School Development

Our School Development Priorities…

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.