AREA FOR DEVELOPMENT

REASONS FOR IDENTIFICATION

To continue evaluating, refining, and embedding our curriculum plans and assessment grids in the following subject areas:

• Computing
• RE
• Music
• Art & Design
• Design Technology

Sustaining Mastery (project to be continued by KP and RD)

Own self-evaluation (subject leader reports 2022) and Ofsted action plan

Leaders have not fully implemented the school’s new curriculum plans in every subject. Leaders and staff are still refining aspects of the curriculum to ensure that pupils retain the identified key knowledge and skills over time. Leaders should ensure that they review and refine the curriculum, so that it matches the scope of subjects where this work has already been completed.

Follow on from Embedding Mastery- move towards a consistent whole school approach with bespoke support from mastery specialist

AREA FOR DEVELOPMENT

REASONS FOR IDENTIFICATION

Achieve World Class Schools Quality Mark (WCSQM)

WCSQM is a charity concerned with developing the skills, competencies and characteristics young people need to thrive in an ever-changing global economy.

SYMAT Improvement Project

Evaluate and review the school policy for behaviour management

Consider learning from Walk Thrus CPD programme and how this can be used to enhance behaviour and relationships, moving forwards.

To ensure school policy is effective and appropriate for ALL pupils and consistently applied and implemented.

AREA FOR DEVELOPMENT

REASONS FOR IDENTIFICATION

Conduct Staff and Pupil well-being surveys

Form action plan for 22/23 with newly established working party

Establish School Well Being Policy

Outstanding from 21-22 SIP

SYMAT surveys of pupils-Autumn 1, parents-Autumn 2, staff-Spring 1

AREA FOR DEVELOPMENT

REASONS FOR IDENTIFICATION

To increase distributive leadership capacity through developing the monitoring and coaching skills of all members of the senior leadership team

3 out of 4 phase leaders are recently appointed phase leaders or have changed the phase they are leading

Ensure that all members of the senior leadership team focus relentlessly on improving teaching and learning and provide focused professional development through effective induction, monitoring, coaching and evaluation to sustain consistently high expectations

Changes to staff responsibilities/curriculum leadership

Review school policy and procedures to improve school attendance and reduce unauthorised absences and instances of persistent absence

DfE directive and CYC priority area

AREA FOR DEVELOPMENT

REASONS FOR IDENTIFICATION

Participation in the Mastering Number Programme

This programme focuses on the key knowledge and understanding needed in Reception classes, and progression through KS1. Participating schools will receive central training (online and face-to-face) and a wealth of pupil-facing resources.

There is an expectation that schools will provide a daily teaching session for all children of 10 to 15 minutes, in addition to their normal maths lesson. Lead Teachers in schools will also contribute to an online community to share practice and engage in critical reflection.

This project aims to secure firm foundations in the development of good number sense for all children from Reception through to Year 1 and Year 2.

The aim over time is that children will leave KS1 with fluency in calculation and a confidence and flexibility with number. Attention will be given to key knowledge and understanding needed in Reception classes, and progression through KS1 to support success in the future.

AREA FOR DEVELOPMENT

REASONS FOR IDENTIFICATION

HIGH QUALITY TEACHING OF WRITING

• Continue to embed high-quality teaching in writing using the sequence below:

• Utilise high-quality texts and James Durran Success Criteria across school to ensure ALL pupils are clear about the purpose, audience, effect and ingredients prior to planning a piece of writing.
• Use a range of effective strategies for engaging ALL pupils in the editing and redrafting process. Ensure that editing and redrafting is explicitly taught in accordance with our school agreed progression of skills.

• Outstanding recommendation from Cycle 1 of SPP 2019
  ‘Whilst there are many tools available to support children with their writing, which are routinely flagged up by teachers, there is a huge range of approaches across school, which could be developed into a whole school cohesive approach. Data shows that low attainers are making slower than expected progress. Do the tools that the rest of school access also support their learning and what else could be put in place to develop their independence and support progress? How are teachers and teaching assistants used to support this particular group of children?’
• End of KS2 progress data improved in 2019 for all prior attainment groups in writing with the exception of low prior attainers
• Some pupils are still reluctant to edit and redraft their writing and therefore independent pieces do not always reflect true ability
• Lockdowns impacted on the effectiveness of teaching the writing process resulting in more children falling below ARE in writing (impacting particularly on writing enthusiasm, stamina, independence and overall quality)

MATHS MASTERY

• Mastering maths means pupils acquiring a deep, long-term, secure and adaptable understanding of the subject

• Children’s chances of success are maximised if they develop deep and lasting understanding of mathematical procedures and concepts.
• Learning in maths for some children has been superficial. You might teach addition for 2 weeks and revisit it 6/8 weeks later and teachers find the children have forgotten it. 
• AG has attended training with our local Maths Hub as a lead teacher and is now planning to develop our mastery practice across school based on the latest research on effective teaching and learning.

AREA FOR DEVELOPMENT

REASONS FOR IDENTIFICATION

DEVELOPING A LOVE OF READING

• Striving to increase pupil’s motivation and enjoyment of reading, particularly for our educationally most vulnerable

• Most children in school progress well with reading but a small minority of children do not enjoy reading or find reading a struggle.
• Evidence suggests that reading for pleasure leads to increased attainment.
• Research shows that 70% of non-proficient readers process text inefficiently. Inefficient reading is the hidden hurdle that prevents the development of fluency, comprehension and motivation. ensure ALL children are able to access high-quality education
• Invitation to engage with Reading Plus York Pilot (Y5/6 classes)

AREA FOR DEVELOPMENT

REASONS FOR IDENTIFICATION

PSHE & RELATIONSHIP EDUCATION

·         Continue to embed the Jigsaw PSHE and Relationships programme of study.

• This was launched in school in March 2021
• Schools are required by law to follow this from September 2021

SUPPORTING MENTAL HEALTH AND WELL-BEING

• Establish a core team representing staff, students, governors and parents/carers
• Review current policies, procedures and structures that support mental health and implement a needs assessment
• Prioritise needs and develop a plan of action
• Implementation of the plan
• Monitor, review, evaluate and receive ongoing support and guidance

• In response to recent staff well-being survey and training session provided by York Mind
• Opportunity to participate in DfE funded course for Senior Mental Health Leads provided by Matt Messias

AREA FOR DEVELOPMENT

REASONS FOR IDENTIFICATION

CURRICULUM LEADERSHIP AND REVIEW

• Continue to review the curriculum three-year plans to ensure it is sequenced so that new knowledge and skills build on what has been taught before. Particular focus on PE, Art, DT, Music
• To ensure the curriculum is appropriate for the needs of individuals and maximises progress for all.
• Ensure our curriculum design is coherent, rich in knowledge and experience and attention is given to reading of high-quality texts. (Walkthru Series- Curriculum Planning)
• 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.
• Ensure clarity in teacher assessments within each subject, particularly when assessing for ‘greater depth’
• Develop manageable systems for tracking year on year progress across all subjects

• Our current curriculum was designed and implemented in September 2015.We are now revisiting and reviewing the effectiveness of various units within our three-year curriculum cycle.
• Self-evaluation against the Ofsted Framework September 2019

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?

CHURCH SCHOOL DISTINCTIVENESS

• Promote and develop an understanding of our Christian vision for the school

Dunnington C E Primary School is a place where we encourage children to develop enquiring minds, a lifelong love of learning and a respect for one another and the world in which they live.
‘Start children off in the way they should go and even when they are old, they will not turn from it.’ (Proverbs 22:6)
‘Be sympathetic, love one another, be compassionate and humble.’ (1 Peter 3:8)
We demonstrate this through:

R.E.S.P.E.C.T.
Responsibility, Enjoyment, Security, Politeness, Effort, Care, Tolerance

• To ensure the school’s vision and its associated values are firmly rooted in a Christian narrative (SIAMS Inspection Framework)
• We have selected biblical quotes which exemplify our Christian Vision for the school. It is our intention to further explore, promote and ensure our vision and values underpin relationships and all that we do in school.

AREA FOR DEVELOPMENT

REASONS FOR IDENTIFICATION

NEW EYFS CURRICULUM

• Implement the new EYFS curriculum and baseline assessments

• Statutory implementation September 2021

REVIEW TEACHING OF EARLY READING AND PHONICS

• Work with the English Hub to evaluate school practices in the teaching and progression of Early Reading and Phonics

• DFE revised framework for accredited Systematic, Synthetic Phonics (SSP) programmes
• Self-Referral, Yorkshire Endeavour English hub to conduct an in-depth Early Reading Audit to develop measurable targets using an audit tool.
• Claudia visiting on Tuesday 5th October 2021
• The English hub will then be able to release funding to support us in achieving these identified targets. E.g., funding for decodable books or accredited SSP training for a newly validated programme.