1. 2. 3.
1. 2. 3. 4. 5.
1. Narrow the gaps in English & Mathematcs caused by lockdown(s) and bubble closures. 2. Refresh both the content choices and skill progression of non-core curriculum 3. Strengthen the use of teacher assessed tasks to support AFL in non- core subjects.
1. 1. Rapid progress - 90% of pupils make good or beter progress against the school’s curriculum. 2. Assessment tasks in non-core support TLA and knowledge of gaps. Tasks used to inform ‘Evidence Me’ 3. Refresh, revise and build capacity to bridge COVID gaps leading to accelerated progress.
1. Leaders & UPS staf to ensure that prior knowledge gaps, identfed by staf, are sufciently scafolded to ensure rapid progress from startng points. 2. Ensure that knowledge grids in non-core identfy gaps to inform and shape the teaching sequence. Audit against the progression maps. As staf move year groups, topic changes updated on the school’s schemas. 3. Develop a suite of core-tasks that support teachers in their AFL of non-core subjects, linked to the school’s progression maps. 1. INSET day to launch the new framework and structure rapid understanding of the new framework. 2. Adjustment to SIMS mark sheets to refect new bandings. 3. Additonal moderaton and scrutny of judgments to ensure consistency across the phase and wider sector. 4. Revise assessment requirements to ensure balance of workload and understanding next-steps to impact positvely upon provision. 5. New baseline test will also need to be administered. 1. INSET day to refresh the pedagogy choices and add to the agreed practce by cascade of EEF Metacogniton. 2. Links to L&M secton and workforce survey. Revise assessment records and use of smart self-marking forms to support TLA. Free teacher tme to focus on next-steps. 3. Staf to draw upon the class knowledge of the non-core units taught to build up a picture map of key-learning that helps all to summarise what has been learnt and key concepts/knowledge. 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.
Leadership release for coaching and mentoring.
Curriculum INSET days x 2
Directed tme to integrate plans. Moderaton of non-core tasks.
4 x Pupil Progress PDM ongoing
Staff QA - wider group Complete cycle will take one year
1. A new EYFS framework becomes statutory in 2021, all staf need to follow this and will require training, coaching & mentoring. 2. New (non-statutory) development maters banding will require adjustment to planning and expectatons. 3. Staf will require additonal moderaton to secure familiarity and use of new judgments.
1. All staf are familiar with and use the new EYFS framework including assessment and next steps. 2. Judgements are moderated and ensure consistency across the school and wider sector. 71% atain GLD with parity across groups. 3. Coaching, mentoring, modelling and team-teaching ensure consistency in practce. 1. Metacogniton strategies become embedded in pedagogy leading to rapid progress. 2. Digital forms and revised assessment processes reduces workload, improves teacher knowledge and supports well- being and retenton. 5% uplif in non-core atainment against the school’s curriculum. 3. Pupils can talk knowledgeably about how their non-core learning links across subjects within the topics. 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. Self-regulaton contributes to strong behaviour and attudes. These in turn support rapid progress of all. 2. Mindfulness supports pupils in recognising their mental health and proactve ways in which they can manage feelings and emotons. PASS survey shows improved self-percepton. 3. New RSHE curriculum improves pupils’ understanding of statutory and non-statutory elements chosen by staf. 1. A wider range of staf contribute to the QA process and in doing so professionally support and challenge colleagues resultng in strong progress for pupils and professional growth. 2. NPQ staf cement the skills of leadership within their own personal ‘toolboxes’. 3. Workload reform supports staf well-being, retenton and useful knowledge of next steps leading to rapid progress from startng points.
1. EYFS lead joint INSET day. 2. HT to update SIMS 3. All phase meetngs focus upon moderaton and pedagogy to support familiarity 4. AHT release to work alongside to coach and mentor
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. A cross-school group of staf have engaged with the EEF for a bespoke Metacogniton CPD course of 9 units. Selectng aspects of this will support the school’s pedagogy to lead to accelerated progress. 2. Develop the use of new technology to revise and resist assessment and workload leading to smarter knowledge of what pupils know and can do. This will also support workload and workforce retenton. 3. Pupils can artculate the ‘big picture’ ideas that have been covered through non-core work and, where possible, make links to other areas. 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. EN lead to revise writng 2. SMT to support use of Google forms 3. INSET day Sept 2021 for EEF Metacogniton aspects to inform pedagogy choices. 4. Follow through with the school’s QA.
1. INSET Day September 2. Follow up PDM to ‘vignette’ good practice linked to pedagogy 3. L&M Time to check through the weekly release 4. 1/2 termly review of subjects NPQML & NPQSL
1. Directed tme to plan 2. Website and bookings
1. 2. 3. 4.
INSET Day September INSET Day February PPA for all staff weekly
Calendar of events for staff/ parents
1. This will be the frst full year of teaching the new and revised RSHE scheme. A full cycle of teaching supported by QA to ensure that the planned units meet the community need will strengthen. 2. Mindfulness along with managing feelings and emoton taught sessions will support stronger self-regulaton and actve good behaviour. 3. Links to pedagogy plan and EEF metacogniton.
1. All year groups to revise, revisit and deliver the new units. 2. Abbey’s RSHE units provide additonal detail on drugs and on-line behaviours including perceptons of sex and sexuality. These units will have specifc pre-recorded content to support parents in giving consent. 3. QA of the full taught programme to check for impact including use of pupil voice to check on progress in assimilatng the content
1. QA and associated follow through of RSHE 2. INSET day Sept 2021 for EEF Metacogniton aspects to inform pedagogy choices.
1. 2.
Taught as part of regular RSHE Review through QA process
1. In leaders’ drive to make a ‘self-monitoring’ school, involve a wider group of staf in QA to build capacity, understanding and professional-professional challenge and support. 2. 10 staf have completed NPQM or L but their opportunity to rehearse the skills has been limited by COVID. This group requires the opportunity to rehearse their leadership skills to cement their knowledge and understanding. 3. Revise and revisit workload demands to ensure good staf-wellbeing and workforce retenton.
1. Involve a wider phase-based group of staf in QA to develop system- wide capacity to lead to a self-monitoring school. 2. Provide opportunity for NPQs to develop their skills and atributes to cement their L&M toolbox. 3. Share the workload summary and actons that leaders have taken to support staf. Ensure that there is a consistent approach to the new and revised assessment processes and wider staf development opportunites.
1. QA release @ £169 per day 2. Staf CPD directed tme to ensure consistency 3. Joint SMT development.
1. Half termly review with NPQML/SL to draw from and inform provision
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