Parents Hands on AI Coaching Professional framework Leadership
SIP 2025-26
Assessment
Gingerbread people next steps EYFS Shirley Clarke - peer and self assessment (feedback cycle) Increase pupil resilience and self- efficacy BSL promotion Challenge for all (KS2 AFI) AI for adaptation and apps Curriculum
Pedagogy
WAGOLL and visualisers Toolkit and steps to success (visual prompts in slides) Presentation
Metacognition Oracy (KS1 AFI)
Induction
ECTs Supporting new staff ECT mentor training
Inclusion
SDQ & Boxall tool PEIA actions TES Provision Map
Safeguarding across the curriculum Wider opportunities Wider Curriculum
3 Year Plan
New Curriculum - revise
New Ofsted framework SEND system changes More Induction
At Abbey, children are at the heart of what we do. We will foster a love of learning and make learning fun. We will take sensible risks leading to memorable, challenging learning. We will help our children to learn to think, challenge and have confidence to shape their world. Our children will have a voice. We recognise that each child is unique and celebrate the successes of all. We will promote tolerance and mutual respect as part of a global community. We want all our children to thrive and lead happy, healthy lives.
Current situation as at Autumn 2024. Both schools are now OE 2 (Inf @ May 2013 (full) and March 2023 (2 nd S8); Jr @ May 2015 (full) and March 2025 (S8). Teaching is consistently good and progress is good across all key stages – the latest IDSR shows progress post Covid-19 average KS2; attainment matches national with little difference between pupil premium and non- disadvantaged. This is replicated in KS1 & EYFS; a strength in Y1 PSC and GDS reading at KS1. Behaviour and attitudes are good and personal development is good with outstanding elements. Leadership and Management is good overall with strengths in Senior Leadership Team, NPQSL/ML & Governance. Safeguarding has been externally scrutinised by the Local Children’s Safeguarding Board and is outstanding; Financial audit has rated both s chools’ procedures as highly effective.’ Infants new build block replacement completed June 2019.; 50K annual investment for Key Stage 2 each and every year for three years; three-year budget within 5% of carry-forward although DFE funding review places considerable strain on the school(s) and a staffing reduction may be necessary. School has been awarded BSQM; AFPE; Music Mark; Sainsbury’s Gold; Speaker’s Award; PE Premium Award, ICT Mark. Double Gold Artsmark October 2018 & again March 2023; BSQM re-assessment Sept 2022; Bronze Healthy School’s award x 2 2022; Bronze Woodland Trust Expectations by Summer 2026 – Overarching outcomes statement. In Y1,3,4,5 the proportion of children making expected and better than expected progress against the school’s own curriculum is 90%/35%. In Y2 & Y6 the school’s attainment places us close to Fischer Family Trust (FFT) 20 therefore in the top 20% of schools for progress. (Note below re: published assessment information) In EYFS the Good level of Development (GLD) remains at national or above; the proportion of pupils making good progress against the school’s curriculum is 90%/35% (pending new year baseline assessment) Pupil premium children attainment and progress match the non-pupil premium in-school group and diminish the difference to the national non-disadvantaged group or is rapidly improving. Note: Provisional progress internal measures (2025) and attainment at all key-stages broadly matches the national picture; little difference between PP & non-disadvantaged for end of key-stage and Y1/Y2 phonics. Progress measures return 2026
Area – Leadership
Parents
Increase parent volunteers by 30% by July 2026
Volunteer log shows 30% increase; positive feedback Monitoring records; staff survey shows increased support Admin time logs; leader feedback; workload survey Framework published; 100% staff trained;
Launch recruitment drive; provide induction/training; assign volunteers to classes who can support with phase specific jobs in school e.g. readers. Schedule weekly visits; leaders provide feedback/model strategies.
Sept 2025 – July 2026
Hands On
All leaders to spend at least 1 hour/week in classrooms by Dec 2025
Sept – Dec 2025
AI
Pilot AI tools to reduce admin workload by 20% by April 2026
Identify/administer AI tools; train leaders; review impact.
Sept 2025 – Apr 2026
Professional Framework
Develop and launch professional behaviours framework by Dec 2025
Consult staff; draft framework; deliver training; integrate into appraisals.
Sept – Dec 2025
appraisal evidence
Area – Pedagogy
WAGOLL & Visualisers
All teachers use WAGOLLs (incl. poor examples) consistently across a range of subjects including EYFS. All teachers support effective practice and induction by adding a visual symbol to plans that reflect ‘steps to success’ 80% of Y2 – 4 use fluent cursive script by July 2025
Planning/observation records show consistent use
Weekly planning includes WAGOLLs; lesson obs focus on small-step learning.
Sept – Dec 2025
Toolkit & Steps
Lesson plans show tools; new staff induction completed
Display visual prompts; induction checklist for new staff; monitor planning.
Sept – Oct 2025 & ongoing
Presentation
Handwriting samples;
Frequent handwriting practice; marking and intervention for target pupils. Intervention where needed added to provision maps
Sept 2025 – July 2026
intervention logs; morning activities, spellings, date and title, taught not caught. Planning and work samples evidence strategy
Metacognition
All teachers implement and revise the effective metacognitive strategies across the curriculum. All teachers teach/model, use and expect domain- specific words to be used across the curriculum
Staff CPD; planning support; review work samples in meetings.
Sept 2025 – April 2026
Oracy (KS1 AFI) for all – Talk for learning.
Learning walk records; pupil responses
Weekly vocab focus; monitor via learning walks and pupil voice.
Sept 2025 – Mar 2026 and ongoing
Area – Induction
ECTs
All of ECTs registered and assigned mentor by Sept 2025
Induction records; staff/ECT feedback Induction logs; completion of training Training completion records;
Register ECTs on ECTE; assign mentors; induction activities for all staff.
Sept 2025
Supporting Staff
SENCO complete structured induction by July 2026
Shadowing sessions; attend training; hold mentor meetings; line manager review Enrol mentors on Ambition (DFE provider); use session materials; monitor logs.
Sept – Oct 2026
ECT Mentor Training
All of ECT mentors complete training by end of Sept 2025
Sept 2025 – July 2026
annual review
Area - Wider Curriculum
Safeguarding Across Curriculum
All areas map KCSIE (2025 coverage and update e-safety by Dec 2025 Audit all wider opportunities and ensure parity by July 2026. Trips, visits, experiences, clubs and residentials including sport competition and intra-school competitions.
Curriculum maps; audit report; pupil feedback
Audit Jigsaw scheme; update curriculum maps; review e-safety content. Complete audit; check curriculum links/value for money; analyse uptake.
Sept – Dec 2025
Wider Opportunities
Audit report; action plan for gaps
Sept 2025 – July 2026
Area – Assessment
Gingerbread People – EYFS
All EYFS staff secure in milestones and use them in provision by Oct 2025 Peer/self assessment embedded weekly in all classes by Dec 2025 All staff teach/explicit soft skills through the curriculum
Planning/observation records; staff feedback
CPD on milestones; planning support; clarify adult roles; monitor observations
Sept – Oct 2025
Shirley Clarke – Peer/Self Assessment
Lesson obs; reduced teacher workload. Note – this links heavily to the oracy target
CPD on feedback cycle; share success criteria; monitor lessons.
Sept – Dec 2025
Pupil Resilience & Self-Efficacy
Pupil surveys; progress data.
Define soft skills; integrate in lessons; use self-assessment tools.
Sept 2025 – July 2026
Pupils talk with expertise about effective learning strategies and model this in independent learning.
Area – Curriculum
BSL Promotion (Bucket List, Soft & Life Skills) Challenge for All (KS2 AFI)
Consistent teaching of bucket list, soft & life skills in all phases by Oct 2025 All lessons adapted for appropriate support and challenge by Dec 2025
Assessment records; pupil reflection logs
Staff CPD; curriculum mapping; termly assessment/reflection.
Sept 2025 – July 2026
Planning and book look evidence. Note that many lessons with skilful pedagogy and scaffolding will not require new or additional material. Usage logs; staff feedback; inclusion data
CPD on adaptation; planning scrutiny; book looks.
Sept – Dec 2025 and ongoing.
AI for Adaptation and Apps
All teachers use AI tools frequently curriculum adaptation and leadership tasks – where appropriate.
Identify AI tools; train staff; review impact in meetings.
Sept 2025 – April 2026
Area – Inclusion
SDQ & Boxall Tool
All pupils screened each term by Dec 2025 Embed all PEIA SEND audit actions in monthly leadership by July 2026 Use TES Provision Map to track all wider interventions by March 2026
Screening records; improved scores; intervention logs
Termly screening; plan interventions; review impact using scores. Add actions to agenda; track/report progress to governors.
Sept – Dec 2025
PEIA Actions
Leadership minutes; termly governor report
Sept 2025 – July 2026
TES Provision Map
Provision map data; intervention impact reports
Staff training; termly data review; inform provision planning.
Sept 2025 – March 2026
Area - Three- Year Outline
New Curriculum
Revise and implement updated curriculum in all subjects by July 2028 Align QA/self- evaluation to new Ofsted framework by Apr 2026 Update all SEND systems within 12 months of review conclusion Deliver structured induction for ECTs (yr 2), leaders (yrs 2 & 3) by July 2028 Implement coaching for all senior/middle leaders by Jan 2028
Updated plans; staff feedback; pupil outcomes
Complete review; update plans; annual evaluation; staff CPD.
Sept 2025 – July 2028
New Ofsted Framework
QA records; staff understanding; Ofsted feedback
Update QA systems; use report card categories; staff CPD.
Sept – Dec 2026
SEND System Changes
Compliance evidence; SEND pupil progress
Review guidance; update structures; train staff; monitor impact.
TBC (post- review)
More Induction
Induction records; staff feedback
Extend induction programme; annual review; track completion.
Sept 2025 – July 2028
Coaching
Coaching logs; leader self-evaluation; improved outcomes
Train staff; pair leaders; set goals; review progress termly.
Sept 2025 – Jan 2028
DT Disciplinary knowledge Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values . Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation. Science Disciplinary knowledge Teaching should develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics. Develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them. Equip pupils with the scientific knowledge required to understand the uses and implications of science, today and for the future. Working scientifically - observing over time; pattern seeking; identifying, classifying and grouping; comparative and fair testing (controlled investigations); and researching using secondary sources . Pupils should seek answers to questions through collecting, analysing and presenting data. Computing Disciplinary knowledge Use computational thinking and creativity to understand and change the world. Provide insights into both natural and artificial systems . Taught the principles of information and computation , how digital systems work , and how to put this knowledge to use through programming . Use information technology to create programs, systems and a range of content. Become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology ready for a digital world. History Disciplinary knowledge Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps pupils to understand the complexity of people’s lives, the process of change , the diversity of societies and relationships between different groups , as well as their own identity and the challenges of their time.
PE Disciplinary knowledge A high-quality physical education curriculum i nspires all pupils to succeed and excel in competitive sport and other physically-demanding activities . It should provide opportunities for pupils to become p hysically confident in a way which supports their health and fitness . Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect. Art Disciplinary knowledge Art, craft and design embody some of the highest forms of human creativity . A high-quality art and design education should engage, inspire and challenge pupils , equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design . As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history , and contribute to the culture, creativity and wealth of our nation. Evaluate and analyse; become proficient. MFL Disciplinary knowledge A high-quality languages education should f oster pupils’ curiosity and deepen their understanding of the world . The teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers , both in speech and in writing . It should also provide opportunities for them to communicate for practical purposes , learn new ways of thinking and read great literature in the original language. Language teaching should provide the foundation for learning further languages, equipping pupils to study and work in other countries. Geography Disciplinary knowledge A high-quality geography education should i nspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments , together with a deep understanding of the Earth’s key physical and human processes . As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes , and of the f ormation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time. Music Disciplinary knowledge Music is a universal language that embodies one of the highest forms of creativity. A high- quality music education should engage and inspire pupils to develop a love of music and their talent as musicians , and so i ncrease their self- confidence, creativity and sense of achievement . As pupils progress, they should develop a critical engagement with music, allowing them to compose , and to l isten with discrimination to the best in the musical canon.
Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11 Page 12 Page 13 Page 14 Page 15 Page 16Made with FlippingBook. PDF to flipbook with ease