VALLEY PRIMARY SCHOOL SCHOOL DEVELOPMENT PLAN OVERVIEW 2021-22
QUALITY OF EDUCATION
Area
Target
Success Criteria
To further develop the approach used by all staff to systematically check pupil progress before and during lessons to help plan appropriate, future sequences of learning.
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To further develop the whole-school approach to assessment within foundation subjects.
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▪ To embed a consistent, whole-school approach to the development of vocabulary across the school.
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▪ To consolidate the school’s approach to the reading curriculum
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BEHAVIOUR & ATTITUDES
▪ ▪ For pupils in Key Stages 1 and 2 to meet the Trust target of 93% making expected progress from their EYFS / KS 1 starting point. To achieve the OPAL play award to further promote positive playtime behaviour and wellbeing. To embed the school’s incremental framework for behaviour.
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To further promote positive attitudes and pupil motivation in lessons.
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The work given to pupils over time matches or betters the ambition of the National Curriculum Teachers, TAs and ISAs systematically check pupils’ understanding, identify misconceptions and provide clear, effective feedback. All pupils will have developed detailed knowledge and skill across the curriculum allowing them to achieve well. Summative, whole-school assessment tasks will chart what pupils have remembered and highlight which threshold concepts from individual subjects have been developed allowing pupils to integrate knowledge, understanding and skills into larger ideas. Mini assessment tasks will help inform what pupils have remembered within a given topic. The school’s curriculum will have clearly defined end points within each subject. All staff will demonstrate an awareness of the importance of vocabulary development and this will be mirrored in the oral and written language used both inside and outside the classroom. Core spine of texts agreed for the whole school. Subject-specific vocabulary lists embedded for the whole school. Pupils in EYFS and Key Stage 1 will have gained the necessary phonics knowledge allowing them to become fluent, early readers. There will be a consistent approach to the teaching of reading in Key Stage 2. School-based, reading assessments will identify pupils who have fallen behind in their reading and planned interventions will address gaps effectively. Pupils in Key Stage 1 and 2 will have made expected or better than expected progress from their given starting points. School will have been awarded the OPAL play award School grounds will have been further developed to promote different types of play Pupils will have become more independent in organising their play activities Pupils and staff will fully understand the school’s approach to promoting positive behaviour. A calm, orderly learning environment will be achieved both inside and outside the classroom. Through pupil voice surveys, pupils will state that the system of rewards and sanctions is consistent and fair. All pupils show positive attitudes during their lesson and demonstrate high levels of motivation to achieve their very best. The planned curriculum is relevant and engaging. Teacher talk, especially during lessons introductions will be kept to a minimum.