CARISBROOKE CLUSTER 2003 – 2004
Title	Summary	Lead School	Key Contact
Talented and Gifted (incorporates KS 3 bids)	- Development of a policy across the cluster - Promote cross-phase working of TAG co-ordinators and enable time for this - Using common terms of reference to identify gifted and talented pupils and establish a cluster register - Set up support systems across the cluster - Establish a multi-cultural dimension	Carisbrooke High	Jay Shipley
Raising Standards in Writing	A 2-3 Year Project designed to raise achievements in writing of pupils who have not achieved national average at end of KS1 through - Targeting and tracking progress of specific children within cluster - Delivery of high-impact/focussed training and coaching by External Consultant - Implementing a “specific” framework for assessment and focussed teaching of writing - Enhanced professional development of individual teachers for managing the project within School (16 leading teachers within cluster) - Regular on-going support and training of Year 3/4 in First 1 year of project and Year 5 and 6 teachers (2nd Year Project) by LEA consultant/AST - Systematic feedback, monitoring and evaluation of project - Additional T.A. support for spelling/phonics programme - Non-Contact time for leading teachers to monitor, coach and evaluate pupil progress within their School	Shalfleet CE Primary	Viv Collins and Linda Cahill
Key Stage 1 Intervention	- The aim of the project is to work with children in year 1 and their families to provide good basic skills through an intensive intervention programme. - Children will be selected on the basis that they are unlikely to achieve national norms at the end of key stage 1.	Carisbrooke CE Primary	Wendy Gibbins
Year 4/5 Writing Project	- Facilitate the transition of pupils from year 4 to year 5 and ensure progression and continuity when pupils transfer from primary to middle school. - To raise standards of writing across the curriculum in Key Stage 2	West Wight Middle	Lesley Anne Bryant

COWES CLUSTER 2003 – 2004
Title	Summary	Lead School	Key Contact
Inclusion and Family support	- The aim of this project is to work closely with the schools to identify underachievers early on, agree the possible causes of the underachievement and to work closely with the pupils, teachers and parents to bring about an improvement. The post holder will be working more with children where the problems are attendance, social and behavioural.	Osborne Middle	Colin Parker
Improving Standards in Children’s Narrative Writing	- The project will target 28 teacher researchers engaged in gathering evidence, reflecting and analysing their practice - Innovative use of data with older pupils providing the opportunity to keep learning logs - Focus on pupils’ perceptions at the transfer points in their education	Northwood Primary	Vicki Johnson
Raising standards through Enrichment Activities for Gifted and Talented pupils	- The aim of this project is to work closely between the schools to support gifted and talented pupils so that they are extended appropriately in order to fully meet their potential	Somerton Middle	Marion Smith
Raising standards through effective transition between schools within the cluster (EDP objective)	- The aim of this project is to work closely between the schools to build up trust and confidence to: - Use data to track pupil progress throughout their school career - Use this to identify those borderline pupils who need additional support to achieve the higher level - Share expertise and effective teaching and learning practice	Solent Middle
Making the difference at Key Stage 3 in Maths, English, Geography and History
Focus to writing and boys’ achievement in English in particular non fiction writing	- Working with, targeting, tracking and monitoring borderline level 6/7 in yr 9 and also working with students at the top end in year 7 & 8 - Working with level 4/5 and level 2/3 students in year 9 and level 3/4 and lower end of the ability range in yrs 7 & 8.	Cowes High	Pat Warner
Cross Phase maths extension classes for the more able mathematicians with special emphasis on the girls	- There will be 10 sessions run after school hours where students mathematical thinking is challenged. ( Continuation of what has already been happening at CHS this term. - Puzzle and tasks for the more able circulated every three weeks to year 7, 8 & 9 with prizes allocated for the best and most original solutions. Entry for these students into the World Class Maths Tests
The development of writing and ICT within History and Geography	- Development of a website where students’ work is displayed. Students can access materials on the site. - Purchase of interactive white board for all of cluster to use in class. - Training and associated CPD for staff on the creation and delivery of the above

MEDINA CLUSTER 2003 – 2004
Title	Summary	Lead School	Key Contact
Arts Olympiad	To provide a sustainable Arts / Creativity focus within the cluster that will support the priorities of the EDP and the raising of achievement and - through the work of consultants, continue the introduction of the KS3 strategy and raise awareness of the teaching and learning emphasis within it. - engage Headteachers, senior mangers, teachers and governors in the leadership and management of teaching and learning - including Beacon schools and G&T co-ordinators in identifying and supporting gifted and talented pupils - raising awareness of governors, parents and businesses in raising achievement across the key Stages. - address issues of attendance and engagement with the educational process	Medina High	Richard Williams
Improving Writing and Reading at KS 3 through the Development and Use of Interactive Media	- Units developed to improve students analytical reading – increased focus on Language. - Closer working links between the cluster schools – MHS staff to deliver some lessons in both Downside and Ventnor - Increase in percentage of students gaining level 5 in Year 8 optional SATs - Increase in percentage of students gaining levels 6/7 in KS3 SATs - Increase involvement in the writing process, particularly among boys	Medina High	Debbie Rashley
Developing Interactive Learning in KS 3 Maths	- Units of work developed to improve outcomes in Algebra and Geometry across Key Stage 3, but particularly with able students. - Increase in the percentage of pupils attaining level 5 and above at the end of Key Stage 3 - Increase in the percentage of pupils attaining level 7 and above at the end of Key Stage 3 - More interactive lessons than at present with pupils better able to orally communicate their understanding of mathematics	Medina High	Karen Begley
Improving data handling and numeracy in Key Stage 3 Science	- Increase data handling opportunities for students in lessons within the Cluster Group. - Improve data handling of students in Science lessons. - Develop numeracy skills specific to scientific investigation. - Increase percentage of pupils attaining Level 5 and above by the end of Key Stage 3 - Science staff in Cluster understand how the whole Key Stage is taught, the needs and requirements - Improve motivation of students towards numeracy, students wanting to use data logging equipment.	Medina High	Mark Whillier

RYDE CLUSTER 2003 – 2004
Title	Summary	Lead School	Key Contact
Raising Standards and Involvement for Gifted and Talented pupils	To appoint a cluster G and T co-ordinator (Vanessa Hicks) to: - devise an action plan; - liaise with G and T AST; - develop programme of activities for G and T; - research provision across cluster To establish common criteria and register for G and T	Binstead Primary with Ryde High	Helen Flynn with Linda McGowan
To inform the Inclusion Agenda and improve the support networks within each individual school, provide training to designated support staff and teaching staff in order to provide a consistent model	A consistent approach to: - Behaviour Management leading to cut in exclusions, improvement in behaviour - Family Support – parents attending support group sessions - Out of Hours Learning – increase in activities - Family Learning – parents and children accessing opportunities - Trained Behaviour Support Workers - Teaching Staff given opportunities for Behaviour Management training	Ryde High / Mayfield Middle/ Haylands Primary	Gary Booth
Interactive Teaching for purposes of raising standards at KS2.	The aim is to develop materials that can be delivered via an interactive whiteboard. The objective is to raise the standards of attainment of a target group of pupils who have a CATs score range of roughly 90 – 100. Initially the subjects involved would be English, Mathematics and Science. The plan is for each school to identify a Year 4/ Year 5 teacher who is happy to pilot the scheme. The whiteboard will be placed in that teacher’s classroom in order that he/she can develop good practice with the new software and with new teaching strategies.	Bishop Lovett	Rob Ellis
Use of ICT and Literacy to enhance learning at KS3 Art & Design	- Co-ordinate staff on research and purchase of appropriate goods - Provision for ICT within the department - Several inset days for all staff using ICT used in context for KS3, KS4 and Post 16 - Sharing good practice – lesson observations, meetings and discussions - Evidence of students’ work – increased quality and in-depth, especially coursework - Teachers schemes of work modified to include new resources and teaching methods	Ryde High	Sarah Emms
Improving Writing and Boys’ Achievement in English at KS3	2003/4 - Through interviews and data analysis identify the reasons for boys underachievement in writing - Develop schemes of work that address these issues	Ryde High	Linda McGowan
KS 3 Geography -	Explore the use of IT in Schemes of Work - Focus on structures of writing - Establish baseline levels and use formative assessment targets - Teacher peer observation to focus on teaching and learning / work scrutiny	Swanmore Middle	Jan O’Mara

SANDOWN BAY CLUSTER 2003 – 2004
Title	Summary	Lead School	Key Contact
To: - promote better attendance - enhance teaching and learning - explore wider collaboration in training	The focus is to develop the education of the students by ensuring that they are in school, receiving a diet of activities that are challenging, relevant and appropriate to individual needs and this diet is delivered by a workforce that is confident and well trained in accelerated teaching and learning methods.	Sandown High	John Bradshaw
Raising achievement in KS3 MFL	- Cross school group to meet for training, to identify teaching opportunities and to collaborate in teaching styles, content and literacy - New course established in high school - Student visits between high school to middle school - Continuing ICT package with targeted middle ability groups in each school - Cluster writing competition on an agreed theme - Review impact upon students and learning - Identify objectives for following year	Sandown High	Douglas Radnidge
KS3 History - Transitional working across schools through ICT: The aim is to develop a cross phase project based on crime and punishment or similar theme	- Liaison between co-ordinators to determine the materials required for the project - Production of materials and web links - Literacy training ( as required) - Install E Learning equipment in history rooms in each school - Training on use of above where required - Students carry out tasks and school visits take place - Assessment of progress made against aims and predicted performance	Sandown High	Vicky Elliott / Spencer Brown
Developing the literacy skills of boys at KS3: The aim is to develop the level of interest, interaction and attainment of boys in reading and writing	- Audit existing materials and outcomes and student attitudes - Adapt course and texts as required and seek to vary the teaching and learning styles to match the learning styles of the students - Use the IOW transitional English unit and texts - Focus upon boys’ reading habits and increase the profile of boy friendly tests in lessons and in the libraries, developing existing good practice - Newspaper day with Middle school pupils attending High school and on line activities	Sandown High	Ian Vickers
To develop the level of accelerated learning in science with a view to increasing the engagement and attainment of all students	- Initial focus on the middle ability in the high school and the more able in the middle schools - Beneficial to the development of teaching and learning in general - Audit of schools’ needs and identifying responsibilities - Pilot lessons/units based upon accelerated learning techniques and the use of liaison meetings to monitor progress and review projects	Sandown High	John Fairey