Abbey School Improvement Plan 2020-21
Revise the agreed Abbey ‘steps to success’ to reflect the pedagogical changes made to 2019-21. Ensure staff understanding about the menu of agreed practice and how/when it is appropriate to use these techniques across all subjects.
As part of directed time CPD, review with stakeholders. Draw upon self-review, current educational thinking and leaders’ vision and ambition for the school to ensure clarity and consistency of our agreed TLA systems and structures. Ensure that all leaders drive the consistent message about how and when to choose from our agreed ‘steps to success’ to ensure good or better learning.
A new and revised agreed Abbey practice document is drawn up.
Jan 2021
All subject leads
Through the application of the QA policy, the agreed practice is supported, challenged, monitored and its impact on learning checked against books and pupil progress information.
Abbey’s TLA remains co nsistent across the school.
Teacher take-away used to keep CPD current and referred to,
Develop a bank of non-core assessment material in the form of tasks and some ‘tests’ that inform staff use of assessment information to inform provision across subjects.
Tasks link directly to taught units. Tasks are not standalone ‘tests’ but are used as part of the learning journey to inform next-steps and summative assessment of learning.
Summative and formative judgements of non-core subjects improve.
Jan 2021
CJ, NPQML & UPS staff
Pupils’ understanding of what to do to improve and what they do well, in non-core, increases.
[Carried over from 19-20 due to pandemic school closure]
Attainment at ARE, across all non-core subjects improves.
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