|Evaluate assessment and make sure it is meaningful, so that it builds pupil's retention of knowledge and skills|
- Make sure that formative assessment is used daily, in each lesson, to aid teacher's planning
- Make sure summative assessment is used termly to aid teacher judgement Dec, April, July
- Look at each subject area for what we want out pupils to know, remember & understand.
|To enrich the curriculum offer in arts education providing all pupils with cultural capital understanding |
- Implement cultural capital experiences for all pupils
- Continue to arrange visits to key places during each term to enhance learning
- Continue whole class music tuition from Y1 - Y6, including EoY concert.
|Develop teachers’ knowledge and understanding of Mathematical pedagogy, so that pupils achieve above their own expectations|
- Staff CPD ways of developing mathematical understanding
- Subject knowledge audit on all staff to assess understanding of curriculum
- Use a range of resources to develop teacher's skills, eg, White Rose.
|Teachers have good knowledge of the subject(s) and courses they teach. Leaders provide effective support for those teaching outside their main areas of expertise.|
- All class teachers to sign up to Chartered College of teachers
- Teachers to access The Key CPD centre and track professional development that they have undertaken, giving feedback during staff meetings
- Selected staff on a weekly basis share an article around pedagogy and how this has had an impact on their teaching/classroom
- Implement and train staff in the 'No More Marking' initiative, aiding staff with clear understanding of assessment and moderation.
|Implement the new PSHE statutory changes.|
- All staff to read statutory framework for PSHE
- Write policy
- Implement Jigsaw to cover all aspects of the statutory changes
- Policy and Curriculum to be presented to staff and governors
- Monitor the implementation of the framework
|To develop teaching and 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 and 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.
|Pupils' work across the curriculum is of good quality.|
- Set criteria of what 'good' quality work looks like in each phase, EYFS, KS1, LKS2, UKS2, and share this with staff.
- Assembly to all pupils talking about pride in our work and what 'good' quality is and being proud of work
- Publish work on website, where 'good' work is shared and praised and pupils feel proud to have work displayed.
- Staff to have high expectations of what is expected of pupils and what 'published, good' work looks like.
|The sharp focus on ensuring that younger children gain phonics knowledge and language comprehension necessary to read, and the skills to communicate, gives them the foundations for future learning.|
- CPD for staff on phonics and how this is delivered in this school, not using other resources that are outside Sounds Write.
- Improve S&L part of the English curriculum to support children gaining phonic knowledge & comprehension skills.
|The work given to pupils is demanding and matches the aims of the curriculum in being coherently planned and sequenced towards cumulatively sufficient Knowledge.|
- Build on staff CPD around differentiation with CPD on unleashing excellent teaching
- Staff CPD on skilful questioning
- During 1:1 meetings staff identify areas they are going to trial in classroom and feedback to SA during meetings - fortnightly.
|Teachers create an environment that focuses on pupils|
- Clear criteria set for school expectations of an environment that focuses on pupils
- Share criteria with staff and help with misconceptions around quality environments, that are clutter free
- Monitor the implementation of the criteria, holding teachers to account for their environments.