Curriculum & Assessment Action Plan /17

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1 Curriculum & Assessment Action Plan /17 To ensure that the curriculum is broad, balanced, with measurable progression and develops the child as a whole. A broad and balanced curriculum reflected in work evidence, books and lessons covering a full range of subjects with a golden thread of a pastoral curriculum throughout. Establish a structure for teaching and assessing key skills and knowledge in non-core subjects. Incorporating non-core subject progression and leadership accountability into the current accountability cycle. A consistent approach to the teaching of Science Skills and Knowledge that is trackable and explicit within the classroom. Establish a Pastoral Curriculum within the school to ensure our school proactively develops aspects of SMRC and PHSE in a progressive manner. Embed PHSE / SMRC / curriculum to ensure it is seen as part of daily practise. Establish an accurate and objective measure for progress in core subjects. Have consistent half-termly measures regarding Reading, Writing, Maths and SPAG.

2 Maths Action Plan /17 To improve maths outcomes so that the percentage of pupils making expected and above expected progress is above the national average. Percentage of children achieving the expected level or above by the end of EYFS, KS1 and KS2 to be at or above the national average. To ensure clear implementation of the Mastery Curriculum across all phases within the school. All staff and classes are to follow the Mastery Curriculum and for this curriculum to be fully planned and resourced. Pupils across all levels in the school are to make expected or better progress due to the in depth nature of core concepts of the Mastery Curriculum. To ensure that staff have secure subject knowledge across all areas of the maths curriculum to deepen and develop understanding and learning for all pupils in line with the Mastery Curriculum. All staff to have good subject knowledge of the Mastery Curriculum and how to differentiate effectively to ensure that all children are making expected or better progress. To ensure that resources and images are being used effectively to support reasoning and understanding in line with the Mastery Curriculum. All classes to be using maths toolkits and for the children to be proficient in using the equipment to support their learning and to show their reasoning within problems solving and the structure behind mathematical concepts. To ensure that higher ability pupils are given sufficient challenge at greater depth through the Mastery Curriculum. Work across all abilities should be differentiated within the principles of the Mastery Curriculum and learning tasks for children working at greater depth should be designed to deepen understanding rather than extending on to new content.

3 Reading Action Plan /17 To improve reading outcomes across the school The percentage of pupils making expected and above expected progress by the end of KS1 & KS2 in reading is above national. Attainment in reading by the end of KS1 and KS2 is above national averages. Progress and attainment in EYFS is above national averages. The proportion of pupils meeting the expected standards in phonics screening exceeds the national average. (See School Targets for further details) Raise the profile of reading for pleasure and reading at home through use of the Literature Spine Improve the progress in KS1 and KS2 of WTS Readers through use of targeted intervention Identify weaker areas of teacher planning and provision for GR and target subject leader support. Agree key reading skills on new assessment system Pupils make above expected progress in reading because teachers utilise a wide range of tightly focussed teaching strategies. Teachers have a secure knowledge of pupils reading and can plan specific opportunities for them to achieve the next steps in their learning. Planning and assessment systems are used consistently across the school.

4 Teaching & Learning Action Plan /17 To improve outcomes in all year groups through better teaching & learning. Teaching is never less than good with an increasing proportion of teaching judged outstanding. Attainment and progress is at least good across the school and is consistently above national averages in EYFS, Y2 and Y6 in all areas. To ensure that pupils have the opportunity to deepen their learning during lessons. Pupils demonstrate a deeper understanding of their learning across the curriculum. To ensure support staff are better targeted to the needs of pupils. Pupils receiving intervention make at least good progress in key areas. To ensure teacher assessment is targeted, manageable and leads to demonstrably better outcomes in learning. Teachers, Leaders and Managers as well as governors have confidence in the available data. Assessment data is accurate and leads to better learning. To ensure that any policy reviews are based on best available evidence and enable teachers to maximise learning and progress whilst considering a sustainable work-life balance. Teaching is never less than good across the school. Pupils make above expected progress and teachers workload is more sustainable in the long term. Key action 5: To ensure CPD is monitored, effective and impacts the teaching and learning All Subject Leaders share best practice termly

5 Writing Action Plan /17 To improve writing outcomes across the school The percentage of pupils making expected and above expected progress by the end of KS1 & KS2 in writing is above national. Attainment in writing by the end of KS1 and KS2 is above national averages. Progress and attainment in EYFS is above national averages. (See School Targets for further details) Maintain the profile of T4W in the school (particularly ensuring consistency in Y5/6; extending use to Year R; provide training on use of T4W in non-fiction). Continue to improve handwriting standards (Maintain consistency in implementation of handwriting policy by new staff) Review spelling and marking policy to meet expectations of new curriculum (Monitor current provision from Y1-6 and purchase new resources; Provide staff training on integrating grammar teaching with T4W) Improve writing enthusiasm by: Opportunities for outdoor writing particularly to enthuse boys; Ensure additional time given to extended writing from Years 1-6; Create audiences for writing (between year groups, publishing, parents, website, blog); Integrated grammar teaching.

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