| Evaluate assessment and make sure it is meaningful so that it builds pupil's retention of knowledge and skills | - Teachers to make sure that curriculum intent and what they want pupils to know matches the statements on Scholarpack, ensuring that teaching and assessment are interlinked.
- Subject leaders to be precise about the vocabulary they want pupils to know and use is through each subject area.
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| A rigorous and sequential approach to the reading curriculum develops pupils’ fluency, confidence and enjoyment in reading so that all pupils can read fluently by the end of Key Stage One. | - Teachers assess gaps in reading and quickly address these to make sure that pupils read fluently.
- quality CPD around reading for fluency.
- HT to read a story, in the library, daily to different year groups to instil a love of reading.
- KS1 staff to prioritise reading more; including reading to an adult daily.
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| To develop teaching & learning of pupils with SEN so that high-quality, differentiated teaching is consistently applied across the school | - Staff CPD on how to differentiate work effectively.
- Staff CPD looking at the graduated response, pre-teaching to support those with SEND.
- Monitor teaching & learning, closely looking at differentiation and how this supports those with SEND.
- Lead the inclusion team to support staff in differentiation and meeting the needs of all those with SEND.
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| Enhance the music curriculum further so that it alines to the Model Music Curriculum March 2021, DfE. | - Pupils to receive a minimum of one hour of teaching
- Pupils to be given opportunities to sing, including warm-ups, breathing, posture, dynamics, phrasing, context, and vocal health.
- Pupils to be given opportunities to listen to Western Classical Music, Popular Music, and Traditional Music from around the World.
- Pupils to perform singing and playing musical instruments.
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