Key performance indicators
Metacognition: Toolbox: Disciplinary
Language:metacognition : Parent project Develop the use of ELKLAN material to support the expressive and receptive language of children, Metacognition strategies become embedded in pedagogy (including mindfulness & self regulation) leading to rapid progress. Parents undertake an Abbey induction to support them in home/school learning. This will follow through as they migrate through the school leading to stronger progress for all.
Small steps: Vocabulary: Concept map Rapid progress - 90% of pupils make good or better progress against the school’s curriculum. Review and refine small-step learning * 3yr plan Domain specific vocabulary is reviewed, refined, embedded. Pupils talk with depth about their learning. Develop a key concept map that synthesises the learning over a unit into a statement or question. These concepts will supplement the non-core learning journey.
SEND: Feedback : WAGOLL SEND assessment and small-step curriculum framework is revised and redrafted to ensure that profiles sharply identify the learning journey - more pupils successfully learn the curriculum. The feedback cycle is reviewed to ensure that it supports all to understand next steps and successes. Pupils make rapid progress to address misconception. Review and refine the WAGOLL used across the school in teaching sequences. Leading to a close match between small-step learning and the support for all pupils ASSESSMENT
Revise:Re-invent: Teach & practice
Induct: SEND; Experts
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Leaders and teachers new to post are induced into the role. A semi-structured coaching and mentoring cycle leads to rapid role conceptualisation and success. SEND PEIA * action plan identifies greater level of in- class CPD for teachers and support staff. SEND pupils make rapid progress from starting points. LSP hubs of expert practice on specific interferons ensures expertise is shared; pupils get more specific intervention to accelerate progress.
BSL are revised, revisited, promoted and permeate through the curriculum.
Metacognition strategies become embedded in pedagogy leading to rapid progress.
The safeguarding and behaviour curricula aspects of PSHE & RSHE are reviewed and refreshed leading to children strengthening their understanding of this curriculum.
Teachers revise and develop the school’s ‘Abbey steps to success’ to confidently articulate the pedagogical choices made to secure learning. 5% uplift in non-core attainment against the school’s curriculum. Staff and pupils understand and can talk about Disciplinary subject knowledge. PEDAGOGY
LEADERSHIP
WIDER CURRICULUM
EYFS
CURRICULUM
Sitting underneath this overarching SIP is a series of subject review booklets that have individual subject/aspect detail. Note: Some aspects of curriculum review will span academic years to ensure effectiveness, rigour and workload. *Priority Education Investment Area (PEIA) is a DFE LA wide initiative.
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