Archibald Primary School – How do we ensure high outcomes are maintained?


Leadership is the key. High outcomes at the end of Y6 are a result of a whole school approach to raising

  •  A shared high expectation by everyone. All pupils in every year group are expected to
    achieve age related outcomes. Start every year knowing our Widely Important Goal
  •  Leadership are passionately committed to driving up standards by delivering a broad
    and balanced curriculum -The ‘Bigger picture’ curriculum- eg RSC active approaches to
    learning, Character education.
  • The HT and DHT meet formally each week to evaluate the work of the school and to
    drive school improvement. Other members of staff join these meetings as required.
  • Senior Leadership team meet regularly. Clearly defined roles within the Senior
    Leadership team and the wider school team.
  • Middle Leaders have a high profile within the school, leading on whole school
    initiatives (eg WW1 week, health and Fitness, Gifted and More Able)
  • Governors attend regular, structured in-school CPD sessions and remain very well
    informed about the work of the school. They are able to both support and challenge
    the work of the school. The Raising Achievement committee is a key driver in raising
    attainment. Senior leaders and middle leaders attend and are accountable to the
  • Accurate school self-evaluation, quality assured by external partners. Quality
    assurance is seen as part of the school improvement loop. The school invests heavily
    in external quality assurance to drive school improvement.
  • Structured Standards Team Meetings take place each half term in Reception, Y2 and
    Y6 and termly in other year groups. Analysis of individual pupil’s progress and
    attainment and that of groups takes place, with follow up ‘Health Checks’ after half a
    term. Focus remains on Key Marginal pupils – those that are ‘borderline’ to achieve
    ARE. Forensic analysis of data facilitates the identification of key Marginal pupils, and
    those at risk of asymmetrical attainment.
  • Initiatives well researched before being introduced. Consistent approach when
    introducing new initiatives –start small scale and build up. Don’t expect quick fixes but
    look at the long term, eg the PIXL approach.
  • An ongoing commitment to CPD to build professional expertise. CPD is customised a
    different levels for teachers and support staff. Funding is made available from school
    budget to address staff development, eg writing moderation.
  • Whole school strategy for ‘closing the gap’ initiatives, funded through pupil premium
    and school budget.
  • High profile of our Care Team which supports the care and wellbeing of our vulnerable
    pupils with a focus on removing barriers to learning.
  • September 2016 – 2YO provision (Archibald Pre-school) started in order to impact
    positively on EYFS outcomes.
  • Each year group has a TLR – responsible for curriculum, teaching and learning and
    standards within their own year group.
  • Additional teaching and support staff funded through pupil premium.
    Each class has a full time TA. Additional teachers in KS2 enable children to be taught
    in one of three pathways (HA, AA, LA). Y6 has a HA+ pathway to facilitate attainment
    at greater depth. Children do not remain rigidly in the same pathway throughout KS2.
    The expectation is that all children will attain ARE by the end of the year. The
    pathways enable the curriculum to be personalised to support the children in
    achieving ARE.
    KS1 have progress groups who work daily with teaching staff – ensuring the lowest
    attaining pupils are able to access the appropriate year group curriculum.
    In EYFS additional support staff support targeted pupils – those identified as very low
    baseline scores.
  • Organisation of learning – Big Picture Curriculum based around three key questions:
    What are we trying to achieve? How do we organise learning? How well are we
    achieving our aims? RSC Active approaches and character education are an integral
    part of every child’s entitlement.
  • Staff expertise and CPD – All staff meetings are CPD opportunities driven by SDP.
    Additional weekly opportunities for support staff CPD. Short weekly briefing for
    housekeeping issues. Structured and sustained CPD opportunities refine and adapt
    practice of groups and individuals. This follows a long term plan driven by the SDP.
  • ‘Aces in places’ – teacher subject knowledge is key. Opportunities to share and reflect
    on outstanding practice both within teams and throughout the school.
  • Action research in the form of peer reviews. Teams have ownership of their research
    within a wider focus – currently reflecting EEF toolkit.
  • Pastoral team supports learning through removing barriers. Teachers able to focus on
    the core business of teaching and learning.
  • Effective wider workforce enables leadership team to focus on teaching and learning.
    Breakfast club, Lunchtimes and afterschool activities led by experienced and
    empowered staff who appreciate the contribution thy make to successful outcomes.
  • Organisation of the school day – every second counts. (eg split playtimes and
    lunchtimes, early morning tasks etc)


  • Clear succession planning, including a strong relationship with ITT provider
    (employing several final placement students), developing middle leaders ‘in house’
    and employing middle leaders with experience of working in other good/outstanding
    schools to add value and experience to the teaching team. Very clear and demanding
    person specifications mean our teachers meet the needs of the school and the
    demands of good to outstanding teaching.
  • Regular school sweeps inform school evaluation and improvement planning.
  • Teacher, TA and support staff performance management cycles develop resilience
    within the staff team.
  • Metacognition – encourage children to appreciate how they learn best and to allow
    them opportunities to continually improve their work (eg DIRT time, character
  • Wider experiences (’50 Archies’) planned for progression from Nursery to Y6. Funded
    through Pupil Premium
  • ‘Productive paranoia’ – building on previous results in order to improve further.
  • Full engagement with PiXL and PiXL Principles (throughout the school, not just in Y6)
    – consideration given to asymmetrical learning/outcomes
    – forensic analysis of data
    – laser sharp actions
    – focus on accurate data
    – ‘Level 5’ Leadership
  • DIRT( Dedicated improvement and response time) time for all teachers to work with
    pupils on identified areas of improvement.
  • Teacher CPD -recognising the CPD needs of teachers at different points in their career
  • Seizing the opportunity of developing assessing without levels – heightened
    expectation with key strands identified in reading, writing and mathematics which
    drive intervention, especially in the Autumn term.
  • Closing the Gap Leader – focus on implementing proven initiatives (eg metacognition,
    use of TAs etc from EEF Toolkit)


Developing wider partnerships to learn from and share good/outstanding practice:-

  • MCLT
  • RSC – Lead Associate School
  • PiXL – Lead school for the North East
  • Strong links with our 2 main secondary schools (Macmillan Academy and Acklam
    Grange School) – responding to their strengths and our needs.
  • Comparing school data to national – coming from an area of high deprivation is not
    used as an excuse for poor attainment. Our focus is on attainment for all groups of
    pupils exceeding national figures.
  • LA eg moderation workshops
    September 2016