Priority One​

To continue to raise standards of teaching and learning in writing to ensure consistency across the school and to improve the % of children reaching secure and greater depth.

 

RATIONALE:

Following the pandemic, there are noticeable gaps in children’s spelling and grammar and data from the previous academic year supports this; therefore, we need to adopt a more consistent approach to writing across the school and provide further opportunities for writing across the curriculum.

 

To raise the profile of writing across the school and to strengthen the approach to the teaching of writing so that children develop a ‘love of writing’.

Success criteria

 

• 85%+ of children to meet Age Related Expectations throughout the school (ARE)
• An increase in children achieving greater depth in writing throughout the school – 25+% of children throughout Key stage 1 and 2.
• Evidence in English books of tasks that support the development of spelling and grammar.
• Evidence of consistency and challenge in English books and cross-curricular writing throughout key stage one and two.
• Children are given verbal feedback during lessons to make immediate progress.
• All children to understand their targets (or ‘next steps’) in writing and know how to improve. Children are given time to carry out next steps for immediate progress during lessons.
• Teachers use marking to ascertain what children can/not do and then plan next lesson accordingly for progress. This will be evident in children’s books.
• Evidence shows that the teachers’ plans and lessons take full account of children’s needs.

Pupil Progress meetings are rigorous and teachers are held to account for the performance of all children in writing.

 

Priority Two

To continue to raise standards of teaching and learning in phonics to ensure consistency across the school and to improve the % of children meeting the phonics screening threshold

RATIONALE: Following periods of disruption, only 82% of children met the threshold for the phonics screening in 2021-22.  The school’s new phonics programme, ‘Unlocking Letters and Sounds’ was only introduced during the latter part of the summer term, so this needs to be embedded into the school to ensure consistency and a subsequent increase in the % of children meeting the threshold.

 

Success criteria

 

• 95% of children in year one to meet the phonics screening threshold in 2022-23.
• 100% of year 2 children who did not meet the threshold in year 1 to meet the phonics screening threshold in 2022-23.
• An improvement in pupil’s spelling throughout the school.
• Evidence in English books of improvements in spelling.
• Evidence of consistency in phonics teaching lesson observations.
• Evidence shows that the teachers’ plans and lessons take full account of children’s needs.
• Pupil Progress meetings are rigorous and teachers are held to account for the performance of all children in phonics.

 

Priority Three

To enhance provision and develop the wider curriculum, including further use of the outdoor space.

RATIONALE: The basic provision is good, and the wider curriculum is already enhanced.  However, there remains greater scope to develop provision and the wider curriculum further including the outdoor space to improve outcomes for children.

Success criteria

 

• A wider range of high quality opportunities are available to children which extend their thinking and broaden their horizons.
• The curriculum takes more account of children’s individual interests and gives scope for more independent learning.
• The outdoor learning environment is utilised further, enabling the children to experience a wider range of learning opportunities.
• The revised curriculum ensures progression, avoids repetition and makes meaningful cross curricular links to deepen children’s understanding, showing clear intent and impact on children’s development.
• A wider range of extra-curricular activities that improve outcomes and provide opportunities for children to develop a wider range of skills.
• Extended provision supports working parents and positively impacts on attendance/lateness.
• Governors have a clear understanding of the strategic direction in which the school is moving.