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School Development Priorities

 Key School Priorities Intent
Key School Priority 1 

To further develop teaching and learning in response to learners’ needs through high quality CPD

Effective Leadership and Management:

We believe that supporting high quality teaching is pivotal in improving classroom practice and our children’s outcomes. In order to support our staff’s professional development and continually improve our classroom practice, our Senior Leadership Team will:

  •  Create a CPD learning hub for all staff to access, including our Early Career teachers
  • Research and support the effective implementation of our chosen systematic synthetic phonics programme (ELS)
  • Plan for and support the effective implementation of the NCETM Mastering Number project
  • Evaluate our curriculum and planning to ensure there is a cumulative development of knowledge over time
  • Upskill staff to become SENCos of their own class through effective CPD
Key School Priority 2 

To further develop the content and sequence of our curriculum to ensure our children are learning more and remembering more

Quality of Education:

We will work in curriculum teams to share knowledge and expertise and use this knowledge to review and enhance our curriculum. This will ensure our knowledge rich curriculum contains the learning elements our children require to be successful life-long learners.

This year we will further develop our use of retrieval practice and spaced practice to develop long term retention of learning within our children. We believe retrieval practice is an effective strategy to help the children remember more, building cogs between the working memory and the long term memory.

Key School Priority 3 

 

To establish effective social communication and pupil interaction

 

  Behaviour and Attitudes:

We believe that in order for children to be the most successful learners, they have to be ready to learn – our Healthy Learners. This year we are further developing our mental health and well being provision by focusing on social communication and pupil interaction. Speech, language and communication is our biggest area of need within the school and post Covid we have seen a further increase in need amongst our children.

We are further establishing our use of the Zones of Regulation to ensure the children can name their emotions and use learned strategies to self regulate.

We will be employing Play Rangers to support our playtime provision which will upskill staff and provide a leading opportunity for some of our children as Mini Rangers who will lead play at lunchtimes.

We will work alongside our parents and carers to ensure everyone understands how to effectively support the development of language and communication so that we can work collaboratively to provide the best possible outcomes for our children.

Key School Priority 4 

To continue to ensure our curriculum celebrates diversity and enables pupils to gain a sense of self

Personal Development:

Our curriculum driver “Collaborative Learners” is about creating learners who have a holistic set of values, understand their place within the world and how they can positively contribute to society. We aim to prepare our children for life in the diverse modern world and for them to develop a respect of others through an understanding of our world and the people and cultures within it. We will achieve this by developing our children’s cultural capital through our bespoke curriculum which celebrates and promotes diversity. We will work with our wider community to ensure the children meet and learn about religious leaders and people from different cultures and faiths. We will celebrate this visually around the school and through our online platforms and newsletters.

This year we will provide Unconscious Bias training for all staff so that we can consider how our bias impacts our beliefs and views and as a result our interactions and practice. This will open up the potential for further professional dialogue and challenge to make us aware of our biases and not let it affect behaviour or decisions.