Moore Primary School

Key Priority 1-Quality of Education

To monitor and review curriculum provision, planning and enrichment opportunities for all children to ensure they have the knowledge, skills and cultural capital required for future learning.:

Actions:

• Review all schemes of work to improve the curriculum offer, especially the enrichment element and the cultural capital
• Subject leaders to monitor curriculum content and delivery in order to improve provision for all classes
• Monitor how children are building on their prior knowledge of concepts, skills, ideas and attitudes in order to achieve the demands of the curriculum year on year
• Ensure teachers have excellent knowledge of the national curriculum subjects. They are aware of the curriculum vision/intent and skilled pedagogical understanding results in well planned, excellent and engaging lessons which children are keen to participate in, leading to excellent outcomes for all
• All pupils including the most disadvantaged, SEND and more able achieve exceptionally well
• Catch up funding/PP/sports funding demonstrate positive impact on outcomes

Key Priority 2- Quality of Education

To strengthen the teaching of English across the school so that all children learn to read fluently, spell confidently and write with enjoyment by the end of the Key Stage:

• Complete Read, Write Inc training, making adjustments to pedagogy and providing resources that enable access for all pupils

• Identify and reduce barriers to learning for specific pupils
• To identify target groups of children in phonics and plan appropriate interventions
• Track children’s progress through regular, on-going assessment. Adjust support as necessary
• To ensure that children know and understand what they have to do to get better and this information is shared with parents
• More children achieve at the higher standard/greater depth, in reading and writing

Key Priority 3-Behaviour and Attitudes

Review current behaviour systems and identify additional measures for children who are disadvantaged, SEND and more able to ensure consistency throughout the school:

• Review of system-rewards and sanctions for all
• Inform parents of system-agreed rewards & sanctions
• Monitor behaviour systems in all classes to ensure consistency of approach and application
• Support staff with training and understanding of children with SEND
• Provide regular support and training for new staff
• 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:

• 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:

• The Head teacher ensures effective support and professional development for the new Deputy Head and subject leaders.
• Staff work with experienced SLT, ASIA and SIP to develop their leadership roles
• Action Plans in place and demonstrate a clear impact on learning
• Subject leaders plan and organise training in new initiatives and monitor progress in their subjects
• All medium-term plans are reviewed and adapted to ensure that children learn more and remember more
• Staff 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:

• Train all staff to become phonics teachers to ensure consistent and high quality delivery of phonics lessons in EYFS and KS1
• Train EYFS staff to become phonics leads
• Use half termly assessments to accurately identify teaching groups
• Purchase additional resources for phonics teaching and more decodable books for home readers together with vocabulary rich 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.