School Development

At the end of each academic year, the school collects data in all subjects and also speaks to the children, staff and parents of the school to investigate the strengths and areas of development for the year ahead.

This year (2021 – 2022), we have 4 key areas that the school wish to develop.

Key Area 1: Attainment & Progress: Covid-19 Recovery

Rationale:

As a result of Covid-19, from March 2020 to July 2021, the children had several disruptions to their education including a national lockdown from March 2020 to July 2020 & January 2021 to March 2021, class bubble closures, individual isolation and staff absence due to isolation.

End of year data (July 2021) showed several pupils in each cohort declining from Greater Depth to Expected, Expected to Working Towards and Working Towards to Below when comparing to levels taken just before the first lockdown was implemented in March 2020. This significantly impacted end of year results with regard to the percentage of pupils working at the expected level or above and at Greater Depth.

Aim:

The aim of this key area is to have a secure and in-depth understanding of the impact that Covid-19 has had on the attainment & progress of individual pupils across the school. This is so that the necessary changes can be made during 2021 – 2022 to the curriculum, teaching & learning and intervention/tuition programme so that pupils are supported in returning back to making expected progress or more overtime.

Actions:

Headline

Action

ASSESSMENT

Children to complete end of year assessments. Gap analysis document to be produced by teaching staff. Assessment to be used to inform planning during the next academic year to support with catch up.

MONITORING & TRACKING

School to produce a clear tracking and monitoring document so that class teachers can clearly identify pupils that are no longer on track to make expected progress overtime as a result of lockdown, class bubble closures, isolation and other disrupting factors over the past two years. Teachers to target these pupils both in class and via small group intervention work. Target pupils to be identified in teacher appraisals.

GREATER DEPTH FOCUS

As a significant number of GD children were identified as moving from GD to Expected during the July 2021 assessments, school to provide more GD interventions for these children (including on-line tuition) and target these children during teaching & learning in lessons.

TIMETABLE CHANGE

The school day to be extended so that additional Maths/English learning sessions (specific to cohort need) can be added to support teaching & learning. Flexibility to be given to teachers with regard to the timetable so that they can prioritise key and critical learning for their cohort.

SHARING EXPECTATIONS

Reading, Writing & Maths expectations for the term to be shared with Parents/Carers at the beginning of the year so that they are aware of what is expected from them chid by the end of the year.

PARENT/CARER WORKSHOPS

School to provide parent/carer workshops with regard to how they can help their child at home with Reading, Writing & Maths.

PROMOTION

School to promote reading, practising spellings and playing on TT Rockstars as much as possible when at home and celebrate their success in doing this. Also, re-introduce the previously held reading, timestables & spelling competitions to encourage additional learning at home.

STAFF CPD

CPD to be provided during Autumn 2021 for all staff in the following areas: Phonics, Maths Methodology, Teaching Reading & Working Walls.

YEAR 6 EARLY RETURN

Year 6 to return a week earlier than other year groups to support them with settling into Year 6 and with addressing any gaps that have been identified from Year 5.

SPELLING

As spelling was identified as an area of concern when discussing writing assessments, English Lead to implement a new Spelling Programme. Discrete spelling to be taught each day.

Success Criteria:

 

 

Key Area 2: Phonics & Early Reading

Rationale:

For the past three years, the school has been using the Letters & Sounds Phonics scheme of work which from February 2022 is no longer a sufficient scheme of work for the school to use.

Results in reading at the end of Reception was low at the end of 2021: 4%. (Previous Years – 2020: 70.0%, 2019: 73.1% & 2018: 62.1%).

Phonics results, although steady, fluctuate between being in-line with national and slightly below national and therefore the school aims to have results consistently above national. (Previous Years – 2021: 7%, 2020: 80.7%, 2019: 82.8% & 2018: 77.4%).

Aim:

The aim of this key area is to ensure that the school has a successful validated phonics programme fully embedded in school by February 2022 to support early reading and to increase the reading attainment in Reception & Year 1. Also, to increase the phonics screening scores so that the score is above national in 2022.

Headline

Action

VALIDATED PHONICS PROGRAMME

School to secure a validated Phonics Programme, provide training to staff, purchase resources and organise timetables for the delivery of this programme.

PARENT WORKSHOPS

School to share with parents/carers the new phonics programme as well as provide workshops on how to effectively listen to their child read. Parents to be invited into school to listen to their child read on regular occurrences – reading mornings.

READING INCENTIVITES & ENGAGEMENTS

School to re-introduce home reading awards, invite guest readers / authors into school, continue to purchase texts as requested by the children, invite book companies into school to promote books, ensure reading areas in each classroom are inviting, encourage more use of the immersion room for when reading to the children as an additional stimulus.

READING BUDDIES

Orgnaise reading buddies at lunch and playtime so that the older children have opportunities to listen to the younger children read – outdoor library/ book swap.

HOME READING BOOKS

School to ensure that all reading books matching phonics levels and reading ages. Also, that the books being sent home are engaging and enjoyable for the children to read.

INCREASE ALLOCATED READING TIMES

Timetables to organised so that there are several sessions dedicated to reading – Silent Reading, Guided Reading & Class Read etc.

STAFF CPD

CPD to be provided for all staff with regard to the new Phonics Programme and Reading Programme.

READING INTERVENTION

1:1 & small group reading intervention to be implemented for identified pupils.

Success Criteria:

There will be an increase in reading at the end of Early Years from 2021 – Target 70%+.

Phonics results at the end of year will be above national – Target 82%.

Reading at the end of Year 1 will be show a significant increase from 46.4%.

When listening to children read, children will be using their phonics to decode the reading of more complex words. Also, books will be matched to the correct age.

The majority of children in Year 1 will have a reading age in-line with their actual age.

When speaking to the children, they will talk positively about reading and be able to name different authors/genres and talk about their favourite story.

During observations, the children will be accessing the library and show respect for books and a love of reading.

The percentage of children reading at least three times at home each week will be at least 80%+ per class.

Engagement during reading mornings and at parent workshops will be high.

Key Area 3:

The aim of this key area is to ensure that staff have a clear understanding of what strategies they can use to ensure that every child reaches their potential in each lesson by being given either the right support or level of challenge.

 

Key Area 4: Remembering More Over Time

The aim of this key area is to ensure that lessons are structured and the learning environment is organised in a way that helps the children to remember more overtime. (Prior, Present & Future Learning and Repetition / Re-visits)

Key Area 5: Building Vocabulary

The aim of this key area is to ensure that lessons are structured and the learning environment is organised in a way that helps the children to learn and understand the meaning of new vocabulary which they can then use in their own writing and speech.