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Embed the Teaching & Learning Strategy (“The SJPS Way”): strengthen clarity in learning by focusing on learning (not just doing), clear learning objectives and shared understanding of what pupils are learning and why.
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Develop shared understanding through PL: ES to create short slide decks outlining key elements of the Teaching & Learning Strategy; DHT and ES to deliver whole-staff professional learning on “The SJPS Way”.
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Improve learning objectives and planning clarity: deliver staff PL on learning vs doing; JM to attend EAS training on AI agents for planning clarity and, with LM, train staff to use AI tools to improve planning and learning objectives.
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Upskill support staff: four TAs (ES, GE, FS, EA) to attend EAS training on getting pupils learning, not doing.
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Strengthen feedback, self- and peer-assessment: ensure pupils act on high-quality feedback, know their targets and next steps, and increasingly self-assess and peer-assess effectively.
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Refine PLR meetings: further develop Teacher–Pupil PLRs to focus on learning behaviours and pupil ownership of targets and next steps; LM to develop and implement a Learning Dispositions Evaluation Tool within PLRs.
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Clarify progression and next steps: develop a clear Maths Next Steps Progression Matrix so pupils can track progress and identify next steps independently.
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Embed effective assessment practices: HT and DHT to train staff on self- and peer-assessment; embed the TAG approach from Years 2–6; co-construct success criteria and exemplars with pupils.
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Improve feedback quality and language: teachers to model constructive feedback using sentence stems and visual examples; explicitly teach and display feedback vocabulary; use role-play and real examples of work at different standards.
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Increase frequency and impact of peer review: plan regular, structured opportunities for pupils to review each other’s work against shared criteria.
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Explore AI to enhance feedback: investigate AI tools to improve feedback efficiency, reduce workload and strengthen pupils’ self-assessment skills; ES and LM to trial Air Ed and Magic School AI, evaluate impact and subscribe where appropriate; roll out initially in Year 6, then Years 4–5.
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Increase pupil independence in learning: further innovate lesson structures and styles to provide greater opportunities for independent learning.
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Develop staff expertise in enabling learning: DHT (SH) to attend EAS training on developing independent learners; DHTs (SH & JJ) to deliver “Enabling Learning” PL to teachers; EY Lead (AG) and HLTA (LA) to deliver equivalent PL to teaching assistants.
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Innovate lesson design: phase leaders (ES, JJ, SH, AG) to lead PL on varied lesson structures and work with phases to produce exemplar planning that promotes independence.
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Embed peer-led support: further develop “mini experts” in classrooms to support peer learning, explanation and modelling of strategies.
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Expand open-ended learning: design and implement open-ended tasks that promote exploration, creativity, reasoning and problem-solving, reducing teacher direction and increasing pupil autonomy.
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Extend independent learning beyond the classroom: develop outdoor learning tasks that promote exploration, decision-making and problem-solving; introduce woodwork sessions with progressive, hands-on challenges to build creativity, fine motor skills and independence.
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Integrate Froebelian principles: a member of staff to attend Froebel training and EAS training on creativity, problem-solving and learning through nature, and work with colleagues to embed Froebelian approaches across the curriculum.
School Development
Our School Development Priorities…
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Build staff understanding of the 5 proficiencies: SJ (EAS) and BH/LT (Maths Leads) deliver whole-staff professional learning on Conceptual Understanding, Communicating with Symbols, Logical Reasoning, Strategic Competence and Fluency.
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Embed proficiencies into planning: update long-term overviews and medium-term planning templates so the 5 proficiencies are explicitly referenced and expected.
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Create shared exemplars: develop agreed examples of what each proficiency looks like in day-to-day classroom practice.
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Strengthen maths pedagogy through manipulatives: increase consistent use of concrete resources (e.g., magic sticks, bead bars, PV cards); create PL videos showing staff modelling effective use of manipulatives.
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Targeted training for Foundation Phase: SH (DHT) and LT deliver “Warm up/On the boil” training; FP NQTs watch Maths Conkers videos focused on manipulatives.
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Targeted training for KS2: BH/LT deliver refreshers on Conkers Progression, written methods and maths planning expectations; KS2 NQTs watch Maths Conkers videos focused on manipulatives.
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Upskill staff through EAS programmes: 4 NQTs attend EAS NQTs/ECTs “becoming skilled teachers of maths (TAPAS)”; 2 teachers attend EAS “How to teach maths in Y4–6 (TAPAS)”; 3 teachers attend EAS “How to teach maths in Y1–3 (TAPAS)”.
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Improve resourcing: purchase additional maths resources to better support pupils and classroom delivery.
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Close the attainment/progress gap for FSM/eFSM learners: strengthen identification, tracking and targeted support using baseline, diagnostic and ongoing formative assessment aligned to proficiency gaps.
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Use data to pinpoint gaps and plan support: BH/LT analyse HWB Online Adaptive Assessments, teacher progress/PLRs and Alfie to identify learners needing targeted intervention and the specific gaps to address.
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Develop staff expertise in diagnostic assessment: BH/LT lead a professional learning session on using diagnostic data to close gaps.
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Strengthen equity monitoring: Equity Lead completes RADY uplift process and compares progress of vulnerable learners to ensure timely intervention.
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Deliver short, targeted interventions: staff deliver “short bursts” of intervention following diagnostic assessment; implement interventions such as Number Recovery, Infant/Junior Basic Numeracy and Number Catch Up.
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Improve progression understanding across the cluster (Y6–7 focus): cluster schools join the April cohort of EAS “Primed for Success”; review/refine the maths conceptual progression map; link with secondary maths lead for PL/coaching; take part in cluster moderation to align expectations.
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Increase purposeful numeracy across the curriculum: map and plan meaningful numeracy opportunities across subjects, ensuring tasks are authentic, pitched appropriately and rooted in real contexts; LT attends EAS “Developing Numeracy across the curriculum”.
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Boost parent/carer confidence in maths: take part in the National Numeracy Schools & Families Programme to strengthen home–school maths support.
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Increase REAL problem solving and reasoning in PS2/PS3: ensure concepts are applied earlier in lessons so pupils have clarity on the what and why; Maths Leads run PL so staff can plan additional REAL maths activities across maths/numeracy and wider curriculum.
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Improve reasoning lesson design and resources: plan regular problem-solving lessons where pupils apply reasoning; provide PL on Let’s Think Maths, NRich, I See Reasoning, Classroom Secrets, White Rose and past National Assessment reasoning papers.
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Teach PS3 a consistent problem-solving strategy: explicitly teach and embed the RUCSAC approach (Read, Understand, Choose, Solve, Answer, Check).
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Strengthen reasoning resources and adult support: purchase I See Maths resources; deliver staff PL with Gareth Metcalfe (“Embed reasoning routines, build problem solvers”); 4 TAs (GE, LA, ST, ES) attend training on developing application of maths and numeracy skills.
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Embed RADY principles consistently across the school: use the uplift process to set ambitious targets, identify gaps and reinforce high expectations to secure equity in outcomes for all learners.
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Strengthen use of data for disadvantaged learners: develop staff confidence in interpreting and acting on pupil performance data to monitor progress and inform planning and intervention.
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Develop leadership capacity for equity: JJ to attend EAS professional learning to strengthen a strategic approach to equity, informed by current policy, guidance and effective tools.
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Improve tracking and accountability: use termly data reviews and pupil progress meetings to track disadvantaged learners, ensure timely support and hold staff to account for progress.
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Improve attendance and punctuality, particularly for vulnerable learners: strengthen early identification, tracking and intervention through clear systems and shared responsibility.
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Monitor and challenge poor punctuality: JJ, RW and office staff to track punctuality trends, issue letters and engage families of pupils with 8+ late arrivals to support improved routines.
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Strengthen attendance compliance: JJ and the Headteacher to complete training on the new FPN portal and ensure effective use of attendance processes.
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Use attendance data effectively: monitor attendance through the school tracker and Insights to identify patterns, risks and priority pupils.
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Strengthen multi-agency working: JJ to meet monthly with the FACE Coordinator and escalate concerns regarding vulnerable learners to the EWO where required.
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Engage families and pupils: invite parents to attendance meetings when concerns arise, provide guidance to remove barriers, and gather pupil voice to inform support strategies.
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Embed attendance monitoring in review processes: teachers to flag attendance concerns, particularly for vulnerable learners, during Pupil Learner Reviews.
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Improve staff understanding of vulnerable learner data: ensure all staff know which pupils are vulnerable in their class/year group and understand contributing factors (e.g. SEND, EAL, FSM, attendance, safeguarding).
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Build staff expertise in data analysis: deliver professional learning to help staff identify barriers, plan targeted provision and track impact.
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Model effective practice: leaders to demonstrate strong use of data in pupil progress meetings and monitor how strategies are adapted to meet learners’ needs.
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Strengthen behaviour support through coaching and digital tracking: introduce Behaviour Coach roles and a digital behaviour tracking app to enable consistent check-ins and timely intervention.
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Implement a digital behaviour tool: record incidents, triggers, wellbeing ratings and follow-up actions to build a clear picture of individual needs.
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Use behaviour data strategically: senior leaders to review app data regularly to identify patterns, allocate interventions and evaluate impact.
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Upskill staff in behaviour coaching: provide professional learning for Behaviour Coaches and staff on consistent use of the tool, restorative approaches and effective coaching strategies.
2024-25:
- Create a writing skills progression continuum based on the ‘Descriptors of Learning’ to enable staff and learners to set/understand next steps in moving writing forward, and develop a shared understanding of writing expectations.
- Improve the teaching of and tracking of applying phonics knowledge to early spelling skills in PS1.
- Improve the explicit teaching of sentence structures and word-sentence level literacy.
- Increase opportunities for pupils to write for a ‘REAL’ purpose/audience. Create opportunities for pupils to publish their writing in school newsletters, websites and displays.
- Further involve parents in supporting pupils’ writing skills at home.
- Promote writing by inviting authors to run workshops to inspire creativity and excitement for writing.
- Identify pupils who are underperforming in writing and implement intervention programmes that address specific gaps in their writing abilities (e.g., phonics support for spelling, grammar exercises)
- Reduce the gap in standard of writing between eFSM and nFSM pupils.
- Ensure pupils who are more able learners are given opportunities to develop their writing at a higher level.
- Improve the accuracy of pupils’ spelling throughout the school.
- Improve the quality of pupils’ handwriting and presentation skills, raising expectations for pupils’ presentation in all written tasks.
- Improve pupils’ mathematical proficiency and ensure appropriate challenge and expectations in maths for all learners.
- Increase opportunities for ‘REAL’ mathematical problem-solving and Reasoning across the curriculum in PS2 and 3
- Further embed CPA (concrete, pictorial, abstract) Approach – with a focus on visual representations to solve problems.
- Increase opportunities for anti-racist education and diversity as a Cross Cutting theme in our curriculum, across all year groups and AOLEs.
- Provide professional development for teachers and staff on anti-racist practices, cultural competence and inclusive teaching strategies.
- Increase pupil awareness and involvement in tackling Racism.
- Build partnerships with local organisations and community leaders to support anti-racist education and diversity initiatives within the school.
- Encourage parental and community involvement through informational sessions, cultural events, and collaborative projects.
- Review key school policies to ensure they support an anti-racist and inclusive environment.
- Review and refine school’s behaviour policy to ensure a more consistent and equitable approach to addressing behaviour.
- Improve provision for children with Autism in the Reception, Year 1 and Year 2.
- Continue embedding the Whole School Approach to Emotional and Mental Wellbeing Framework.
- Use the RADY approach to address the impact of poverty on learning.
- To use the self-evaluation tool to support the implementation of the RADY pledge.
- Establish a shared vision for what appropriate independence looks like at each Progression Step.
- Collate and share existing practice within the school on how we foster independence.
- Deliver PL for all staff on developing independence, based on EEF Research
- Further develop opportunities for pupils to reflect on:
-their effectiveness as a learner and
-strategies used during lessons. (Super Learning Powers) (Learning Tree) (EEF Questioning Tool) - Ensure provision, learning environments and routines promote independence.
Increase roles and responsibilities around the school for PS2 and PS3 learners.
Increase use of Peer Tutoring to improve Reading/Spelling/Digital Skills/Numeracy. - Increase opportunities for Peer-Assessment
- Further develop the quality of teaching and evaluation of teaching throughout the school using the Teaching Toolkit
- Further develop pupils’ independent use of Digital Tools to support their learning
- Continue to work with Cluster on Concept Progression, focusing on Expressive Arts
- Ensure a broad and balanced curriculum offer for Expressive Arts
- Ensure the principles of progression from the Curriculum for Wales are effectively integrated into planning, assessment, and teaching strategies to clearly demonstrate the progress a pupil is making
- To integrate and embed cross-cutting themes throughout all areas of learning and experience in the Curriculum for Wales, ensuring that learners develop the skills, knowledge, and attitudes needed to become lifelong learners.
- Increase the use of data to support teacher progress judgements and inform planning for next steps.
- Ensure all planning, knowledge, skills, and experiences are deliberately aligned with the Four Purposes of the New Curriculum for Wales to foster well-rounded, capable, and active learners.