1. Pupil Wellbeing – physical & mental
    The need for this support has grown in the last 18 months. As a school we want to provide support for specific children and to build in all pupils the life skills and resilience to cope when things do not go to plan in life.
  • We will focus on Growth Mindset within school – our Values and the 7 Cs of confidence, curiosity, collaboration, communication, creativity, commitment and craftsmanship.
  • Compass for Life (Floyd Woodrow) – Middle School
  • Extra professional development for the TAs delivering support
  • Support for students will be timetabled from September
  • Parent workshops where a need is identified
  • Parent support – via early support and other agencies etc.

2. Develop marking and feedback as a tool to maximise pupil learning and achievement
A new marking marking has developed substantially over the last year. We want to develop a shared understanding of what constitutes ‘pupil response’ and how this looks at different stages of development/ age. The new policy needs to be flexible enough to allow it to be applied in all phases but rigorous enough to allow consistently high application of it.

  • Implement new policy
  • Ensure there are no inconsistencies in marking & feedback across the school:
  • Consistency in children’s responses - What are they responding to?
  • Modelled responses
  • Modelled peer assessment
  • Exemplars in Maths & English
  • Monitoring – move from compliance to impact

3. Progress and achievement in writing and maths at KS1 & 2,
We want to make sure that our pupils are making the progress and attaining the standards that are expected of them in the new national curriculum. As with many schools, we found last year that our results in the new tests in Year 6 were not as high as we would have liked. This is due partly to the increased expectations and also the fact that the pupils had only been working to the new curriculum for 2 instead of 4 years. We want to ensure that all pupils, right from the start, make the best progress that they can.

  • Improve achievement in maths and writing
  • Close the gap between groups and
  • Increase the number of children meeting the floor standards so that we are at least in line with schools nationally
  • Comparable to National Standards (school results to outperform them)
  • Maths and writing planned across the curriculum
  • All staff have a better understanding of new curriculum requirements
  • Remove ceilings to pupil achievement

4. Role of coordinators (continued) – deepening The impact of our subject coordinators has been considerable this year. We want to continue to develop their roles further, sharing good practice and resources to ensure that coordinators have maximum impact on pupil outcomes. We also need to make sure that coordinators can evidence their impact.

  • Continue with release time and rolling programme
  • Action plans linked to school SDP
  • Deepening the role of coordinators to increase impact
  • Impact on learning – coaching/ resources
  • Coordinators role in monitoring standards and addressing any areas for development
  • Use of data
  • Measuring impact of CPD

5. Parent Partnership
We recognise the huge role that parents play in supporting their children’s learning and want to support them in this. Our recent parent survey, although not many parents responded, clearly identified areas that parents would like more information on. We will use this as a basis to plan events and meetings for parents. We will also re run the survey to try and capture a wider number of parent views.

  • GL parent survey – October and May
  • Review times and frequency of meetings
  • Publicise well in advance
  • Use of online information etc..
  • Regular updates on school policy via the newsletter
  • Parent reps on Schools of Tomorrow
  • Training – Google classrooms, e-safety, maths (cake & calculation), Growth Mindset, Compass for Life/ 7Cs

6. Governors – monitoring effectiveness
Our Governors offer a high level of both support and challenge to the school and its leadership. Governors need to be able to talk about school performance in terms of strengths and weaknesses and show an understanding of what is being done to develop the school. They need to be able to talk about the role of Governors in this and, their own role in terms of supporting the school and contributing to it’s development.

  • All Governors to be able to talk about their role, actions and impact. This needs to be evidenced.
  • Collate key discussions, decisions and impact related to pupil outcomes (in the broadest sense) – evidence
  • Governor reviews