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School Development

Our School Development Priorities…

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.
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