Moore Primary School

Key Priority 1-Quality of Education

Use assessment systems to accurately track progress of specific groups and target interventions.

Actions:

• Teachers will ensure that the checks they make of pupil understanding (whether written or verbal) address any misconceptions and identify any gaps in knowledge.
• Review of current assessments systems in History and Geography. Research into other forms of assessment which identify misconceptions/gaps in knowledge.
• Agree on one format. Classes in both Key Stages to trial agreed assessment method over period of time. Review.
• Introduction of assessment system for all year groups. Monitor effectiveness.
• Introduction of regular reviews of knowledge weekly. Re-teach any areas where misconceptions or gaps identified.
• Curriculum leader works with all subject leaders to identify more effective ways to assess and therefore identify gaps in knowledge.
• Teachers identify gaps in knowledge and have secure knowledge of end of year expectations.
• Impact of interventions raises attainment of target children.
• SMT identify gaps quickly and effectively.

Key Priority 2- Quality of Education

To continue to provide a curriculum that is ambitious and gives all children the knowledge, skills and cultural capital needed for future learning.

Actions:

• Continue to develop the knowledge, skills and understanding of middle leaders.
• A further increase in pupil access to ‘cultural capital’ in terms of enrichment activities including more arts-based experiences.
• Further development of children’s access to classic literature and quality texts -review of reading culture in school. Develop and improve classroom reading corners and school library.
• Review curriculum access to range of sports and competitions.
• Develop curriculum links with our values.
• Monitoring by SLT: all children have access to sports clubs and activities.
• Participation in clubs for SEND continues to be good and children with SEND access competitions.
• Audit of topics and resources in science. Develop links with local science park. Ensure that teaching, learning and assessment in science is exciting, relevant, and accurate. Primary Quality Science Mark achieved.

Key Priority 3-Behaviour and Attitudes

To improve staff knowledge of SEND and Mental Health through a programme of training and support.

Actions:

• Review of system-rewards and sanctions for all. Re-launch of school rules.
• Inform parents of system-agreed rewards & sanctions, and of school rules.
• Monitor behaviour systems in all classes to ensure consistency of approach and application.
• SMH Lead to support staff with training and understanding of children with SEND through Nurture based approach.
• Provide regular support and training for new staff via mentoring and National College.
• Train additional ELSAs and Senior Mental Health Lead to support children with barriers to learning.

Key Priority 4-Personal Development

Continue to prepare pupils for life in Modern Britain, developing understanding of British Values, School Values and Personal Development Challenges.

Actions:

• Children understand and respect difference in the world and understand fundamental British Values
• Children understand and apply our School Values
• School to provide more opportunities for children take part in a wider range of enrichment activities and cultural experiences which lead to Personal Development Awards

Key Priority 5-Leadership and Management

To develop the role of Senior and Middle Leaders within the school.

Actions:

• Subject leaders to play greater role in supporting teachers to use assessment strategies effectively, specifically in addressing misconceptions and gaps in knowledge.
• The Head teacher ensures effective support and professional development for subject leaders.
• Staff work with experienced SLT and ASIA to develop their leadership roles in relation to assessment and professional development.
• Action Plans in place and demonstrate a clear impact on learning.
• Subject leaders continue to plan and organise training in new initiatives and monitor progress in their subjects across all year groups.
• All medium-term plans are reviewed and adapted to ensure that children learn more and remember more.
• Staff continue to develop skills in leadership in order to drive their subjects forward.                            

Key Priority 6-EYFS

To continue to improve provision in EYFS and to track progress of all children in areas where gaps are identified, putting in support at the earliest opportunity.

Actions:

• Train all staff to become phonics teachers to ensure consistent and high-quality delivery of phonics lessons in EYFS and KS1.
• Use half termly assessments to accurately identify teaching groups.
• Purchase vocabulary rich texts/classic texts to develop love of reading.

• Continue to develop a language rich learning environment with an engaging reading and writing area.
• Ensure outdoor provision reflects the provision indoors and provides appropriate levels of challenge for children of all abilities.