Priority 1: Leadership and Management.

1.1 To develop the use of research to ensure high quality teaching so that children (and groups of children) develop detailed knowledge and skills in order to achieve the best possible outcomes in reading, writing and maths.

1.1.1. To embed research-based practice into all teaching and learning.

1.1.2 To ensure access to quality CPD and accredited programmes of development.

1.1.3 To induct ECTs into school and engage with the new ECT Framework.

1.2 To review the efficiency and accuracy of the school’s assessment procedures and tracking systems to ensure that high quality teaching leads to success.

1.2.1 To consider ways of baselining children post covid.

1.2.2 To look at ways that progress can be tracked in core subjects.

1.2.3 To look at a system for recording progress and attainment that is fit for purpose.

1.2.4 To develop a system for closely monitoring and  recording the progress and attainment of PP children.

Priority 2: Personal Development.

2.1 To have a clearly designed curriculum where the curriculum drivers support an understanding of diversity and improve cultural, moral, social and spiritual development (linked to BAME and EAL)

2.1.1 To ensure that the curriculum reflects diversity.

2.1.2 To ensure that the PSHE, SRE and RSE curriculums are embedded into everyday practices, with discrete teaching.

2.1.3 To continue to develop outdoor learning for all children and within the community.

2.1.4 To audit and approve the most effective approach to the teaching of phonics.

2.2 To re-establish the involvement of the children and the community in leadership and experiences across the school.

2.2.1 To make sure that staff have access across teams to supporting all aspects of school.

2.2.2 To restart the Junior Leadership Team and work towards leadership and genuine pupil voice.

Priority 3: Behaviour and Attitudes.

3.1 To ensure the school’s curriculum intent and implementation are embedded consistently across the school so that work is of a consistently high quality in all wider curriculum subject areas.

3.1.1 To ensure that the curriculum work started is implemented.

3.2 To embed wellbeing and support improved mental health across our school community through further developing our nurturing school.

3.2.1 To develop the role of the nurture lead.

Priority 4: Quality of Education.

4.1 To monitor the quality of learning to ensure the best outcomes for children through observation, learning walks, scrutiny and moderation

4.1.1 To organise a monitoring schedule for the autumn term.

4.2 To embed the new PSHE/SRE curriculum across school.

4.2.1 To promote the teaching of PSHE, RSE and SRE curriculum across all phases of school.

4.2.2 To plan assemblies support the teaching of the RSE curriculum.

4.3 To establish a programme of work that will support the development of vulnerable groups.

4.3.1 To employ an Educational Psychologist to carry out specific work.

4.3.2 To employ a Speech Therapist to carry out specific work.

Priority 5: Early Years.

5.1 To ensure that the new EYFS Reforms 2021 are embedded and utilised effectively.

5.1.1 To ensure that all staff are aware of the changes to practices.

5.2 To strengthen the EYFS curriculum, assessment and practice to improve outcomes for all children and close the gap for disadvantaged children.

5.2.1 To develop an approach to planning which best suits the needs of the children and the school.

5.2.2 To implement the new Reception Baseline and use Baseline Assessment to accurately reflect individual starting points.

5.2.3 To develop the outdoor learning environment for FS1.