School Improvement


Behaviour and Safety – Child mental health and wellbeing

●   Reduced absence from school in relation to sickness.

●   Children are able to identify the physical signs of anxiety.

●   Children are aware of the range of self-help strategies that they have been taught to manage their own anxieties.

●   Children are aware of the range of support in school to help with managing anxiety.

●   Children can support each other to address their anxiety.

●   Attachment-based mentoring – relationships with children, awareness of relationship needs – voice, known as individuals

●   Embedding of in-class strategies.

●    Adaptation of materials and approaches to meet the needs of SEND and vulnerable children.


Leadership and management – Adult mental health and wellbeing

●     Staff wellbeing to be supported following Covid 19 Lockdown period and subsequent return to school, so that:

●     There is a positive impact on pupils, including on educational outcomes, as both staff and children are more  engaged.

●     Increased productivity of staff members.

●     Reduced absence from work in relation to sickness.

●     Staff being able to manage stress better and develop healthier coping strategies.

●     Improved job satisfaction.

●     Collaborative work across the OLT to support staff wellbeing.

●     New SENCO supported learning the role.



–     Develop reading achievement through high quality phonics, improved reading assessment methods and vocabulary development; increase standards in speaking and listening, specifically through opportunities in drama; and  support children to ‘catch up’ with their writing.

–     Support catch up in writing – Shorter teaching sequences, focused targets – one for class, more text level  and an individual, more word/sentence level.

–       Improve purpose for writing – whole school planning now centred around purpose (inform, discuss, entertain and persuade)

–     Moderate the writing of books to ensure that there is evidence of targets set and at least good progress Literacy leads to be present for moderation at PPA meetings at least termly.

–       Continue vocabulary development – through reading high quality literature every day; training (AS and LB);  words of the day; wow words linked to topic and texts; topic word display; adding comprehension to teaching of spelling; 3 tiered approach

Develop reading achievement through high quality phonics, improved reading assessment methods and vocabulary development

–       Refine and formalise approach to teaching synthetic phonics, including groupings, interventions and delivery.

–       Encourage all adults who hear children read to make useful, pertinent comments (Babcock + SLN resources)

–       Daily read to all classes.

–       Teach reading with a multifaceted approach (guided reading, individual, whole class, etc.)

–       Ownership of assessment of reading needs to be with class teacher, using a rage of information (AR, guided reading notes, anecdotal notes, comprehension papers etc)

–       Take home a book to learn and a book to love.

–       As a staff, share approaches to reading assessments and take best practice to form federation agreed policy for reading assessment.

Increased standards in speaking and listening, specifically through opportunities in drama

–     Drama to be planned in as part of curriculum, across subjects (including foundation subjects and English)



●        Reintroduce staff to the 5 big ideas in the Teaching of Mastery and begin to embed this approach across the Federation

●     Staff will begin the journey towards committing to a teaching for mastery approach

●     By being taught through a Mastery approach pupils will be encouraged to believe that by working hard at maths they can succeed, rejecting the idea that people ‘just can’t do maths’

●     Stringent monitoring of teaching, learning and assessment ensures implementation and improvements outlined in the school improvement plan and maths policy

●     Additional support to focus on needs of vulnerable groups –  ie those with a Social Worker, PPG, SEND e.g:.C2C, Multiplicative Reasoning.


The Catch-up/ Enquiry Based Curriculum

●   Assess the impact of the Covid 19 Lockdown on pupil progress and achievement, for individuals and groups – pupil voice, assessments as deemed necessary.

●   Development of a curriculum focused on therapeutic support and closing the gaps for all – relationships, community, transparent curriculum (What need to do to catch up), metacognition, Space – to be, to rediscover self, and to find their voice on learning in this issue. [Exploring the needs of children returning to school following time away during the Corona Pandemic 2020 – Chris Wardle]

●   Additional support to focus on needs of vulnerable groups – ie those with a Social Worker, PPG, SEND.

●   Development of coaching strategies further – give more time to these in groups and to individuals.

●   All impact statements for all areas of the curriculum will be completed.

●   Further development of PSHE curriculum (including new RSHE curriculum and SCARF).


Early Years

●     Development of environment and practice to take into account the lack of preschool experience the children may have had, broadening knowledge of 30-50 months particularly in phonics.

●     Phonics – new way of teaching phonics and reading – book to love and book to learn/teach.

●     Vocabulary – Nuffield Early Language Intervention to be introduced to improve language development

●        Further development of child initiated planning.