1. 2. 3. 4. 5.
Curriculum INSET days x 2
1. Rapid progress - 90% of pupils make good or beter progress against the school’s curriculum. Review and refne small-step learning * 3yr plan 2. Domain specifc vocabulary is reviewed, refned, embedded. This language is clear on all planning Notebooks. Pupils talk with depth about their learning. 3. Review and update the diverse range of adults, places, artsts, musicians etc. learnt through the curriculum. Promoton of SMSC, PD, FBV leading to pupils being well-prepared for next steps and life in modern Britain. 1. All staf complete the accredited DFE CPD programme leading to strengthen adult interactons to ensure rapid progress for all. 2. Metacogniton strategies become embedded in pedagogy (including mindfulness & self regulaton) leading to rapid progress. 3. Parents undertake an Abbey inducton to support them in home/school learning. This will follow through as they migrate through the school leading to stronger progress for all. 1. A cross-school group of staff will revise, revisit and present a curriculum pedagogy update of key features to support effective learning. This will help cement into staff long term memory. 2. Further develop the use of new technology to revise and resists assessment and workload leading to smarter knowledge of what pupils know and can do. This will also support workload and workforce retention. One key element will be the revision of peer/self assessment that pupils complete to increase effectiveness and self-awareness. 3. Develop and sharpen staff knowledge of the curricula disciplinary knowledge so that the overarching aims of the national curriculum are strengthened; EYFS curriculum will strengthen preparedness for KS1. 1. The opportunity to experience ‘Bucket list, life skills and sof skills’ has been signifcantly impacted by COVID restrictons. These need to be revised and refreshed. 2. Staf are moving year groups which also brings the opportunity to revise, revisit and refresh the main curricular themes and BSL links. 3. Revise, revisit and refresh. 1. Kahoot is refned and embedded along with other AFL (tech based) strategies so that staf are acutely aware of gaps in learning and next steps - more pupils successfully learn the curriculum. 2. The process of pupils’ peer/self assessing is reviewed to ensure that it supports all to understand next steps and successes. Pupils make rapid progress to address misconcepton. 3. Review and refne the WAGOLL used across the school in teaching sequences. Leading to a close match between small-step learning and the support for all pupils. 1. Workload reform supports staf well-being, retenton and useful knowledge of next steps leading to rapid progress from startng points. 2. CPD model reviewed to ensure staf cognitve overload is accounted for. A new model to support the 3yr aspect of the curriculum (and other) sectons. 3. LSP hubs of expert practce on specifc interferons ensures expertse is shared; pupils get more specifc interventon to accelerate progress.
1. Pupils learn the curriculum well; atainment in-line to above natonal at all key-stages. Small-steps reviewed and checked against NC. 2. Skill progression covered fully and scafolded for strategic catch-up; 5% uplif in non-core atainment. Domain specifc vocabulary is used well by all stakeholders. 3. Diversity promoton is clear across all areas of the curriculum and key-stages. 4. 90% of children make good progress against the school’s curriculum.
1. Leaders & UPS staf to ensure that prior knowledge gaps, identfed by staf, are sufciently scafolded to ensure rapid progress from startng points. Small-step learning checked for suitability. 2. Ensure that knowledge grids in non-core identfy domain (subject) specifc vocabulary and shape the teaching sequence/learning journeys . Audit against the progression maps. As staf move year groups, topic changes updated on the school’s schemas. 3. Develop and enhance the promoton of diversity through the curriculum. Ensure that the models support the community profle at Abbey and further internatonal dimensions. Ensure that there is balance - develop summary artwork by year group. 1. INSET day to refresh the pedagogy choices and add to the agreed practce by cascade of EEF Metacogniton. 2. Ensure that knowledge grids in non-core identfy domain (subject) specifc vocabulary and shape the teaching sequence/learning journeys . Audit against the progression maps 3. By 1/2 term 1 inducton on reading and maths; 1/2 term 3 phase 3 phonics and number strategies; by 1/2 term 6 preparaton for y1. 4. 1. INSET day to refresh the pedagogy choices and add to the agreed practice by cascade of EEF Metacognition. 2. 3. Links to L&M section and workforce survey. Revise assessment records and use of smart self-marking forms to support TLA. Free teacher time to focus on next-steps. Revise and develop peer and self-assessment 4. Staff to draw upon the subject disciplinary knowledge so that, through half-termly review, all subjects are covered in a 3 yr period. 1. All year groups to revise, revisit, refresh and engage pupils and the wider community in the design. 2. B - build in curricular enrichment 3. L - enhance the NC by providing opportunites to meet the Abbey mission statement and local knowledge. 4. S - ensure that these are taught and experienced through the year 5. Check for coverage loss and adjust so that these resonate strongly with children and adults. 1. All year groups to revise, revisit and check the suitability of Kahoots/ Google forms through the 1/2 termly planning cycles. 2. From EYFS, each phase will revise and devise a change to the use of peer and self-assessment to support marking, workload and pupil understanding. Task and fnish groups UPS staf. 3. Refne the use of WAGOLL to ensure domain specifc and disciplinary knowledge is also well integrated. Each 1/2 term teaching sequence. 1. Involve a wider phase-based group of staf in QA to develop system-wide capacity to lead to a self-monitoring school including in any reforms proposed. 2. A mix of directed tme over a 1/2 term to substantvely lead to SIP improvements - see CPD schedule. 3. Audit and identfy key-staf with interests in specifc interventon. Train and introduce a ‘hub-model’ to support a wider group of expertse.
1. Leadership release for coaching and mentoring. 9 x £200 per week release = £72,000
4 x Pupil Progress PDM ongoing
2. INSET days x 3
Staff QA - wider group Complete cycle will take one year
3. Directed tme to integrate plans
4. Summary year group artwork representng diversity
1. EEF Metacogniton strategies support all pupils’ progress and teacher tools for delivery. 2. All staf are confdent and comfortable to be able to artculate the bandings and pupil next steps. Domain specifc vocabulary is used well by all stakeholders. 3. New parent programme follows through school to increase home/ school learning so more pupils make rapid progress and parents play a wider role in educaton
1. INSET Curriculum & Metacogniton 2. Leadership release for coaching and mentoring. 9 x £200 per week release = £72,000 INSET days x 3 3. Directed tme to integrate plans.
1. INSET day x 1 September 2. Follow up PDM for LSP each half term 3. Weekly phase meetngs 4. 1/2 day per week L&M in-class support
1. EEF Metacognition strategies support all pupils’ progress and teacher tools for delivery. 2. Workload reduces, teacher knowledge improves and next-steps are addressed swiftly. 3. Pupils learn the curriculum well including the individual subjects’ disciplinary aspects.
1. EN lead to revise writing
1. 2.
INSET Day September
Follow up PDM to ‘vignette’ good practice linked to pedagogy
2. SMT to support use of Google forms
3. L&M Time to check through the weekly release 4. 1/2 termly review of subjects NPQML & NPQSL
3. INSET day Sept 2023 for EEF Metacognition aspects to inform pedagogy choices.
4. Follow through with the school’s QA.
9 x £200 per week release = £72,000 INSET days x 3
1. 2. 3. 4.
INSET Day September INSET Day February PPA for all staff weekly
1. BSL are revised, revisited, promoted and permeate through the curriculum. 2. Bucket list adds extra-curricular opportunites. 3. Life skills support Abbey’s community in non- Natonal Curriculum skills and atributes. 4. Sof skills support wider employment skills and rapid progress of all pupils. 5. Curriculum plans show evidence of BSL. 6. L support leaders’ vision for the wider curriculum opportunity and specifc contextual challenges 7. S are actvely drawn upon to ensure good progress, behaviour and work ethic. 1. Low stakes testng is used efectvely to assess learning of curriculum, next steps and adjustments. 2. Pupils’ understanding of self-efcacy and next steps is age- appropriate and sharp. 3. WAGOLL provides a sharp model of success that is used and referred to.
1. Directed tme to plan 2. Website and bookings
Calendar of events for staff/ parents
1.
Systematic task and review beginning Autumn 2 Review through QA process
1. QA and associated follow through of subject release tme 2. INSET day Sept 2023 for EEF Metacogniton aspects to inform pedagogy choices.
2.
1. Half termly review with NPQML/SL to draw from and inform provision
1. Staf actvely engage in QA and through the process challenge and support colleagues to follow the school’s agreed practces and policies. This will lead to accelerated progress for all. 2. Cognitve overload reduced, staf work-load manageable, cements and improves provision. 3. Expert hubs support all staf to make rapid progress with pupil catch- up using defned interventon sharply matched to need.
1. QA release @ £200 per day 2. Staf CPD directed tme to ensure consistency 3. Joint SMT development.
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