Priority 1: QUALITY OF EDUCATION
AREA FOR DEVELOPMENT |
REASONS FOR IDENTIFICATION |
Subject Leadership (Focus on Science, History and Geography 2019/20) Ensure leaders can articulate the intent, implementation and impact of the school’s curriculum. Ensure clarity in the end points the curriculum is building towards and what pupils need to know and be able to do to reach those end points. Review the curriculum three year plans to ensure it is sequenced so that new knowledge and skills build on what has been taught before. Ensure clarity in teacher assessments within each subject.
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Intent– do we have clarity in what we are trying to achieve through our curriculum? Does our curriculum statement/policy clearly articulate how our curriculum reflects the aims, values and context of our school? How does it communicate the school’s distinctive context and character? Does it capture our school’s individual personality? How do we consider e.g. pupil’s background, deprivation, gaps in learning, pupil feedback? Implementation– how is our curriculum being delivered? Do we have clear objectives/aims for what we want the curriculum to deliver for our children? Does curriculum planning include careful sequencing and progression of subjects- building and deepening children’s learning? Do all staff understand the key concepts to be taught within a subject…and what progression in learning looks like for all curriculum subjects? What have we done/got in place to support this? How do we ensure teachers are making accurate assessment judgements? Impact– what difference is our curriculum making? How do we monitor and evaluate the impact of our curriculum on children’s learning? • Good Results • Pupil Progress- knowing more, remembering more, doing more • Knowledge and Cultural Capital • Preparation for next stage of education • Reading ability and fluency How do we ensure the most able pupils deepen their knowledge, understanding and skills? |
Improve levels of progress in writing for children with low starting points, including pupils with SEND and pupils from disadvantaged backgrounds (Cohort of 40 children across school). |
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Priority 2: BEHAVIOUR AND ATTITUDES
AREA FOR DEVELOPMENT |
REASONS FOR IDENTIFICATION |
Improve study skills and confidence towards writing with our ‘Focus 40’ pupils! ‘Good grade descriptor for Behaviour and Attitudes’ Ofsted Framework 2019 Pupils attitiudes towards their education is positive. They are committed to their learning, know how to study effectively and do so, are resilient to setbacks and take pride in their achievements. |
When considering areas of relative weakness and potential barriers to progress in writing, staff perception was that 24 of our ‘Focus 40’ group experienced behaviour for learning barriers. Key areas of concern include:-
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Priority 3: PERSONAL DEVELOPMENT
AREA FOR DEVELOPMENT |
REASONS FOR IDENTIFICATION |
Prepare for new relationships and sex education and health education curriculum |
Schools will be required by law to follow this from September 2020 |
Priority 4: LEADERSHIP AND MANAGEMENT
AREA FOR DEVELOPMENT |
REASONS FOR IDENTIFICATION |
School Partnership Programme (Year 2- ‘deep dive’ for our focus 40 group!)
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To continue to develop a sector-led, collaborative approach to MAT improvement and our own school improvement through:-
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Our commitment to and collective responsibility for improving outcomes for all pupils across the newly formed South York multi-academy trust. Whilst, historically, we have attempted to share good practice and support each other with aspects of school improvement, in reality:-
Year 1 of the programme has begun to address these points. We now want to involve more staff across the cluster in the development process |