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.
Coleridge Primary School is part of The Central Learning Partnership Trust: a company limited by Guarantee.
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