School Priorities 2020-21

Priority 1 – To ensure all children close any gaps in learning due to Covid-19 closure through adaptation and differentiation of the current curriculum

• Develop a curriculum that is objective focused, intense and time limited.
• Introduce catch up curriculum plan and intent so all staff have clarity.
• Ensure structure of catch up sessions are quick paced and focus on fluency
• Whole class feedback to identify clear gaps in children’s learning.
• Interventions to take place and focus on individual children’s misconceptions and gaps.
• Low-stakes quizzes and pre and post learning to inform children’s understanding and inform teacher assessments.
• To ensure that children are able to access learning from home due to self-isolation or bubble closures.

Priority 2 – Ensure all pupils receive their entitlement to high quality provision across EYFS Develop programme of study to ensure a skills-based curriculum.

• Plan and produce a curriculum (two yearly cycle) for F1 and F2 to include the new Early Years Framework, Early Learning Goals and opportunities to widen the children’s experiences and promote cultural capital.
• Introduce objective led planning in F1 and F2 to plan and deliver high quality, correctly pitched teaching through provision to maximise progress.
• Use assessment to inform planning in order to address gaps in knowledge and to challenge all learners.
• Implement sustained shared thinking to extend children’s thinking and to develop their language.
• Provide opportunities for reading, writing and maths in all areas of provision and through daily routines.
• Plan and facilitate parental workshops for Phonics and Everyday maths so that children can be supported at home with these key skills.
• Provide lots of opportunities for talk during the day to develop pupil’s language skills. For example, circle time, helicopter stories, poetry basket etc.

Priority 3 – Continue to develop high quality teaching and learning that impacts all children

• Children to be challenged and supported appropriately using scaffolds and questioning
• Teachers to use AFL strategies throughout sessions to gain a greater understanding into their knowledge.
• Talk and sentence stems used throughout teaching sequence to support progression of learning.
• Lessons are sequential and build on previous knowledge to ensure learning is built upon over time and children gain a deep conceptual understanding of their learning.
• Whole class feedback to be used to ensure pertinent advice is given to move learning forward and to address misconception rapidly.

Priority 4 – Subject aspect leaders are able to evidence impact in their subject area.

• Develop programme of study to ensure a skills-based curriculum
• CPD to introduce curriculum drivers and share intent
• Planning collaboratively to ensure skills are taught explicitly
• Use QA cycle to monitor and evaluate impact – SL to report findings to SLT
• Review through SL timeline and QA cycle. staff questionnaire regarding confidence and competence of staff

Priority 5 – Increase the attainment of phonics and reading at the end of KS1 and KS2.

• Continuous assessments and review of groupings
• Continuous masterclasses to drive and shape standards and quality of teaching
• To continuously monitor RWI groups and children through observations and pupil voice.
• To ensure high quality texts are provided for non-fiction whole class reading which lead to current topics
• Catch up curriculum to focus on the basic skills of reading to ensure gaps in learning are addressed
• CPD around types of questioning and being exposed a variety of question contents
• Promoting love of reading through recommended reads, library visits and book clubs.
• To continuously monitor and evaluate the teaching and learning of reading.

Priority 6 – To ensure bullying, aggression, discrimination and derogatory language is rare and dealt with quickly and effectively.

• Friendship cadets (Camerados) to be trained to effectively support peers
• Staff CPD for all members of staff including LSAs to ensure derogatory language is dealt with effectively
• School council to effectively lead change within school

Priority 7 – Continue to develop parental engagement.

• Monitor and evaluate parent involvement in events using parental voice
• Continue to hold a variety of events to involve parents in school life celebrating a range of diverse and cultural events
• Continuously run events to upskill parents around key skills needed to support children including Family Links to enhance and support parenting skills
• Parental meetings to be held termly to ensure parents are able to contribute and express their opinions around whole school life.

Priority 8 – Continue to prioritise mental issues across the school community in light of Covid-19 pandemic.

• MHL to receive training to become Mental Health First Aider
• Monitoring of staff well-being and workload through staff questionnaire and continuous support
• MHL to work towards completion of Mental Health Award.