Projects 2018 / 20

Projects 2018 / 20


To develop a deeper understanding in secondary schools of the mathematics curriculum covered in primary schools, and a deeper understanding in primary schools of the topics that challenge students most in key stage 3. 

  • KS2 curriculum shared by primary schools
  • KS3 maths leads contribute thoughts; all information reviewed;
  • Recommendations made for implementation by September 2019 and review during 2019-20.
  • "Improvement in Maths attainment, especially amongst disadvantaged students for i) KS 2 and ii) progress measures for end of KS 3 by July 2020, as measured against 2018 benchmarks"?

Supporting staff to develop independence in children with SEN so they are less reliant on adult support.

  • Releasing an effective teacher to lead staff training at each school
  • Creating a resource bank that can be adapted for different topics
  • Working groups to share ideas
  • Improvement in outcomes for children with SEN
  • Confidence in staff to ensure children can access lessons without additional adult support
  • Confidence in children to be able to access the lessons
  • Specific targets to be created for each school based on internal data

Investigate ways to improve rates of progress for more able girls in Maths - Particularly in a ‘Mastery context’. Improve provision of Maths for more able girls

  • Maths leads to hold ‘network meeting’ and organise T&L activity in each other’s schools -  (e.g. Learning walks, observations, team teaching, planning scrutiny etc)
  • Shared school development/action planning
  • Joint INSET / training for maths leads
  • Visits to schools that have a reputation for excellent mathematics (nationally) teaching
  • Engagement with the NCETM maths hubs
  • A narrowing of the gender gap for Greater depth Mathematics  (present in a number of the Bernwode schools)
  • Improved numbers/ %s of girls attaining Greater depth / high scaled scores in Maths

GREATER DEPTH WRITING - Development of teaching and learning practices in Years 3-5 to ensure a progressive journey for more able writers towards a secure Greater Depth Judgement in Y6

  • Involvement of Stephanie Hilder to provide twilight training across the liaison group and support with moderation processes
  • Class teachers across the liaison group working together to evaluate schemes of work, share practice and introduce changes as appropriate
  • Development of strategies for effective moderation and milestones across KS2
  • Liaison with the Secondary schools Year 7 departments
  • Closing the gap between the number of children achieving GDS in Reading and Writing with more of a correlation in line with the national picture

To improve maths outcomes across the liaison group for disadvantaged pupils.

  • Naureen Kausar to deliver training on identifying barriers for disadvantaged learners
  • Headteachers to disseminate training and complete pupil premium barriers to learning grid in our own settings.
  • Headteachers to complete pupil premium maths self-evaluation against NFER/TSA review model.
  • Headteachers to peer review
  • Headteacher/PP lead to update PP action plan following review
  • Headteachers meeting to identify strengths across liaison group and areas for development
  • Plan workshops to address key barriers utilising the side by side model
  • Implement “learning together in mathematics” peer tutoring from Spring 2 2019. (EEF +5months)
  • Share good practice in liaison group
  • To diminish the difference between starting point and age related expectation for PP in Maths

To support the mental health of our young people so that they are able to engage more socially, emotionally and academically.

  • training for staff
  • action plans based on key year group or key school issues
  • surveys to be completed prior and after staff training
  • attendance could be measured
  • late entry to school could be measured
  • outcomes could be measured

Progress towards larger proportions achieving greater depth writing/maths. , Increasing proportion of disadvantaged achieving greater depth.

  • Moderation across schools
  • Network meetings
  • Training on greater depth standards
  • Teacher exchange observations
  • Pupil-led learning – KS3/4, KS1/2

Improved outcomes in greater depth writing and maths


To develop our staff knowledge and skills to support children in managing their behaviour. 

  • HTs to discuss the way forward and the best approach
  • Investigate high profile speakers who may be able to inspire and inform
  • Form a focus group to share strategies in our schools post Inset. 

Teachers and support staff in Chesham schools will have a shared understanding of effective behaviour management and be able to support one another. 


English: Reading

An initial analysis of the 2018 outcomes across schools in the Cressex Liaison Group identified boys reading to be an area of underachievement when compared to other groups and local and national bench marks in the Early Years and Key Stage 1.

Headteachers agreed that reading was a priority area across the schools and outcomes for boys was an appropriate focus, although the target age range may be adjusted to meet the requirements of every school in the liaison group.


Reading workshops for parents

  • Engaging with the National Literacy Trust’s Young Readers Programme
  • English/Reading Co-ordinators twilights to share best practice and impact of initiatives
  • Identification of ‘Reading Champions’ who model best practice in the teaching of reading
  • Boosting book stock in each school
  • EYFS Progress from baseline
  • EYFSP % Reading (plus % GLD) to close the gap between boys and girls (GLD 2018 45% Bs 63% Gs)
  • KS1 
    • Y1 Phonics
    • boys and girls (% expected standard 2018 Bs 71% Gs 79%)
    • boys and national (% expected standard 2018 82% Bs 71%
    • Y2 Expected
    • boys and girls (% expected 2018 Bs 59% Gs 76%)
    • boys and national (%expected 2018 76% Bs 59%)
  • KS2 to be confirmed progress score for reading
  • KS3/4 for consideration

Writing in KS1 and KS2

  • Visiting other schools with outstanding progress in writing (out of county?)
  • • Using action research interventions that are effective

Closing the gap / rapid progress


Improved outcomes in maths, Diminishing differences, Challenge

  • Moderation across schools
  • Subject leads from all key stages to meet
  • Transition work to include pupil-led workshops and teacher exchange observation
  • Teacher-led meetings

Improved outcomes for maths

John Colet

Liaison group analysis identified Maths for disadvantaged pupils is below expected progress. The Liaison group to undertake a joint project to focus on raising the progress levels and improving perceptions of Maths for disadvantaged children.

  • Agree a format to use for Liaison schools to analyse internal data
  • Analyse liaison data to identify barriers to disadvantaged learners- Use of joint analysis tool
  • Joint Inset work to be undertaken including inviting speaker to share good practice and how to increase progress for disadvantaged pupils- Contact to be made with NRich to investigate possible Inset for Sept 2019
  • Develop good working practices to improve perception of maths across disadvantaged group and 3support development of parental engagement.
  • Schools to develop working relationship through Maths moderation/ and Maths competitions.
  • Moderation will increase staff confidence in assessment and competitions will provide engagement points for children and parents.

  • Investigate the impact of same day intervention teaching of maths and trial with some groups of disadvantaged children

  • Pupils from disadvantaged group meeting expected progress at end of KS 1 and KS 2 with greater confidence.
  • Pupils develop strategies to increase talking and listening which increase reasoning skills in Maths.

Disadvantaged Pupil in Upper Key Stage Two – Focussing on ARE in Maths and Reading.

  • To use personalised on-line 1:1 tuition to support and enhance learning
  • To use personalised on-line  1:1 tuition to accelerate progress
  • To use personalised on-line 1:1 tuition to consolidate prior learning

Initial target - 70% of disadvantaged pupil achieve ARE in reading and maths in 2020 SATs


To look for new, innovative and sustainable ways to improve boys writing across EYFS, Key Stage 1, 2 and 3.

  • Undertake a detailed analysis of 2017-18 data on boys writing across the schools in the liaison group.
  • Undertake a SWOT analysis of boys writing currently in our schools – where are the barriers? Engagement? Opportunity? Resources? Teaching?
  • Share current outstanding and innovative practice across the liaison group schools.
  • Undertake research on boys writing and ideas to engage and inspire boy writers. E.G.
  • Contact David Maytham, TT Education
  • Utilise literacy specialists to introduce and/or develop practice in school based on current good practice and new ideas.

Improved outcomes for boys’ writing- in line with girls’ reading and writing at the end of each key stage

Princes Risborough

To improve oral language of pupils with aim to improve comprehension, writing and understanding in maths.

Group feel that many children, including Pupil Premium pupils come in to school with poor language skills; increased numbers of pupils with SALT and generally unable to express themselves orally.

  • Whole school Inset – Nicky Gamble
  • Schools agreeing on high expectations on modelling of language – consistent across group.
  • Reaching out to preschools to see how language is promoted there
  • Sharing best practice across primary schools and secondary schools.
  • Pupil premium children are at least achieving the expected level at end of respective Key Stages, including phonics check.
  • Children who are on border of WTS/EXS move to EXS as have language to access test papers

Although the data shows a need to improve outcomes for writing at the end of KS2 it has been agreed that we would be looking to secure improvements at the end of all stages from Early Years to KS3.

The project would also aim to improve transition between key stages so pupil attainment does not dip at these points.

  • Sharing of policies and practice around the draft / write / edit process to produce a summary of best practice as a guidance document.
  • Lead staff to be SLT in order to support leadership development with the expectation that a detailed joint action plan is produced and evaluated.
  • Opportunities to observe best practice in each other’s settings through arranged peer observations. Leaders to devise an agreed format for peer observations and agree dates so that any barriers to starting the project can be avoided.
  • Work to provide exemplification around expectations for Year’s 2, 4 and 6.
  • Focus on cohesion and enabling pupils to effectively proof read and self-edit for this aspect of writing.
  • End of KS2 attainment has been 61% for the last two years so above this baseline. Aim for 65% in line with 2016.
  • Outcomes and impact could also be assessed/measured using soft data such as pupil voice and colleague's voice.

Fluency, reasoning and challenge: the language of Maths


Initial meeting of all Maths managers (including SLEs at High ash and Cottesloe and English lead from Newton Longville). They will decide on the details of the project.


To help participating schools to achieve their individual targets

Wycombe North

Writing - White disadvantaged boys (14% gender gap in EYFS, KS1 7%, KS2 16%)

  • Action Research (eg Gary Wilson )
  • National Literacy Trust training (eg IPEEL)
  • Creativity in writing focus ( )

Improved progress levels for boys

Wye Valley

To tackle the issue of mental health and well-being as a barrier to learning by:

  • Improving the quality of content and delivery of Personal, Social and Health Education
  • Devising a progression of skills and attitudes from EYFS to Year 7 and potentially beyond Y7, including transition
  • Researching, implementing and evaluating resources to enrich the curriculum

  • Identifying strategies to ensure positive behaviours and mental well-being

  • Training for staff on supporting students to develop positive behaviours and mental well-being, perhaps from the PSHE Association
  • Collaborative meetings to share policies, curriculum overviews and teaching strategies
  • Build a resource bank to be used by teachers in the Liaison Group
  • Regular visits between schools to share best practice by teachers and TAs

‘Measurables’: Attendance, English and Maths outcomes, mental well-being, transition success Y6-7


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