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School Priorities 2021-22

  1. Ensure that system leadership provides opportunities for collaborative working that endeavours to instil an exceptional curriculum offer which promotes life-long learning.

  • Identify and define all subject and area leads to allow them to be linked under a senior leader.
  • All area and subject leaders to monitor their own subject and responsibilities in line with curriculum updates moving from a recovery to a revised broad and balanced curriculum.
  • Staff produce SLRs (including use of monitoring, pupil voice and Knowledge Organisers) that evaluate quality of education and pupil information retention.
  • Network meetings across the hub lead to best practice being shared via triads in briefings.
  • Review impact of subjects within whole school curriculum.
  • Review impact of Middle Leaders for subject areas.
  1. Use instructional coaching to ensure evidence-based practice within the classroom enhances provision and pedagogy.

  • Explore reasons behind children’s behaviour and implement strategies to promote a positive learning environment, including the use of communication friendly spaces.
  • Explore research linked to curriculum and pedagogy to refine a bespoke designed curriculum that is coherent and rich in knowledge & experience.
  • Draw on evidence to describe and draw upon effective explaining and modelling techniques.
  • Develop teacher’s capacity to be responsive, adjusting tasks and clarifying when either asking questions or giving feedback.
  • Staff help children become fluent, securing a long-term memory by implementing practice and retrieval techniques.
  • Review range of learning experiences offered during the year to analyse how they have equipped pupils with deepened & extended learning, knowledge and cultural capital they need to succeed in life.
  1. To provide further opportunities for students to make a highly positive, tangible contribution to the life of school and their wider community using the vertical housing system and leadership opportunities as a vehicle.

  • House events calendar presented at the start of term.
  • Identify opportunities where house leaders can be visible, valued leaders in their communities and include cross year work.
  • Monitor community leadership opportunities.
  • Bespoke House events linked to Personal development behaviour and attitudes
  • National school sports week used as a vehicle to further develop relationships in houses and leadership Provision of diverse range of sporting opportunities for children and families with all children having the opportunity to try something new.
  1. To raise standards in reading – including a love of reading, placing reading at the heart of the curriculum so that pupils are familiar with and enjoy listening to a wide range of literature.

  • English SL to implement a text-led curriculum ensuring Lexile appropriate quality text coverage mapped out for use across the curriculum, including the use of picture books and non-fiction.
  • DH to enrol teachers on a TRG group through the English Hub to support with awareness of texts and children’s literature.
  • Following QA, provide CPD around types of questioning and ensure children have opportunities to experience a range of question types inked to appropriate coverage of content domains.
  • Support staff to understand how to use texts to develop the metalinguistic awareness of children and their understanding of language choices in order to help them use and apply language meaningfully.
  • English SL to ensure a sequential, planned approach to vocabulary development and progression to close the vocabulary gap.
  • Implement reading areas in each classroom that promote a love of reading and include communication friendly spaces; engage with CLPE and research to ensure book corners foster a love of reading for pleasure.
  • Develop opportunities to engage pupils, families and the wider community in a variety of reading activities, both to support and enhance learning and to develop a love of reading. E.g. reading workshops, book swaps, community reads, meet the author, library visits, book fairs, home-school reading app, celebration assemblies, the reading shed, The Secret Library and high-profile reading events.
  • Set up and monitor a reading buddies system to expand opportunities for children to read, be heard reading and to listen to a text being read.
  • Evaluate use of current reading interventions and introduce Lexia as a tool to support pupils who have fallen behind in reading to make accelerated progress to catch up.
  • Introduce additional guided reading sessions to allow for small group focus teaching and careful tracking of reading to monitor progress and attainment. Benchmarking (incl. register) and other tools (home-reading app linked to RYATW) used to regularly assess progress through book-bands and tracking and moderation used to validate judgements and identify CPD needs.
  • Develop a summer reading strategy that involves every child and every family.
  1. Ensure all SEND children have access to high-quality provision so they make progress according to their needs.

  • Adapt learning environments for SEND children to support their learning and promote independent learning.
  • Differentiated resources to enhance learning for SEND children, for example individual concrete resource packs.
  • All staff to be aware of SEND children’s individual targets and to ensure these targets are taught continuously throughout the curriculum.
  • All staff have access to high-quality SEND CPD which will enhance development of children and culture of inclusion within school.
  1. To ensure that personal development is at the heart of the curriculum and is interwoven throughout the ethos of the school.

  • PD calendar links a thread of PD through the curriculum overview including opportunities to promote & enhance BV, SRE, RE, PHSE, SMSC, careers, house events, planned trips & the use of Pic News.
  • Implementation of the “Coleridge Values” incentive through the school’s housing system. Launch to take place in Aut1.
  • After school provision reviewed and updated.
  • Review the Personal Development threads and coverage in line with curriculum overview. Is what we are saying being delivered?
  • Review “Coleridge Character” incentive through the school’s housing system.
  • Review overall impact of PD Threads identified and ensure that the Impact report of Personal Development is written and distributed to all stakeholders
  1. To create an environment for children to regulate and understand their own behaviour following COVID disruption.

  • OTAP programme to be completed by identified TAs.
  • CPD speed-dating opportunity to be developed to increase staff repertoire of skill, and understanding of behaviour management linked to the needs of our children e.g. attachment, ASD .
  • Incorporate the use of communication friendly spaces within reading areas to provide a safe space in each classroom to self-regulate and communicate emotions.
  • Behaviour plans are monitored for effectiveness through co-production.
  • MAT Behaviour hub offer CPD for TAs across whole school and coach each other to develop strategies with feedback cycle.
  • Family feedback and support provided to promote positive behaviour outside of school.
  • Transition enables ‘what helps me be the best I can be’ between child and new/old teacher
  1. To improve overall attendance figures to 96% from reception onwards.

  • Collaborate with Instill to ensure that all children are monitored effectively and that all the attendance policy is being adhered to.
  • First Day Calls to ensure all children are given the right to learn every day
  • Monthly attendance meetings to share best practice across trust.
  • PA and lates are monitored and identified families to have meetings with well-being team.
  • Consistently promote attendance with weekly assemblies and half-termly rewards so pupils understand the importance of coming to school.