The Winchester School -- National Agenda Parameter - Action Plan 2023-24
Priority: To embed National Agenda
expectations across whole school
resulting in an excellent educational
provision with outstanding outcomes
and maximization of student
potential
Performance Outcomes:
1. Exceed 2021 PISA targets for the school. Science:531, Mathematics:522, Reading: 536
2. Exceed the 2023 TIMSS targets for the school
i. Year 5: 603-613 in Math and 601-611 in Science
ii. Year 9: 604-614in Math and 614-624 in Science
3. Exceed the 2026 PIRLS target of 579
Obj
ective:
To ensure that National Agenda
Parameters - TIMSS, PISA, PIRLS, NGRT,
PBTS, CAT4 and Progress Tests are well
understood and a key focus in the
schools provision and evaluation
Leaders, teachers, students and parents work collaboratively towards
ensuring that the school’s provision for achieving National Agenda
targets continues to be ABOVE EXPECTATIONS
Most teachers, students and parents are confident about the implications of the National Agenda Assessments and effectively use
NAP data to personalize strategies and achieve better than expected attainment resulting in high standards of education as
evidenced by improving outcomes in NAP assessments
Lead:
SLT and MLs
Focus
Actions
Impact Indicators: When? Who? Evidence
Leadership and National Agenda Action Plan
•
Rigorous and comprehensive NAP
data analysis by all leaders and
teachers leading to impactful
interventions.
•
Highly effective and personalized
training for staff on effective
evaluation of NAP data and its
implications to plan and deliver
differentiated lessons to ensure
maximization of students’
potential
•
Share schools NAP reports and
targets with all stakeholders and
regular monitoring by all
stakeholders to ensure the
intended outcomes are achieved
•
Leaders at all levels demonstrate excellent understanding of NAP data
analysis and are deeply involved in developing effective key strategies
that enable the school to exceed the National agenda targets
•
Teachers are confident in effectively interpreting and using the NAP data
analysis to plan and deliver personalized support in lessons and beyond
to ensure each student maximizes his/her potential.
•
Creative and highly effective training for staff to ensure secure
understanding of NAP expectations.
•
All students and large majority of parents are aware of students’
individual CAT4, NGRT and PTs scores and work on effective strategies at
school and home to enable improved outcomes.
•
LAB members, students, parents and leaders aware of school’s NAP
reports and profiles and actively involved in rigorous monitoring and
collectively hold school accountable to ensure impact and meet/exceed
NAP targets.
ongoing
onwards
SLT & ML
Teachers
Students and
Parents
LAB
members,
School
Leaders,
Students
•
Department Action
plans with NAP analysis
•
Personalised Lesson
plans
•
Lesson
Observations
•
Learning
walks
•
PD/department support
on analysis of data and
personalization
•
Differentiated work
samples
•
NAP flyer
•
Parent orientation
presentations
•
Students’ ILP sheet
•
The quality of the data analysis of the NAP benchmark test
•
Further embed rigorous evaluat
ion
of all NAP assessment data
and its
effective use in planning and
delivery of personalized T & L
strategies to maximise students’
potential
•
Ensure secure triangulation of the
CAT4, PTs, NGRT and standardised
curriculum assessments leading to
appropriate intervention in
identified gaps in curriculum or
support
•
Use NAP data to identify different
groups of students and enhance
personalised support and
challenge for maximum progress
•
Share analysis and reports with all
stakeholders and teachers and
ensure all students are supported
and trained to develop
personalized strategies
•
Triangulation between CAT4, standardized curriculum assessments and
N.A.P benchmark test results clearly identify strengths and weaknesses.
•
teachers are secure in their understanding of CAT4 data and rigorously
evaluate and clearly plan personalized provision to meet any
achievement gaps.
•
Wide range of teaching and learning strategies and resources are
implemented in good or better lessons like learning menus, interactive
ICT tools, role-plays, working with models, concept cartoons- catering
to multiple intelligences and abilities to engage students better and
enhance achievements.
•
All leaders analyse and triangulate all the assessment data and review
the curriculum provision, and lead workshops for all teachers to use
data analysis and individual report for their cohort and personalize
provision leading to prompt and effective support in place for identified
gaps and targeted groups of students.
•
Different groups of students more accurately identified like SEND, G&T,
target students, ELL using NAP data and effective personalized support
in place to ensure maximum progress
•
CAT4, NGRT and progress tests reports shared with parents and
students. All students are aware of their individual CAT4 profiles, their
strengths and areas of development and work on effective strategies at
school and home to enable improved outcomes. Large majority of
parents are also aware of the reports and support to achieve the targets.
Ongoing
Ongoing
O
ngoing
All
teachers/
HODS/ HOKS
ML’s and
teachers
Students and
parents
•
Department Action
plans with NAP analysis
•
Data graphs
•
Personalised Lesson
plans
•
Lesson
Observations
•
Learning
walks
•
PD/department
support
on analysis of data and
personalization
•
Differentiated work
samples
•
Students’ ILP sheet
Adjustments to the curriculum (Arabic, Mathematics, English and Science)
•
Curriculum is reviewed modified
to fill in the gaps in content and
skills based on TIMSS (2019) and
PISA (2018) framework
expectations as well as outcomes
from Progress tests, and PIRLS
across school.
•
Rigorous analysis of all assessment
data leads to effective
personalized adaptations for
specific students as well as
modifications in curriculum
provision to maximize students’
potential
•
All SOW in English, Maths and Science have been thoroughly reviewed
and aligned to meet the identified gaps in both content and skills from
result data analysis as well as framework requirements ensuring
continuity and progression in skills and knowledge.
•
Critical thinking, independent learning, use of technology and high
level of challenge with keen focus on developing inter- disciplinary skills
with real life connections, have been integrated into the curriculum in
all subjects across phases to help meet/exceed the NAP expectations.
•
Class activities include TIMSS and PISA style tasks in most subjects.
Assessments include TIMSS and PISA style questioning measuring
reasoning and critical thinking.
•
Impact is ensured through rigorous monitoring by all stakeholders and
is visible in improved student outcomes
Ongoing
and reviewed
termly
All
teachers/
HODS/ HOKS
•
Annotated SOW
•
lesson plans
•
Lesson observations
•
work samples
•
lesson observations
•
Learning walks
•
LAB observations
•
Data sheets
Adjustments to teaching
•
Ensure all teachers across phases
have secure understanding of
assessment data
(internal, external, Progress Test,
NGRT, TIMSS, PISA, CAT4, PBTS,
PIRLS ) and analyse it effectively to
plan and deliver personalized T
and L strategies to meet the needs
of all students.
•
Ensure consistency of best
practices through team teaching
modelling, peer observations and
timely feedback and follow up
- with the focus on effective
questioning, innovative, critical
and independent thinking,
enquiry
and investigation in connection to
real life.
•
Most teachers confidently and consistently deliver Very good or better
lessons with enhanced personalisation and challenge based on effective
use of all NAP data enabling excellent progress for all groups of students
from their starting points.
•
Wide variety of activities incorporated in lessons with very keen focus
on effective questioning with thinking time, problem solving, reasoning,
justification and critical thinking skills with real life investigations and
enquiry-based tasks embedded in most lessons.
•
All groups of students make outstanding progress due to personalized
support and stretched challenge to maximize their potential across all
phases.
reviewed
termly
All MLs and
tea
chers
•
Lesson plans
•
Lesson o
bservations
•
Learning
walks
•
Assessment samples
•
Peer observations
•
Team teaching
evidences
Improvement in learning skills
•
The individual CAT4 and Progress
Tests reports shared with all
students and parents through
Phoenix vaults.
•
In discussion with teachers, all
students evaluate their reports,
develop effective strategies for
school and home and work
towards achieving their targets
diligently.
•
TIMSS and PISA results and targets
shared with all students through
flyers and posters to help them
understand the significance and
contribute to achieve school and
National agenda.
•
Teachers personalize lessons meet
their differentiated learning needs
and provide numerous
opportunities to help students
develop independent, effective
and varied learning skills.
•
Most Students are aware of their CAT 4, NGRT and Progress test results,
and devise specific strategies and follow up to achieve their targets.
•
Most students demonstrate well developed inquiry, research and
investigative skills with effective critical thinking, complex inferencing,
and problem solving to exceed the TIMSS and PISA expectations.
•
Most students skillfully and creatively use ICT tools and choose from a
wide variety of resources to showcase strong 21
st
century learning skills
in lessons and beyond supporting in meeting/exceeding NAP
expectations.
Reviewed
termly
Students
and
tea
chers
•
Individual reports on
Phoenix
•
NAP ILP sheets with
targets
•
NAP poster and flyer
•
Work samples
•
Event loggers
•
Lesson observations
•
Student feedback
•
Students’ projects
