INTENT 1. Rapid progress - 90% of pupils make good or better progress against the school’s curriculum. Analysis of tests and tasks to inform Covid-19 gaps. 2. Audit and check that curriculum plans fully meet and match the Abbey skills/knowledge big picture. 3. Develop EYFS staff confidence to articulate the learning and adult interactions needed to promote accelerated progress. 4. Ensure that fluency and recall of basic arithmetic and multiplication tables is 5 second fast.
EVALUATION
Left blank for on-going and/or final evaluation
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RESOURCES & TIME 1. Leadership release for coaching and mentoring. 2. Directed time to integrate plans - 2hr staff CPD alongside subject specific CPD 3. EYFS INSET; EYFS lead to teach in YR.
IMPLEMENTATION
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1. Leaders & UPS staff to ensure that prior knowledge gaps, identified by staff, are sufficiently scaffolded to ensure rapid progress from starting points - analysis of all statutory tests and tasks. 2. Ensure that all plans across phases cover the identified skills and knowledge from big picture summaries. Audit against the progression maps - check continuity and coverage. 3. EYFS INSET followed by semi-structured conversations during L&M, phase and QA checks so that staff can sharply identify the learning needs matched to curriculum tasks (including language) that is to be taught and learned. 4. Revise and revisit the fluency teaching and mental strategies to ensure instant recall.
3
IMPACT
1. Progress is good against the school’s curriculum; Plans are adjusted to scaffolded gaps in analysis from end of year statutory tests and tasks. 2. The school’s plans are fully delivered and checked against the longitudinal plans. 3. EYFS progress from starting points is rapid; adults articulate well the learning. 4. 90% of children make good progress against the school’s curriculum; maths recall is 5 second
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