KEY PRIORITIES

PRIORITY

PRIORITY 1

Quality of Education

CORE CURRICULUM - PHONICS AND READING

Continued development of the use of TWINKL phonics scheme continue to use Phonics tuition funding used to support as many pupils as possible.

Development of our reading scheme to continue including the build-up of a suitable range of resources. Work to develop additional reading support e.g. Parental support, Reading Army

WRITING

To strengthen the teaching and application of common exception words

Purposeful links between reading and writing are made through a carefully planned sequence of lessons detailed on weekly planning sheets.

Staff use research driven strategies to strengthen the teaching of writing. Ongoing CPD and team teaching to explore and embed these strategies.

CORE CURRICULUM MATHEMATICS AND SCIENCE

Continue to embedded White Rose Mathematics scheme throughout the school and to enrich mathematical studies with the use of other materials.

Continue to develop the school’s science curriculum and assessment of science.

FOUNDATION SUBJECT AREAS

To continue to develop our curriculum within the school with an agreed deep focus on identified Key Foundation subject areas.  

Key Identified Foundation Curriculum areas

COMPUTING - Complete work on the scheme of work and progression. Begin to develop assessment.

HISTORY - Complete work already started on progression. Develop resources.  Begin to develop assessment.

Other Foundation Curriculum areas

GEOGRAPHY - Complete work already started on progression.

ART – Start work on scheme progression checking Kapow content. Support the development of art with a variety of creative events for classes and whole school.

PE – Establish new Sports Apprentice in role and ensure the high quality of sporting achievement within the school is maintained. Establish a range of active after school clubs.

RE – Review Discovery RE scheme to ensure it still meets need.

PSHE – Transfer to new co-ordinator and ensure Jigsaw still meets need of the school

DT – Start work on scheme progression using Kapow

MUSIC – Review the use of Charanga, continue to work with music specialist teacher

MFL – Establish scheme

FOREST SCHOOL – Develop the site once building has been completed and establish a set year to complete Forest School

ALL AREAS OF CURRICULUM

To have an umbrella focus for the whole school for the year e.g. retrieval

Further tighten medium term plans for all areas of the curriculum

Build-up of resources in all curriculum areas, check storage after changes due to build.

To develop greater depth learning in all areas

Clarification of homework expectations throughout the school

CURRICULUM ENRICHMENT

Variety of trips and visitors to support a variety of areas of the curriculum to be increased. Each class at least one visit a year.

Creative Arts events and experiences to be built into the curriculum. These to be mapped out for the year,

Parent share events to enhance curriculum experiences. Each class to do two Parent Shares each year.

Extend the number and variety of after school clubs available for all children in the school

PRIORITY 2.

Behaviour and Attitudes

RELATIONAL BEHAVIOUR POLICY

Continued work to embed the policy in the school and ensure all staff understand the theory behind it.

Restorative Practice –simplify the ladder to make it more manageable in the classroom, ensure consistency

Zones of Regulation – introduce a morning log in using a photo or name card in each classroom and this followed up immediately

Tighten low level behaviour in all areas of school

Ongoing development of the use of Emotional language and regulation techniques.

Increased contact with parents through Emails and phone calls home when there are issues in school

EXPECTATIONS

Clear expectations for classroom learning and outdoor behaviour

Parents clear about expectations for their child and themselves including uniform, PE kit

PRIORITY 3.

Personal Development

WELL BEING

Managing stressful times for pupils through the use of Chill out and soft starts to the day

Nurture groups introduced and developed at various times of the day.

Nurture room set up

LIFE SKILLS

Building Learning Power / characteristics of learning revisited and included within learning

Continue to develop Forest School

DEVELOPING PUPILS

School Council (Eco and Sports)

Peer listeners

Playground leaders

PRIORITY 4.

Leadership and Management

DEVELOPING SUBJECT LEADERS

Ensure all curriculum areas are covered by a subject leader.

Co-ordinator non- contact time available to monitor subject

Using teacher expertise in particular subject areas by class swops

DEVELOPING TEACHING SUPPORT ASSISTANTS

Training of Teaching and Learning support staff and preparation time with class teacher

Teaching and Learning Support staff supporting subject co-ordinators with the development of their subject

Development of the role of Key Workers within the school

Deployment of teaching and learning support staff in the school to maximise impact for all children

Regular meeting times for TAS and catch up on information

CPD FOR ALL STAFF

Cradle to Career – Alderbrook

Team Teaching opportunities to support subject development

Visiting other schools

National College / Synergy courses and opportunities.

Time for teachers to meet regular to work on curriculum development and Reporting back to Teaching and Learning Support Assistants

ADDITIONAL

FOCUS AREAS

SPECIFIC FOR THIS YEAR

ADDITITONAL FOCUS AREAS

FOCUS 1.

Management of the build and expansion of the school and development of new learning environment

SEPTEMBER 2023 CHANGES

Set up all the new classrooms in the school for Year 1 to Year 6 this includes moving furniture and ensuring appropriate technology is in place,

Set up temporary areas for EYFS (Playgroup, Nursery, Reception)

Ensure other areas of the school are set up appropriately for use including office, staffroom, meeting rooms

JANUARY 2024 CHANGES

Move EYFS from their temporary space to the new EYFS unit

Ensure all area of the school including the grounds are suitable for use.

RE-ESTABLISHING THE LEARNING ENVIRONMENT

Allocation of spaces for interventions and group work

Displays – organisation and allocation. Try to simplify.

Organisation of resources, some curriculum resources may need to move to new areas.

FOCUS 2.

EYFS

ACROSS PLAYGROUP AND NURSERY

Set up both temporary learning areas and new EYFS areas

Set up new routines

PSE focus and work on Dingley’s Promise.

Ensure use of ‘Evidence Me’ by all staff

WRAPAROUND

PM Curriculum reviewed

RECEPTION

Support new teacher and teaching support within Reception

Ensure learning areas are set up appropriately and review resources

Review phonics teaching.

FOCUS 3.

SEND provision

EHCPs – purple books

KEY WORKERS

INTERVENTIONS

Appropriate training to enable maximum impact and progress

PLPs

PAPERWORK REDUCTION

NURTURE / SENSORY SPACE

FOCUS 4.

Chimps Extended School Provision

STAFFING

Secure all staffing including Before and After School Leader/s

BOOKINGS AND PAYMENT

Ensure that the booking system is still meeting need and consider if any changes are needed to improve efficiency

PROVISION

Promotion of provision especially Playground and Wraparound

Chimps will have additional indoor space (shared with Playgroup / Wraparound) from January 2024 that will need planning.

The outdoor space will also provide additional opportunities that will also need planning to ensure maximum benefit.

EXPANSION

A condition of planning permission was that extended school provision continues to grow this will need consideration regarding sports clubs.

FOCUS 5.

Community links

PARENTS

Relationships with parents through Meet the Teacher, Workshops, Celebration assemblies and Parent Share events

Development of a text messaging service for quick reminders and updates to cut back on the amount of letters going home.

Partnerships PTA – Class representative approach to be continued and developed

Provide a Calendar for the year to support parents with forward planning

Continue to develop Newsletter to share positive achievements within school

Blythe families and focussed support for these families

FOCUS 6.

Attendance

PARENTS

Improve overall parental awareness of the impact of poor attendance through letters and posters etc. Meet the Teacher event

Streamline the process of following up poor attendance and ensure the process is consistently followed

Support families as needed to improve attendance

PUPILS

Consider incentive schemes for classes and individuals to encourage good attendance

Support pupils finding it difficult to come to school.