provision so that children can
apply their knowledge independently.
Rigorous implementation of on-entry, baseline assessments that
indicate sig below, below, typical or above.
Complete internal and external refurbishment to Reception class
including:
New sinks and wet area to replace old
Internal wall and windows to be built
All woodwork to be renovated
New storage units to replace old
Old furniture to be replaced
Outdoor fence to be replaced and moved to encompass the

adventure playground
New surface (3G turf) to be laid underneath the canopy.
Container to be moved to increase floor space
RS
None
None
RS
Time Scale
September 2014July 2015
September 2014July 2015
From Jan 2015
None
None
RS
From Jan 2015
None
None
RS
From January
2015
From January
2015
None
None
None
None
RS
From January
2015
None
None
RS
Jan 2015
None
None
SE
Easter 2015
None
15,000
Breakdown:
4000- Fence
5000- internal refurbishment
4500- Astroturf
1500- furniture
31 | P a g e
RS
Children have opportunities to appreciate artwork visiting

galleries.
Philosophy for children allows pupils to voice questions and
give them space for their own thoughts and ideas. It also
allows them to think through consequences morally and
gives them confidence to understand others needs,
interests and views.
Staff model interactions and relationships to ensure children
have a good understanding of fairness, respect and care.
Boughton Heath
Academy
Cheshire Academies
Trust
Cloak room to be renovated.

Purchase 6 ipads for Reception class.
Update outdoor risk assessment post renovations to the Reception
outdoor area.
Production of transition matrices for, reading, writing, number, SSM, to
demonstrate expected and more than expected progress across FS
Attainment grids produced to reflect on-entry and exit attainment
Staff to attend moderation meetings with MAT, EIP and LA schools to
ensure reliability of judgements.
To ensure communication with parents ensures learning opportunities
are passed on to school, assessments are shared with parents and
information from class trips etc. is known by the use of:
a termly newsletter
2Simple assessments to be emailed each half term
Share the learning- Parents to view children learning journeys

Play and stay sessions open once a half term with parents
To provide professional development opportunities to new Reception
teacher including:
Stage 1 Forest School training
Moderation training with CWAC LA advisors
Early excellence Centre training- New baseline assessment

methods for 2015
DW
RS
Easter 2015
Easter 2015
None
None
1000
None
RS
July 2015
None
None
RS
RS
July 2015
Spring and
Summer Term
Spring and
Summer Terms
None
None
None
None
None
None
Spring and
Summer Termspossibly into Aut
15
See courses
opposite
1000
RS
SE
Monitoring
Time Scale
Person Responsible
Focus
Rachael Sharp and

Lisa Williams
Reception Teacher and
Year 1 Teacher (SLT
member)
Progress
Does the school hold Reception data evidence that the

proportion of pupils making more than expected progress
(e.g., below to Exceeding) is high compared with national
data?
Attainment
Is the GLD high compared to national data?
Is there a gap between disadvantaged and non?

Quality of teaching
Is learning and teaching consistently good?

and rich experiences for high quality learning in all areas
of the Foundation Stage?

achievements?
Sinead Blythin
Link Governor
32 | P a g e
Spring Summer
and Autumn
Terms
Evidence
questionnaire findings; learning
environment photographs; CPD records for
staff; Learning Journeys; 2 simple profiles
School held data; teacher assessments;
planning; external validation; LA data
summaries
External
Validation
EYFS learning
review, LA
moderation,
ECCERs Test
Boughton Heath
Academy
Cheshire Academies
Trust

Attainment
The percentage of children achieving a
GLD (Prime plus Reading, Writing, Number
and SSM) to be above 90%.
Gaps between the attainment of groups of

children and all children nationally,
including those for whom the school
receives additional funding are either not in
existence or are closing rapidly.
Progress
For vast majority (95-100%) of children to
progress to and achieve the ELG whose
starting points are below their
chronological age on entry
BH data Booklet
For the vast majority (95-100%) of

children to progress to and demonstrate
elements of the ELG whose starting points
are significantly below their chronological
age on entry.
Almost all children (97-100%) to progress
to and a small minority (20%-40%) exceed
the ELG whose starting points are typical
for their chronological age on entry.
BH data Booklet
For all children to exceed the ELG whose

starting points are above their
chronological age on entry.
In all FSP areas the percentage of children
making expected progress to be above
95% and more than expected to be above
20%.
Quality of Teaching
Lesson observations demonstrate
outstanding teaching over time and this is
reflected in outstanding achievement
The environment is highly stimulating and
is consistently updated to reflect changes
in planning and childrens ongoing learning
Planning demonstrates objective led,
imaginative experiences that meet the
needs of all children
BH data Booklet
33 | P a g e
BH data Booklet and LA

data analysis
BH data Booklet
BH data Booklet
BH data Booklet
Lesson observations and

pupil discussions
Environment audit and
ECCERS audit
Teachers planning
Boughton Heath
Academy
Use of 2simple software enables an

accurate assessment picture which record
high quality observations which are sharply
focused on childrens learning and
development
Children are highly motivated and eager to
join-in, consistently demonstrating the
characteristics of effective learning, due to
high quality provision
Clear strategies and policies are in place to
engage with parents and careers
Support assistants are deployed effectively
to support on-going learning within class
by effective communication of planning
objectives
34 | P a g e
Cheshire Academies
Trust
2Simple profiles and

learning journeys
Lesson observation,
learning walks
Parent feedback and
questionnaires
Boughton Heath
Academy
Cheshire Academies
Trust
E. To collaborate with MAT schools to forge

personnel links, developing protocols and
procedures to ensure efficient and effective working
practices in all 3 schools.
M.A.T.
Link HT/SLT/ SENCO/EYFS
/Maths/English SLs
Joint working on 11 by 11 vision.
Assessment without levels
35 | P a g e
Boughton Heath
Academy
Cheshire Academies
Trust
Strategic Achievement Improvement Action Plan 2015 Leadership and Management

Lead people accountable for driving improvement and securing outcomes Steven Ellis Link Governor Joanne Lucy (chair LGB) Harry Ziman (Chair MAT)
MAT ACTION PLAN 2015
Priorities
E. To collaborate with MAT schools to forge personnel
links, developing protocols and procedures to ensure
efficient and effective working practices in all 3 schools.

Quality of Teaching
Finance Plan
Budget
Finding Source
Est. 6000 including supply

demands where approp.
CAT BUDGET
Schools Current Position:

Boughton Heath Primary School, Mill View Primary School and Kelsall School will be forming a multi academy trust named Cheshire Academies Trust. This joint venture will
see BH and MV convert to academy joining Kelsall on 1st January 2015.
Each school will be recognised as an individual and their own core values and ethos will remain. However all 3 schools understand the benefits of shared and collaborative
working practices to improve effectiveness in each school. On that basis, two main priorities have been established as CAT is formed. One; refers to how the MAT schools will
be linking their staff to benefit CPD and working practices and two; developing an assessment system which is not linked to National Curriculum levels.
Success criteria:

To develop and implement MAT wide protocols for communication, collaboration and shared working practices to improve staff practice and
outcomes for children.
Success Criteria (note strategic levels include HT/DHT/SLT/SENCO/EYFS/ Ma/Eng)
Creation of a document outlining shared practice and communication protocols
Creation of timetables and schedules for MAT personnel to link together
Shared policies and procedures at CAT level agreed and implemented
At each strategic level, staff to write an evaluation demonstrating impact on practice and outcomes for children.
At all strategic levels identified staff will meet at least once per term working on agreed agendas/outcomes
School Councils in CAT schools to meet termly
To implement a joint INSET creating 11 by 11 document.
To provide stakeholders with a link to CAT vision and documentation on individual websites.
Quality of Teaching
To devise and implement an effective assessment system to use pupil assessment information and data to improve learning in the classroom and
at key points of transition between key stages (EY to Year 1; Year 2 to Year 3) in each school
Success Criteria
A review of school assessment practices and changes to the curriculum by senior leaders have informed a new whole school system for
assessment across CAT
The assessment system is linked to the schools curriculum and sets out what pupils are expected to know, understand and do, and by
when
The assessment system uses formative and summative assessment to ensure that pupils, teachers and parents know if pupils are
achieving the expected standard
Teachers make consistent judgments and adopt the best practices of working together to moderate assessments for year groups and
end of keys stages
Assessment practices are accurate through both internal and external standardisation and moderation
Any assessment is used to modify teaching so that the vast majority of pupils achieve at least expected standards by the end of the year
or key stage
36 | P a g e
Boughton Heath
Academy
Action
Cheshire Academies
Trust
Lead person
accountable for
the action
Time Scale
Start and End
dates
Training/CPD
needs
SW, SE, DW
Spring Term
None
SW, SE, DW
Spring Term
None
SW, SE, DW
Spring Term
None
Fortnightly Meeting between

HT/Pr
HT/Pr
None
SW, SE, DW
Spring Term
None
School Council
coordinators
LJ
Spring Term
None
Spring Term
None
Map out agenda for INSET day with all 3 schools working together to
formulate 11 by 11 experiences.
LJ SW, SE, DW
Spring Term
None
To create CAT page on individual school website which details shared

vision and principles.
Quality of Teaching
HT/Principals to review current assessment practices from EYFS to end
of Key Stage One; Year 3 to end of Key Stage 2
Research new best practice models of assessment available (e.g. FOCUS
education materials, Opitmum etc)
SW, SE, DW
Spring Term
None

HT/Pr
Mini bus to transport children
to one school
HT/Pr
HT/Pr
INSET day venue and speaker
4000- CAT BUDGET
Website costs 500
SW, SE, DW
Spring Term
None
None
SW, SE, DW
Summer Term
None
Identify relevant training courses to further knowledge re: assessment

practices
Evaluate and agree the effectiveness of new assessment models
SW, SE, DW
Spring Term
None
SW, SE, DW
Summer Term
None
Create a whole school curriculum overview to clearly outline what pupils

are expected to know, understand and do in each year group for every
subject (school level)
Write an effective assessment system using formative and summative
assessment to ensure that pupils, teachers and parents know if pupils
are achieving the expected standard (termly tracking, reporting progress
to parents, subject leaders to ascertain performance in their subjects)
Write PDM materials with DHT to inform teaching staff of the new
Devise an assessment monitoring and moderation cycle to support
teaching staff to use new materials effectively
SW, SE, DW
Summer Term
None
Leadership Time for leaders

across each school
Supply costs
Relevant training events
1000
Leadership Time for leaders
across each school
Supply costs
None
SW, SE, DW
Summer Term
None
Leadership Time for senior

leaders across each school
Supply costs
SW, SE, DW
Summer Term
None
None
SW, SE, DW
Summer Term
None
Leadership time for Ht/Pr to

work together

Develop protocols for working at all strategic levels creating a protocols
document to be shared with staff
HT/Pp to hold meeting fortnightly to determine actions in relation this
action plan
Link individual schools leadership overviews to ascertain a timetable of
support and meetings across the year, which is broke into levels and
terms.
Create an agenda/evaluation document for staff to use when working
together in order to demonstrate impact of collaborative working
School council leaders in each school to arrange for pupils to attend joint
sessions at each school across the year
SBM to liaise with HT/Pp to book speaker and venue for joint INSET.
37 | P a g e
Boughton Heath
Academy
Cheshire Academies
Trust
Collate assessment headlines to support teaching staff to modify

teaching so that the vast majority of pupils achieve at least expected
standards by the end of the year or key stage
Coach & mentor colleagues within school
Monitor & evaluate implementation process
Establish monitoring opportunities across Cheshire Academies Trust
SW, SE, DW
Summer Term
SW, SE, DW
SW, SE, DW
SW, SE, DW
Summer Term
Summer Term
Summer Term
None
None
None
To jointly hold an INSET day to draft 11 by 11 experiences
SW, SE, DW
Autumn Term
None
Who
Steve Ellis- Principal at
Boughton Heath
Academy
Susan WaltersHeadteacher at Mill
View
David WaringPrincipal at Kelsall
Primary
Link Governors
Joanne Lucy- Chair at
BHA
Moira Connelly- Chair
at Mill View
Harry Zimann- Chair
at Kelsall Primary
What
Collaboration and sharing
outstanding practice:
Do senior leaders work

collaboratively to share
and extend outstanding
leadership and practice
across all 3 schools?
Do leaders within school

collaborate termly?
Have children from all 3

schools had a chance to
interact?
Have staff within the trust

collaborated to create a
shared vision and 11 by
11 practice?
Do all 3 schools have a

systematic and rigorous
approach to assessment
without levels?
Monitoring
Where
Spring Summer and Autumn Terms

To develop and implement MAT wide protocols for
communication, collaboration and shared working
practices to improve staff practice and outcomes for
children.
Creation of a document outlining shared practice and
communication protocols
Creation of timetables and schedules for MAT personnel
to link together
Shared policies and procedures at CAT level agreed and
implemented
Protocol and shared practice

document
Timetables lined to leadership
overviews
Policies and procedures
implemented
38 | P a g e

work together
When
HT termly reports to Governors;
newsletters; curriculum information to
families; school website; pupils writing
assessments; pupil voice
questionnaire findings; learning
environment photographs; CPD records
for staff
HT, Trustee and LGB minutes
None
None
work together
4000 venue, speaker and
stationary
External Validation
Across all 3 MAT schools.
Boughton Heath
Academy
At each strategic level, staff to write an evaluation

demonstrating impact on practice and outcomes for
children.
At all strategic levels identified staff will meet at least
once per term working on agreed agendas/outcomes
School Councils in CAT schools to meet termly
To implement a joint INSET creating 11 by 11 document.
To provide stakeholders with a link to CAT vision and
documentation on individual websites.
Quality of Teaching
To devise and implement an effective assessment system
to use pupil assessment information and data to improve
learning in the classroom and at key points of transition
between key stages (EY to Year 1; Year 2 to Year 3) in
each school
A review of school assessment practices and changes to
the curriculum by senior leaders have informed a new
whole school system for assessment across CAT
Teachers make consistent judgments and adopt the best
practices of working together to moderate assessments
for year groups and end of keys stages
The assessment system is linked to the schools
curriculum and sets out what pupils are expected to
know, understand and do, and by when
The assessment system uses formative and summative
assessment to ensure that pupils, teachers and parents
know if pupils are achieving the expected standard
Teachers make consistent judgments and adopt the best
practices of working together to moderate assessments
for year groups and end of keys stages
Assessment practices are accurate through both internal
and external standardisation and moderation
Any assessment is used to modify teaching so that the
vast majority of pupils achieve at least expected
standards by the end of the year or key stage
39 | P a g e
Cheshire Academies
Trust
Evaluations from staff

Minutes of meetings
Minutes of school council meetings
INSET day minutes
11 by 11 document
CAT website
School/CAT Review
Assessment system in place and

used by staff
used by staff
used by staff
Moderation Minutes between CAT
schools
Moderation Minutes between CAT
schools
Data booklets
KPI measurements across CAT
schools

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Cheshire Academies Trust

Communities Achieving Together

Together Everyone Achieves More

ACHIEVEMENT OF PUPILS AT THE SCHOOL

THE QUALITY OF TEACHING

THE QUALITY OF LEADERSHIP IN & MANAGEMENT OF THE SCHOOL

BEHAVIOUR & SAFETY OF PUPILS

EARLY YEARS FOUNDATION STAGE

MULTI ACADEMY TRUST

VISUAL PRIORITY REPRESENTATION

E. To collaborate with MAT schools to forge

B. To increase the rates of progress and raise attainment in

Reading & Writing

C. To develop a curriculum which promotes a thirst for knowledge by

Good Level of Development Indicator

Post it Note Science

LINK TO OFSTED SCHEDULE AND PRIORITIES 2015

Pursuit of Excellence to maintain highest standards

Progress across school

Subject leader to create and distribute

Long Term Plans for curriculum

Analyse current attainment and

External validation of learning of

To increase the rates of progress and raise attainment

To increase the rates of progress and raise attainment

Link year groups together to

To purchase further Numicon

than expected progress from the end of key stage 1 is

To raise the GLD in EYFS so that children make

pupils making more than expected

Staff continue to develop their

Production of transition matrices for,

Monitor quality of teaching by

Staff to attend moderation

EYFS planning to reflect objective led

parents and information from class

Each class teacher to develop a whole

Science coordinator to lead PDM in

Monitor the effectiveness of

All staff to consistently apply the

software to deliver the computing

Learning walk to monitor

Leadership and Management (Multi Academy Trust)

To collaborate with multi academy trust schools to

HT/Principals to review current

Research new best practice models

Jointly hold INSET to draft 11 by

procedures to ensure efficient and effective working

Develop protocols for working at all

Identify relevant training courses to

A. To increase the rates of progress and raise attainment in

Reading & Writing

Alan Peat Sentence Construction

Attendance is high 98.1%

No sign gender gap in any subject in KS1

Children achieving expected progress are high.

High proportions of 2b/2a children in writing and reading progressed to L5

Ensuring consistency within marking procedures

Ensuring analysis of data leads to robust plans to address areas of development

Increase the percentage of children attaining level 6 in reading and writing

Increase the percentage of level 3 writers to above 23% (previous 2014 %)

Attainment in Writing is high across the school compared to national data.

SpAG displays reflects Alan Peat sentence level structures

Teachers plan and teach writing throughout the curriculum

Teachers plan opportunities for independent writing a minimum of 8 times year

Social, Moral, Spiritual and Cultural Awareness

Pupils learn to read exceptionally well by the use of levelled