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Develop the quality of education through:
Develop the quality of education through:
Implementing a structured timetable of learning reviews, unit assessments and summative assessment (including standardised testing) to accurately and effectively track pupils progress, identify learning needs and evaluate the impact of our curriculum.
Further develop a mastery approach to the curriculum through continuing to enhance and embed good practice in maths and adoption of a mastery approach in science.
To improve early reading and progression through KS2, ensuring a broad, structured, and coherent curriculum that reflects mastery principles.
Rationale
Rationale
Our approach to learning and he development of our curriculum is based upon Rosenshine's Principles of Instruction 2012.
Begin the lesson with a review of previous learning.
Present new material in small steps.
Ask a large number of questions (and to all students).
Provide models and worked examples.
Practise using the new material.
Check for understanding frequently and correct errors.
Obtain a high success rate.
Provide scaffolds for difficult tasks.
Independent practice.
Monthly and weekly reviews.
Implementing a structured timetable of learning reviews, unit assessments and summative assessment (including standardised testing) to accurately and effectively track pupils progress, identify learning needs and evaluate the impact of our curriculum.
Implementing a structured timetable of learning reviews, unit assessments and summative assessment (including standardised testing) to accurately and effectively track pupils progress, identify learning needs and evaluate the impact of our curriculum.
What does the school need to do to improve?
OFSTED 2023
A relatively high number of pupils join the school other than at the start of the Reception Year. Sometimes, leaders and staff lack rigour in how they assess a pupil upon them joining the school. It leads to some pupils going ‘under the radar’ and not achieving as highly as they should based on their starting points. Leaders should put in place a clear system for reviewing, making and using assessment to ensure every pupil who joins the school mid-year goes on to achieve their very best.
Phase 1 (2024-2025)
Further embed and maximise the use of White Rose Maths Unit and Termly Assessment to effectively monitor and refine learning.
Use Rising Stars standardised testing in maths twice a year and Reading termly to track progress over time and monitor the effectiveness of our curriculum in regards to pupil attainment.
Implement National Centre of Computing Education Teach Computing curriculum assessments to track and monitor progress.
Implement White Rose Science Unit Assessments to track and monitor progress.
Further develop a mastery approach to the curriculum through continuing to enhance and embed good practice in maths and adoption of a mastery approach in science.
Further develop a mastery approach to the curriculum through continuing to enhance and embed good practice in maths and adoption of a mastery approach in science.
Phase 1 (2024-2025)
Continue to embed White Rose Maths throughout the school.
Implement White Rose Fluency Bee to review and revisit previous learning in maths throughout school.
Adopt Mastery through the White Rose Programme in EYFS to align with KS1 and KS2 including daily Fluency Bee sessions.
Implement White Rose Science Curriculum and monitor impact through weekly formative and unit assessment.
Research mastery approach programmes in other areas of the curriculum with a focus on English and humanities.
To improve early reading and progression through KS2, ensuring a broad, structured, and coherent curriculum that reflects mastery principles.
To improve early reading and progression through KS2, ensuring a broad, structured, and coherent curriculum that reflects mastery principles.
Reading Action Plan 2025_2027
What does the school need to do to improve?
OFSTED 2023
How staff elect to teach phonics, including in lessons and through catch-up support, does not provide enough opportunity for weaker readers to revise the sounds they need to know. As a result, the progress these pupils make is slower than it should be. Leaders should ensure staff receive the training and guidance required to teach leaders’ adopted programmes in a way that maximises the learning for every pupil.
IDSR 2024_2025
Areas to Address:
Middle prior attainers - Reading, Writing and mathematics expected standard (particular focus on Reading)
Year 1 Phonics Screening: 76.2%
Success Criteria:
Clear progression maps; mastery embedded
Roles defined; CPD completed; consistent practice.
Reliable data cycles; timely interventions.
Pilots show impact; scale-up plan ready.
Budget approved; funding secured
Actions and Interim Milestones:
Termly RWI checks; update KS2 plans; refresh text spine.
Form reading team; deliver CPD; schedule moderation.
Audit; align assessments; run catch-up groups.
Review evidence; Assess Plan Do Review cycles.
Draft budget; seek grants; termly reviews.
Term 1: Review audit and plan. Roles determined.
Term 2: Implement plans; CPD completed. Progress data reviewed: pilot evaluated.
Term 3: Full rollout. QA shows improved provision and impact. Review, evaluate, report and refine.
Sources of Evidence:
Curriculum maps and plans.
CPD logs
QA reports
staff feedback
Data reports
Intervention logs
Pilot plans
Impact data
Budget documents
Governor reports.
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