School Improvement Plan 2021-22
PRIORITY 1:To continue to embed the principles of Teaching for Mastery both in lessons and fluency. To measure the impact of our mastery journey.
: Fluency sessions are embedded throughout school with a focus on accuracy, flexibility and efficiency.
: Early years and KS1 staff who are new to year group/school are confident with the principles of mastery in their year group.
: EYFS and KS1 staff begin the Mastering Number program from NCETM and high quality CPD continues for all staff in terms of mastery.
: Staff develop a program of peer observation, planning lessons together, observing each other and evaluating lessons together.
: Subject leader and KS1 champion to continue with the embedding mastery program from the NCETM.
PRIORITY 2:To provide high quality early years education.
: To construct a curriculum that is ambitious and designed to give children the knowledge, self-belief and cultural capital they need to succeed in life.
: The curriculum is coherently planned and sequenced. It builds on what children know and can do, towards cumulatively sufficient knowledge and skills for their future learning.
: There is a sharp focus on ensuring that children acquire a wide vocabulary, communicate effectively and, in Reception, secure a knowledge of phonics, which gives them the foundations for future learning, especially in preparation for them to become confident and fluent readers.
: The school’s approach to teaching early reading and synthetic phonics is systematic and ensures that all children learn to read words and simple sentences accurately by the end of Reception.
: To develop the teaching of writing and reading in EYFS to ensure higher outcomes end of EYFS.
: To continue to develop skills of the team to write observation comments that focus on the assessment criteria and characteristics of effective learning in order to clearly identify next steps in learning.
: To involve children and parents in assessing children’s learning.
PRIORITY 3:To raise standards in Phonics and Spelling.
: To ensure that teachers assess pupils’ learning and progress regularly and accurately.
: To ensure that teachers have high expectations of standards in phonics and spellings.
: To ensure that there is sequential planning of phonics and spelling: setting of challenging tasks.
: To ensure that teachers use effective strategies in English lessons, through teacher modelling of the explicit teaching of spelling.
: To ensure that those pupils who are falling behind make accelerated progress through focused and regular intervention.
: To ensure that key spellings are applied across the curriculum.
: Gaps in phonic resources resolved.
: Pupils become confident/ accurate spellers.
PRIORITY 4:To further develop the schools distinctive Christian Character.
: To formalise and embed a robust process of school self-evaluation of Christian Distinctiveness which involves governors, parents, children and staff.
: To continue to develop our curriculum opportunities to meet the academic and spiritual needs of all children.
: To enable pupils to continue to be actively involved in social action projects as courageous advocates.
: Continue to support and improve pupil and staff mental and physical well-being by increasing the opportunities for personal reflection.
: To proactively continue to promote an ETHOS of respect across school.
: To increase the involvement of children planning, leading and evaluating collective worship to deepen their understanding of worship and extended opportunities for spiritual development.
: To develop the monitoring of RE to ensure that all units of study are thoroughly and well taught.