Flanderwell Primary School Developing Excellence Plan

2020-2021

Contents

Developing Excellence Plan 2020/21……………………………………………………….page 3

Key priorities: recovery strategies……………………………………………………………page 5

Subject specific action plans and analysis of the year group curriculum objectives in need of recovery following the Covid pandemic lockdown…………………page 13

Early Years analysis of objectives in need of recovery following pandemic and 2020/21 action plan……………………………………………………………………………page 74

Appendices Staff tasks towards DEP implementation……………………. ……………………………..page 80 Pupil premium action plan 2020/21…………………………………………………………. page 87 Summary SEF 2020/21………………………………………………………………………..page 94

2 EMERGING ISSUES (the overview- starting with the ‘why?’):

Quality of education Implement a robust recovery plan to include recovery of the lost curriculum during lockdown summer 2020 and also includes bespoke recovery tutoring for those pupils who are struggling to catch up.

Why? The pandemic and lockdown in summer 2020 led to a term of missed learning in need of recovery. Learning covered by online teaching during this period was vital, as it enable children to keep key concepts alive in their working memory, but as educators we need to revisit the objectives covered to ensure all children have had equality of access.

Embed recently revised curriculum programmes of study including embedding with new staff and staff new to year groups, to ensure the curriculum offer is broad, full and balanced, studied by all and is both knowledge-led whilst promoting mastery of skills. Ensure all planning includes coverage of knowledge, skills and vocabulary across all areas of learning.

Why? The school needs to continue to develop the wider curriculum in order to build on what children need to know and remember in every subject.

Behaviours and Attitudes/ Personal development

Support pupils’ anxieties and wellbeing followed by the Covid-19 pandemic and lockdown to that all children feel safe, happy and listened to. Develop resilience – equip staff to enable pupils to recover some of the resilience lost since lockdown. Continue to a deploy a sports’ coach who will focus on preparing pupils for competitive sport and encouraging them to engage in physical activity. Establish a strong culture of character development – teach children to be respectful, not afraid to take risks in their learning and to be resilient. Use reflection areas and RE as a catalyst for exploring personal development, particularly when we are unable to have whole school assemblies in the hall because of Covid-19 restrictions.

Why? The Covid-19 lockdown led to an increase in anxiety, isolation and trauma for pupils. In 2020/21, the school needs to play its part in restoring the balance for our children and providing a safe, happy atmosphere where everyone can thrive and learn.

Leadership and Management Leadership at all levels to have a clear understanding of which learning has been lost and which needs to be recovered and by what method. Empower all subject leaders to monitor standards in their subject, including to monitor the impact of the recovery plan for the curriculum.

Why? Once we understand what learning has been missed and how it can best be recovered, we can devise a curriculum plan which enables all learning to be caught up in the smartest way and, very importantly, leaders can check we have been successful throughout the year.

3 Progress and Attainment: Year 6 2019/20 7 SEN (11 at Y6) Historical data: Exit to End of KS1 2016 Attainment 2019 Attainment 2020 (based on teacher pupils; 17 PP Pupils FS2 2014 assessment/ recent mock SATS due to Covid- 19 lockdown.

% % Expected Greater Depth

% below % expected % above % Below %expected % (Greater Depth) % Exp (cohort) % GDS (cohort) Maths 13 87 33 0 87 29 83 35 91 30

Reading 16 84 47 2 87 36 81 48 93 37 Writing 13 87 31 4 78 22 72 33 91 35 Spag 4 78 42 72 35 91 44 SEN maths 0 50 0 25 0 55 0 SEN reading 25 50 0 13 0 73 0 SEN writing 50 25 0 0 0 64 0 SEN spag 50 50 0 0 0 64 0 Maths Boys 0 79 25 74 22 86 18 Maths Girls 0 95 33 93 48 97 41 Reading Boys 4 89 25 70 33 93 18 Reading Girls 0 95 48 93 63 93 55 Writing Girls 4 96 33 89 32 93 55 Writing Boys 4 63 13 56 15 89 14 Spag Girls 5 95 57 89 52 93 69 Spag Boys 4 67 29 56 19 89 18 Pupil Premium 0 77 12 79 16 88 18 maths Pupil premium 6 76 12 79 32 88 18 reading Pupil premium 12 59 6 63 11 88 18 writing Pupil Premium 12 59 18 68 11 88 29 Spag

4 RECOVERY A C T I O N P L A N 2020/21: Recovery of the Curriculum Improvement Priority 1 TO IMPLEMENT A COVID RECOVERY PLAN TO ENABLE CHILDREN TO CATCH UP ON MISSED RECOVERY OF THE CURRICULUM LEARNING CURRICULUM Success Criteria: We will know we are successful when … • All cohorts and groups catch up on lost learning following the lockdown during the summer term of the 2020 year • Teaching is responsive to need, takes account of the needs of all groups of learners and is focused and simple. • Any gaps in performance of groups of pupils that have emerged following the lockdown are reduced • We are acutely aware of the areas of learning that have been lost during the pandemic lockdown and have a plan in place to recover this learning over time.

Objectives Lead Milestones Time Monitoring and Evaluation Person scale What By When Outcome who m • Leadership identifies objectives that would have been 1. To evaluate covered over summer term 2020 using long term and Beginning The school has a clear medium-term plans. Include objectives that were taught of new understanding of which objectives the curriculum academic have been lost and what aspects of remotely.

content that year Scrutiny of SLT Sept learning needs to be recovered and has been • Divide curriculum objectives into: 2020/21 identified 2020 how in all areas of learning across missed or curriculum the curriculum. 1/ Non-negotiable key concepts, knowledge and skills all pupils taught recovery need to understand plans remotely in and order to have 2/Deeper concepts and knowledge we would like pupils to learn if an accurate there is time (ie if we master key concepts quicker than expected) picture of what Remove any objectives that are not necessary for a good level of will need to be SLT/ subjectleaders SLT/ understanding. re-taught and Key questions: what to let go. “What are the essential concepts in our curriculum that pupils need to understand before moving on?” “What parts of our curriculum are less essential, that we can miss or touch on quickly?” 2. Once the essential lost concepts have been identified, curriculum To produce a plan for leaders will categorise objectives into those that can be recovered Beginning The school has a clear through the following ways: of new Scrutiny of SLT Sept understanding of which objectives curriculum academic identified 2020 have been lost and what aspects of recovery which 1. Through a spiral curriculum during the year, where objectives year curriculum learning needs to be recovered and are repeated and built upon 2020/21 recovery how in all areas of learning across identifies key plans the curriculum. concepts that 2. Through an extended teaching sequence/ pre-teach will need to be This is documented and built into teacher’s planning documents in re-taught as 3. By providing an additional research project or home learning order to recover the lost curriculum.

well as how subjectleaders SLT/ task

5 and when we 4. By returning in a later year group (deferring). For example, electricity covered in summer term year 4 is repeated in year will do this. 6 and can be covered more thoroughly then. October Planning 2020 and work SLT Oct 2020 5. Discrete curriculum recovery lessons in Autumn term scrutiny to (discrete curriculum recovery lessons to last no longer than ensure recovery one month). curriculum has been Example of curriculum recovery analysis: sufficiently

addressed. Area of curriculum in need of recovery: Science What learning/ key When and how will concepts have been we recover these? missed in lockdown (reference to points 2020? 1-5 identified above). FS2 cohort 2019/20 Y1 cohort 2019/20 Y2 cohort 2019/20 Y3 cohort 2019/20 Y4 cohort 2019/20 Y5 cohort 2019/20

(Curriculum and Year Group Recovery Analysis referred to in Developing Excellence Plan).

6 RECOVERY A C T I O N P L A N 2020/21: Recovery of the Vulnerable

Improvement Priority 2 TO IDENTIFY PUPILS IN NEED OF BESPOKE RECOVERY TUTORING FOLLOWING THE COVID PANDEMIC RECOVERY OF THE LOCKDOWN AND TO ENSURE THAT ACCELERATED PROGRESS IS MADE IN ORDER THAT THEY ARE VULNERABLE NOT LEFT BEHIND. Success Criteria: We will know we are successful when … • All cohorts and groups achieve at least good progress per annum and the % outstanding progress is accelerated in all areas of the curriculum • Provision raises standards and is responsive to children’s needs. • We have identified those pupils who need additional support to catch up’ following lockdown and plans are in place to recover their lost learning. • Teaching is responsive to need, takes account of the needs of all groups of learners and is focused and simple.

Objectives Lead Milestones Time Monitoring and Evaluation scale What By When Outcome whom

To identify Important note: The majority of children will recover lost learning Monitoring of SLT Sept Pupils in need of a bespoke through action plan 1/ above (recovery of the curriculum). This pupils for SLT teacher tutoring recovery plan are action plan seeks to identify those for whom action plan 1/ above is records/ bespoke not enough, and for whom a more bespoke tutoring catch-up plan identified. is necessary to ensure that they catch up with their peers and assessments recovery recover gaps in learning. and pupil tutoring progress following Identify pupils eligible for recovery tutoring: meetings Summer 2020 early in Autumn lockdown. a) Staff to identify pupils who have not been engaging Sep term. with remote learning, who do not have access to 2020 technology needed to carry out remote learning, are vulnerable due to SEN need or who have

experienced difficult family circumstances that have

impacted upon their access to remote learning (for

example family bereavement).

b) At the start of Autumn term (the first ten days), staff to use low-stakes assessment to check out the school’s assumptions from a) above. This information is to be used to find out where pupils have specific gaps in knowledge that cannot be

addressed by the action identified in priority 1/

(recovery of the curriculum action plan).

Staff to avoid written tests at the start of Autumn 1 2020. 7 Examples of low-stakes assessments to be deployed include:

low stakes quizzes

low-threat knowledge checks

multiple choice questions

discursive paired work (read a text for 10 minutes then tell your partner about it)

checking knowledge through discussions

SLT/ leads inclusion To implement • Deploy staff to carry out the recovery tutoring Sep – Monitoring of SLT/ Autumn Bespoke tutoring is high quality, fit lessons for those who have gaps that cannot be Dec interventions inclusion term for purpose and addresses bespoke recovery lead/ tutoring for addressed by action plan 1 above (Recovery of 2020 in Autumn 2020 specifically the needs of those term. SENCO individual pupils the Curriculum). pupils who have fallen behind. and groups in • Plan for bespoke tutoring recovery lessons daily order to for pupils over a short range of weeks (for Monitoring of Outcomes improve, in particular accelerate example 4/5 weeks), for individual pupils and assessments for pupils at risk and the gap in progress and small groups. end of attainment with their peers is narrow gaps in • Identify specific objectives required for recovery Autumn 1 reduced. attainment. and draw up personalized OLP’s (optimum learning plans) for each pupil. Share these with all staff involved with the pupil and with parents. • To ensure tuition is effective, we will ensure that it is: 1-1 or in small groups

Intensive: focused around key concepts

Takes place over a short period of time (4/5 weeks)

Targeted at pupils with specific needs and gaps and their targets must to be SMART

Aligned with learning that is already taking place in the classroom.

Carried out by well trained staff

8 Designed to enable children to experience success early on in order to motivate them

• Once recovery tutoring is complete, we will ensure that all pupils identified for the programme receive pre-teach and post- teach interventions for the remainder of the Autumn term.

9 RECOVERY A C T I O N P L A N 2020/21: Recovery of the community

Improvement Priority 3: TO IMPLEMENT A RECOVERY OF THE COMMUNITY PLAN THAT WILL ENABLE THE SCHOOL Recovery of the COMMUNITY TO ACHIEVE ITS’ FULL POTENTIAL community Success Criteria: We will know we are successful when … • Pupils engage in learning and feel safe in school • Communication with parents is highly effective and results in a clearer understanding of children’s needs and experiences • Aspects of children’s mental health and wellbeing affected by the pandemic and lockdown are recovered.

Objectives Lead Milestones Time Monitoring and Evaluation scale What By When Outcome whom

To begin 1. Provide for a smooth transition back to school: to recover Sep Pupils return to school and feel settled pupil and Staff to deploy non-contact ways of showing they care (air high 2020- Pupil SLT Half in their classrooms adults’ five) July interviews termly 2021 sense of Spirituality and mindfulness are well Implement non-verbal ways of communicating emotion (BSL/ 5 developed in all pupils and this wellbeing point scale) presents as happy, settled learners. following Drop -in observation Staff to reinforce through body language the importance of the Covid within the Children who are suffering from pandemic social distancing (spread arms for social distancing, mimic classroom particular anxieties or trauma are washing hands, mimic catching coughs and sneezes in sleeve) lockdown and lesson helped to improve their mental well - observation being and they feel safe. Staff to encourage positivity and not negativity (instead of a box focusing on of worries use boxes of hope or gratitude) pupil behaviours and Provide pupils with space to process feelings and share interactions experiences during lockdown. Include on displays, for example, with staff work from online learning during lockdown so that pupils who remained at home understand they were still part of school. The school community recovers from the trauma of the lockdown and pandemic and is fully functioning.

10 2. Identify likely issues and possible solutions to

enable a full recovery of the community: Autumn Pupil term progress SLT Half Likely issue: Exhausted pupils 2020 meetings termly

Possible solution: Provide brain gym breaks/ outdoor include discussion learning/ physical breaks/ mindfulness boosts and identificatio

Likely issue: Isolation of pupils during lockdown n of any Possible solution: Staff to encourage activities which areas of concern for involve social interaction and conversation, and need to individual support some pupils to ‘play’ with others pupils

Likely issue: Loss of confidence

Possible solution: Staff to implement a ‘can do’ attitude and growth mindset in children. Ensure classrooms are shame resilient and children feel safe to make mistakes.

Likely issue: Anxious pupils Possible solution: Staff to provide children time to talk.

Implement ‘reflection/ mindfulness areas’ in each classroom which include:

Reflection areas which include space for unanswered questions (chance for children to understand it is alright to ask the virus

was allowed to happen or why a family member died, for example).

A gratitude area (what are we thankful for)

A worry box or a hope box for children to post their hopes or anxieties in Parents feel more informed and the

lines of communication are open Likely issue: Anxious parents despite restrictions of access to the

Possible solution: Deliver class workshops by zoom for school building. parents within the first few weeks of term so that they Sept SLT understand classroom routines and how we plan to support their 2020 monitor a OCT child back into school. Keep lines of communication open, sample of SLT 2020 despite school being closed to adults (use of class dojo). Share parent workshops/ the school’s curriculum recovery plan so they understand that we have a plan to recover lost learning – remove the guilt many parent questionnai feel as they struggled to juggle work and home learning.

res

11

Likely issue: Trauma Staff feel more prepared to spot signs Possible solution: Staff to have a reminder of previous training of trauma and manage well pupils who on: Autumn display behaviours causing concern. 2020

Emotional coaching

Vulnerability and courageous classroom training (reminder to identify ‘armouring up’/shield techniques used by children after trauma (run from, run against, run towards).

Staff to identify specific issues with some children presenting as traumatised using Maslow’s triangle.

12 English Curriculum Recovery Plan 2020-2021

What learning/key concepts have been missed in What strategies will we use and how will we recover Examples of recovery. Summer 2020? this? FS12 More work on rhyming and rhythmic activities. Whole class work in FS2 on rhyming and alliteration. - Many objectives are repeated in the cohort More work on rhyme and alliteration. Knowing print carries meaning will be continued in next year groups, so teachers need to 2019/20 More work needed on knowing that print carries FS2. ensure that the little steps from the meaning and, in English, is read from left to right and The teacher needs to read to the children daily. previous year have been taught, top to bottom. RWI phonics assessments done as soon as possible. before beginning own year group Baselines to take place for Foundation, so objectives. Foundation teachers can see what children have -Through spiral curriculum repeats missed. the concepts. FS2 cohort ELG 09 Reading: children read and understand simple sentences. Missed objectives need to be taught whole class to - Teach extended sequence of 2019/20 They use phonic knowledge to decode regular words and read ensure children have the building blocks ready for teaching/pre-teach. them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others Year 1. -Research home learning task. about what they have read. Phonics assessments need to take place for every - Discrete recovery lessons in child, so a baseline is made. Autumn 1. ELG 10 Writing: children use their phonic knowledge to write Benchmarking needs to take place for every child, so words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which the teacher knows their current colour band. Children can be read by themselves and others. Some words are spelt need providing with two books for home, so reading correctly and others are phonetically plausible is encouraged as much as possible. Whole class RWI phonics sessions to take place until I would say all of this is has been taught and achieved by most October. Children who cannot access need children. There are still a couple of children who may not be secure in reading and writing and this would be because they are appropriate differentiation with the teaching still needing support to sound and blend so definitely a big focus assistant. would be the parts in yellow- decoding regular words and read Whole class teaching of ‘tricky’ words, to ensure irregular words. children can read them. Assess on spelling, so children can be given the correct spellings to learn. Year 1 Non-chronological reports. Genres not taught, will be covered again due to spiral cohort The teaching of the word ‘singular’. curriculum. Y2 to consider that N-C report has not 2019/20 Skills Builders Units Not Units 3 - 42 been taught, so features of these need to be taught Covered thoroughly from October half term. Skill builders will be carried on and Year 1 Nelson Handwriting Units Not All letter groups were taught Covered and progressed onto words objectives matched to Year 2. using (in the sky, in the grass

13 and the soil) to aid with the Year 2 to be mindful that missed objectives in SPAG lines. Not covered joins. need teaching, before beginning new learning. These will need teaching in discrete lessons. The word ‘singular’ will be taught through RWI spelling immediately. Assess on spelling, so children can be given the correct spellings to learn. RWI phonics will be assessed and children will be taught this whole class to cover missed gaps. If differentiation is necessary, this will be done with the teaching assistant. Benchmarking needs to take place for every child to ensure they are on the correct book band. Books need to be sent home immediately to encourage children to read at home. Daily reading sessions to encourage fluency, as well as fluency assessments. Year 2 Y2B Whole class phonics assessment needs to take place cohort Formation of noun suffix such as –ness to identify children on the programme in Year 3. 2019/20 Formation of adjective such as –ful and –less Teachers need to plan for daily phonics sessions for Terminology- noun phrases statement these children. Poetry- shape poems and Kennings Revise missed SPAG objectives before beginning RWI Units Not Covered 2B Unit 3-15 (but covered by few KW chn) with the Year 3 objectives. Continue with skill builders, cracking comprehension Skills Builders Units Not Covered All (with exception of single unit) and RWI spelling to ensure that gaps are not missed.

Cracking Units Not Covered Final Unit-Little Miss Muffet&Twinkle Assess the spelling of HFW and CEW from previous Twinkle (but covered by few KW chn) year group, as well as own, so children can be given the correct spellings to learn. These tests cannot all Nelson Handwriting Units Not Began some horizontal/diagonal joins be done at once, so begin with HFW. Covered A unit of poetry needs planning to ensure shape and Y2W Kennings poetry has been taught. Formation of nouns using suffixes such as ness Handwriting units from Nelson need to be taught. Poetry- shape poems and Kennings Benchmarking needs to take place for every child to RWI Units Not Covered Book B, Units 2- 15 (If you click on Unit 2, scroll down and you will see ensure they are on the correct book band. Books need the units for the B section underneath the A section). to be sent home immediately to encourage children to read at home.

14 Skills Builders Units Not Covered Units 6- 40 (Books arrived a week Daily reading sessions to encourage fluency, as well before lockdown!) as fluency assessments.

Cracking Units Not Covered Unit 8 and Unit 9- Poetry.

Nelson Handwriting Units Not All children have been introduced to Covered joins. Certain children had handwriting intervention for formation- will give more information later.

Year 3 Formation of nouns using a range of prefixes [for example Missed SPAG units need re-teaching to ensure that cohort super–, anti–, auto–] Use of the present perfect form of verbs the gaps have been filled. instead of the simple past. 2019/20 Myths, legends and adventure fiction genres Begin the year with narrative, so the narrative genres Figurative and performance poetry. that have been missed can be taught immediately. RWI Units Not Covered Y3 Unit 11-14 Year 4 need to cover the missed RWI spelling, Skill Builders and Cracking units. There are not as many Skills Builders Units Not Covered Y3 Unit 12-28 objectives in Y4, so the previous year’s objectives should fit in well. Cracking Units Not Covered All covered (was using the assessments, as SD had covered Assess the spelling of HFW and CEW from previous most of the units before I returned year group, as well as own, so children can be given from maternity leave) the correct spellings to learn. These tests cannot all Nelson Handwriting Units Not None Covered – I have been be done at once, so begin with HFW. Covered using the Longstone C of E handwriting scheme on their Begin to teach Nelson handwriting units when this is website. purchased for school. Handwriting will need teaching every day to ensure it is taught and practised regularly. Benchmarking needs to take place for every child to ensure they are on the correct book band. Books need to be sent home immediately to encourage children to read at home. Daily reading sessions to encourage fluency, as well as fluency assessments. Year 4 Fables Discrete teaching of fables and performance poetry cohort Performance poetry (completed during Reading lessons) (after October half term). 2019/20 RWI Units Not Covered 10 - 14 Teach the RWI spelling, Skill Builders and Cracking

Skills Builders Units Not Covered 1, 2, 11, 12, 15 - 31 that have not yet been covered.

15 Cracking Units Not Covered 7, 9 Begin to teach Nelson- daily handwriting sessions will be needed. Nelson Handwriting Units Not Taught joins between letters; Assess the spelling of HFW and CEW from previous Covered some needed extra support with letter formation so took part in an year group, as well as own, so children can be given intervention the correct spellings to learn. These tests cannot all

be done at once, so begin with HFW. Year 5 to ensure shorter texts are taught, to ensure children are engaged and interested in the writing. Use Literacy Shed Plus to choose a range of videos and texts to inspire children. Benchmarking needs to take place for every child to ensure they are on the correct book band. Books need to be sent home immediately to encourage children to read at home. Daily reading sessions to encourage fluency, as well as fluency assessments. Year 5 Y5S Whole class lesson on the terminology missed. cohort Figurative and narrative poems. Teach the SPAG objectives in the skill builders that 2019/20 Terminology- ambiguity have been missed, but can cross match to Year 6 RWI Units Not Covered Units 8 - 12 objectives to prioritise what is needed. Assess the spelling of HFW and CEW from previous Skills Builders Units Not Nearly all (books arrived year group, as well as own, so children can be given Covered late) the correct spellings to learn. These tests cannot all Cracking Units Not The final poetry and final be done at once, so begin with HFW. Covered non-fiction unit. Teach the RWI spelling and Cracking Comprehension that have been missed. Y5C Verb prefixes [for example, dis–, de–, mis–, over– and Year 6 to ensure that shorter texts are used in English re–] lessons, to ensure they get as much writing Terminology- parenthesis and ambiguity. completed as possible. Teach shorter chunks of Non- fiction- explanation texts writing to get children motivated and interested in Poetry- figurative and narrative writing. Benchmarking needs to take place for every child to

RWI Units Not Covered Unit 9: Ending –ant –ance -ancy ensure they are on the correct book band. Books need Unit 10: Ending -shus spelt -cious Unit 11: Ending -shus spelt -tious to be sent home immediately to encourage children to Unit 12: Ending –shul spelt –cial or -tial read at home.

16 Skills Builders Units Not We never really got started on this book as Daily reading sessions to encourage fluency, as well Covered the Y5 order was delayed and then there weren’t enough books for everyone. We may as fluency assessments. have done the first two sections and we did send some pages home with the initial Home Learning Packs.

Cracking Units Not Covered Unit 8: The Colour of My Dreams Unit 9: Tell me, Tell me, Sarah Jane and Wings

Nelson Handwriting Units Not We did handwriting practice for morning job Covered for many weeks, concentrating on the Y5/6 spelling words.

Subject: English ENGLISH ACTION PLAN:

Objectives Actions to be taken When Deep Dive Success Criteria

To assess • Informal assessment of pencil grip of all September Teachers, • Class teachers will have a class list assessment which children’s gaps in pupils from Foundation 1- Foundation 2. assessment specifies which children have the correct pencil grip, learning from • Low stake assessments will take place in the scrutiny and which children need immediate intervention. September, due first couple of weeks of September. These • Assessments will show teachers immediately where to the school will include reading comprehension, writing the gaps are in children’s learning and they can closure. assessment and SPAG assessment and will address these quickly. be done informally, as part of a lesson, rather • All RWI assessments completed and sent to HW to than formal, rigid testing. analyse where the main gaps are. • RWI phonics assessments to be done for • Teachers to analyse immediate gaps in learning and every child in Foundation- Year 4, so gaps report these to HW and VA. Teachers to prioritise can be identified. teaching these gaps. • Every teacher to do a gap analysis in result • All teachers have a RAG rating of missed objectives, of these tests. which they will begin teaching at the beginning • Techers to fill in a RAG rating for their current • Children will be on the correct colour book band and class to send to the next year group. This then will receive two books- a colour band and a includes RWI spelling, Cracking scheme book to take home. This will ensure that Comprehension, Handwriting and SPAG children have regular opportunities to read. units that have not been covered. Teachers • Yarc and speed assessments will give a diagnostic for in new year group are to teach the previous each child and base as to what children need and year group’s missed objectives to ensure the which children need to be targeted specifically. gap is closed. • Baselines of spellings, so each child can be given own individual spellings on their spelling cards (Foundation), bookmarks (Year 1) and zappers (Year

17 • Benchmarking to take place for all children to 2-Year 6). This will be learnt at home and in the check colour bands are current and classroom and will help to close the gap. appropriate. • Yarc assessments to be completed for children in Years 3- Year 6 (Year 6 to be prioritised). • Years 1-2 to complete their own reading speed assessments (Year 2 to be prioritised) • All teachers to assess children’s spelling- 100 and 200 high frequency words as well as own year group common exception words.

To rapidly close • Children who have been identified as having September Teachers • All children will adopt the correct pencil grip by the gaps of lost a poor pencil grip will need to have October half term. learning in immediate intervention. There needs to be • Children will move up the RWI programme quickly. In Autumn term. regular opportunities to practise fine motor October, class teachers and HW to assess whether skills. children need to be split into RWI smaller groups. • RWI is to be taught rigorously in Foundation, • Children will get into writing a lot more quickly (rather Year 1 and Year 2 as a whole class, to than spending the lessons studying the longer texts), ensure that teaching is rapid. Children are which will give them more opportunities to practise not to be split into smaller groups to begin writing. with, to minimise movement around and • Children will become more fluent, more quickly. For bubbles mixing in September. If the intervention groups, the fluency is an 8-week differentiation is necessary, then use programme, which can be done during the first term. teaching assistants to support this. • The more opportunities of reading and writing the Reassess in October to see if the gap has children are given, the more fluent they will become at been closed. reading and writing. They are more encouraged when • For Years 3-6, if children are identified as still they are writing from personal interests. being on the RWI programme, this needs to • Teaching narrative ensures that a larger range of be done as a daily intervention immediately objectives are covered. to ensure catch up. • To use Literacy Shed Plus to support planning and support the use of CLPE texts. Teachers to use clips and shorter texts in the first half term, to ensure that children have many opportunities to write and to write quickly. • To ensure reading fluency is taught in whole groups and intervention groups (when children have been identified). • Give children the opportunity to write and read for pleasure as often as possible.

18 • To focus on teaching narrative for the first half term, to ensure that more English objectives are covered.

To ensure • To introduce Nelson online Lesson visits, • All teachers (including new to year group and new to consistency in handwriting scheme, which is part of book scrutiny. school) are clear of expectations in RWI spelling, English teaching Oxford Owl. phonics and Cracking Comprehension. across school. • To ensure all staff are up to date on • All objectives and genres are taught consistently RWI phonics, spelling and Cracking across the year groups. Comprehension training, so that it is • Tests are consistent across year groups. delivered consistently across school. • Log books are used effectively with parents. • To ensure that coverage of writing and genre objectives are covered throughout school, by following the whole school long term plan, as well as using the writing assessment sheet for current year groups, so assessments are up to date. Two assessments per half term are to be completed and include a range of genres. • SPAG tests from Cornerstones to be used for every year group. • To give training and expectations on how to use the RWI log books correctly.

Develop the • Pupil questionnaire to investigate children’s September 2020 Pupils VA and HW to use feedback improve the reading experience enjoyment and thoughts and feelings about reading, for children. fluency of cracking, home reading books, homework reading etc.

• Embed Hooked on a Book within Y5 and Y6 Ongoing Pupils Children regularly read Hooked on a Book and have – ensure opportunities for children to feed opportunity to feedback. back about their book are provided regularly. Y3 and Y4 have the opportunity to access hooked on a book. Roll out hooked on a book to Y3 and Y4 and create a new area in Y3/4 shared area.

• Continue with reading certificates, which Ongoing Teachers Children & Parents rewarded for home reading and feel their reward home reading at the given points. time is valued. Continue to use a central display to share children’s success, which teachers or

19 teaching assistants should update regularly. Continue to display a reading racetrack within each classroom displaying jumps of multiples of 10 to motivate reading and celebrate reading success. Change prizes for Reading Race track to encourage children to read at home.

• Encourage parents to support with home Ongoing Teachers Parents are clear of what is expected of their children and how reading by providing them with vipers and they can help their child. questions for home.

• To ensure that good quality texts are being Ongoing Teachers Children hear a range of high quality texts regularly. shared regularly with children using texts from CLPE and Literacy Shed. (Videos will be used for the first half term to ensure the lessons are quicker).

• Continue to allow KS1 and KS2 children to Children are given opportunities to read books chosen by choose their own book to read during From September Lesson Visits them. Children are given opportunities to read aloud to adults. independent time that sits alongside their 2020 banded home reading book. Reading corners to reflect personal choices and questionnaire feedback.

• Review of current timetable to ensure From September Pupils Children are given regular opportunities to read aloud to children are reading aloud to teachers. 2020 adults. Provide opportunities every day for whole A range of domains are asked when children read aloud to class reading and continue to ensure all adults. children are heard by the class teacher or teaching assistant on a regular basis. Continue to use the updated reading sheets to record individual reads with T or TA.

• Continue to develop the reading buddies for From September Pupils Children have additional opportunities to read with their peers Years 1-Year 5. 2020 and share books for enjoyment.

• Review of home reading activities and TA Autumn 2020 Work Scrutiny Children have meaningful home reading activities that are marking/changeover process. Develop new easily marked by TA or teacher. approach so that the children are able to Children have a more positive approach to reading access the texts and questions with greater comprehension homework and are pre taught the required

20 ease and are more positive about their vocabulary and question types before accessing the texts at reading homework. home.

are

Clarify and • Moderation of benchmarking – possibly Termly Work Scrutiny Children reading books at their correct reading level. embed the supplement benchmarking with SAT papers Pupils process of before progressing to purple, gold, white & reading brown.

• Develop the fluency and accuracy of Ongoing Lesson Visits • Children can read an age appropriate text accurately and children’s’ reading so they can read at least Work Scrutiny fluently. 90 words per minute of an age appropriate Pupils text by the end of Year 6. Begin to use the Herts Reading Intervention.

• In Y1 and 2 (RWInc children), review the Ongoing Lesson Visits • Children have firm basis in fluency so that they can access a timetable for teaching reading. Work Scrutiny range of texts. • Embed the skills teaching of content Pupils • Children expand their vocabulary. domains through headstart and • Children begin to develop comprehension skills, which cracking. should be linked to RWInc skills and approaches, e.g. ‘Find • Allocate a time for children to read to the it, Prove it.’ teacher. • Time for discrete comprehension activities. • Linking well to RWInc so that children have continuity when they come off RWInc and begin comprehension.

• In Year 2, consider the groupings for reading Ongoing Lesson Visits comprehension and RWInc Phonics to Work Scrutiny ensure that children are having access to Pupils high quality teaching of reading comprehension and are accessing phonics so that they keep up.

• Continue to monitor the progress of all Ongoing Lesson Visits children, with a particular focus on PP Work Scrutiny children so that they are making at least the Pupils same progress if not better than their peers.

21 • CPD of teaching the content domains Ongoing Lesson Visits Children understand that different questions require different explicitly. Work Scrutiny skills to answer them and have the skills required to answer • Staff Meetings Staff Meetings Pupils them. Cover for lesson • Modelled observations from HW and observations. other good practice. Cover for peer coaching • Peer Coaching • Monitoring by HW

Clarify and • CPD of teaching the process of writing embed the (Analysed WAGOLLS, Simplistic planning, process of Modelled, Shared, Guided writing, writing Ongoing Lesson Visits Children are taught a systematic process for producing a piece teaching and drafts, editing work) Work Scrutiny of writing modelling writing • Create a Shared/Modelled/Guided Staff Meetings Pupils 1 – Analyse a WAGOLLwith a focus on improving writing as Cover for lesson well as the genre specific features. writing document clarifying the practice. observations. • Lesson observations of HW and VA 2 – Produce a simplistic plan • HW/VA to observe 3 – Model / Shared / Guided Writing • Staff meetings 4 – Write draft 5 – Self & Peer edit

• Embed the audience and purpose work from Ongoing Work scrutiny • Children understand the purpose of why they are writing and previous year. who their audience is. • Children can tailor their writing to the audience and purpose.

• Develop TA knowledge of modelled writing Ongoing Lesson Visits • All children are independent and making good progress. or supporting individual writing, with a Pupils particular focus on support for SEN/ LAP. Work scrutiny

• Continue to apply SPaG skills from discrete Ongoing Lesson Visits • All children are taught a progressive range of grammar skills grammar lessons within writing and ensure Pupils and these are used within their writing. these skills are highlighted within writing lessons. Embed the use of a grammar scheme- Skill Builders- across school to ensure a spiral curriculum and to ensure there is consistency. Continue to develop staff knowledge of grammatical vocabulary through the use of CPD and explicit scheme.

22 • Ensure children have quick recall of how to Ongoing Lesson Visits • Children are able to accurately spell a range of commonly spell high frequency words/ commonly used Book Scrutiny used words and are able to apply them consistently within words and words from their year group lists. their writing. Provide access to the correct spellings within the classroom environment. Ensure children are provided with opportunities to practise these words and that they are high profile within the teaching and marking of writing.

• More opportunities for children to read Termly Lesson Visits • Children can choose books to read independently similar to around the core text, either by offering Pupils the core book. opportunities to read books from the same • Children are given samples of books similar to the core book author or same genre. during writing lessons.

Develop a whole • HW and VA to lead the development and Ongoing Lesson Visits • Staff have a good understanding of the requirements for school approach share information from English Hub 2020.. Pupils teaching vocabulary. to the teaching and understanding of • Timetable it to fit within the 2-week cycle of Ongoing Lesson Visits • Children are taught high quality vocabulary lessons regularly vocabulary comprehension. Use a range of strategies Pupils with a consistent approach. and share these with staff.

• Develop a system of tracking children’s Ongoing Lesson Visits • Children are taught vocabulary in a progressive and exposure to new vocabulary and develop the Pupils purposeful way. sure of knowledge organisers so that vocabulary is understood by all children.

• Develop children’s speaking and listening Ongoing Pupils • Children are able to clearly articulate their thoughts and can skills and the use of debate and P4C apply a range of vocabulary to a range of situations. activities.

HW/ VA to regularly monitor the following (deep dives to be undertaken throughout the year). • Comprehension (Cracking, Headstart, Teaching the Content Domains) • Spelling (RWI) • SPAG (Skill builders) • Benchmarking • Handwriting • Modelled/Shared/Guided Writing • Fluency (reading 90 words per minute)

23

Subject: Maths

Recovery of the curriculum plan 2020:

What learning/key concepts have been missed in What strategies will we use and how will Whole school recovery strategies: Summer 2020? we recover this?

** Red objectives from RAG rating of MTP. Please see MTP for yellow objectives where these may need to be revisited from previous year group to enable small step progression. FS1 cohort More work needed on comparing two groups of objects, saying when they Children will need additional work on number recognition, 1:1 - Through spiral curriculum repeats the concepts. have the same number. More work needed on separating a group of three or correspondence and counting work to work on key skills. 2019/20 four objects in different ways, beginning to recognise that the total is still the - Teach extended sequence of teaching/pre-teach. same. More work on positional language. - These objectives are not revisited or revised so will need to be FS2 cohort They will begin to recognise oʼclock times on analogue and digital clocks covered in new year groups through discrete recovery lessons in Additional number and counting work to work on fluency with Autumn 1/2. 2019/20 days of the week and begin to learn the months of the year and the seasons, key skills. including key months when festivals and their birthdays occur. - Additional fluency sessions (afternoon boost and 3x morning job a There will need to be a larger focus on money and time week) – WR Flashbacks also refer to time frequently. 10p is ten 1p coins, 20p is twenty 1p coins. They then start to use money in objectives which have be missed, especially as this forms small amounts to buy things, starting to realise that they can pay a given foundations for following years. - Use of quality intervention resources to consolidate gaps. amount using different combinations of coins

Children estimate numbers of objects and images and begin to understand that teen numbers are 10 plus some more.

Children will be introduced to halving.

Children begin to learn to count in 2s, 5s and 10s

can count on and back to/from any number to 20

Children also rehearse counting to 100 and begin to cement in the patterns of numbers in the count and the special ʻtensʼ number

begin to count back 1, 2 or 3 from numbers up to 20 Year 1 cohort Recognise odd and even numbers; count objects in 5s and 10s and begin to Ensure daily reference is made to the time skills required. say 5 lots and 10 lots; find half, quarter and three quarters of shapes; begin to 2019/20 know that two halves and four quarters are a whole and that two quarters is a Further number work fact, using the Government Mathematics half guidance.

Relate units of time weeks, days, hours; divide the days up into parts; read Additional fluency work to ‘catch up’ on missed skills. and write times to the hour; begin to have a notion of how long an hour is

24 and how long a minute is; tell the time (oʼclock and half past) on analogue and digital clocks; measure using uniform units (cubes and rulers)

Add three small numbers

Compare weights and capacities using direct comparison; measure weight and capacity using uniform non-standard units; complete tables and block graphs, recording results and information; make and use a measuring vessel for capacity

Find half of all numbers to 10 and then to 20; identify even numbers and begin to learn halves; recognise halves and quarters of shapes and begin to know 2/2=1, 4/4=1 and 2/4=1/2

Recognise odd and even numbers; count in 2s, 5s and 10s, look for patterns; multiply by 2, 5, 10 by counting in groups/sets; find doubles to double 10 and related halves; halve odd numbers up to 10

Tell the time to the half hour and quarter hour on analogue clocks and begin to read these times on digital clocks; revise months of the year; read, interpret and create a pictogram; begin to recognise and read block graphs; measure lengths using non-standard, uniform units

explore patterns in 10s, 5s and 2s on a 9×9 grid; count in tens from any given number Year 2 cohort Recognise all coins, know their value, and use them to make amounts; Discrete lessons will need to be taught to cover these objectives. recognise £5, £10, £20 notes; make amounts using coins and £10 note; write Children will require lots of use of visual and physical resources 2019/20 amounts using £.p notation; order coins 1p – £2 and notes £5 – £20; add to enable them to quickly catch up on missed concepts. several coins writing totals in £.p notation (no zeros in 10p place); add two amounts of pence, using counting on in 10s and 1s; add two amounts of Focus on key number objectives through the additional fluency money, beginning to cross into £s sessions.

draw a block graph where one square represents two units; weigh items using 100g weights using scales marked in multiples of 1kg or 100g; measure capacity using uniform non-standard units; measure capacity in litres and in multiples of 100ml

Double multiples of 10 and 5 (answers less than 100); double 2-digit numbers ending in 1, 2, 3 or 4 (answers less than 100); find a quarter of numbers up to 40 by halving twice; begin to find 3/4 of numbers; find 1/2 1/4 and 1/3 of amounts (sharing); spot patterns and make predictions when finding a third of numbers Year 3 cohort investigate patterns in numbers when adding them; choose to solve addition Early in Y4, after mental strategies are secured, written methods using a mental method or expanded column addition (written method) will have to be revisited for addition and subtraction as these 2019/20 will have only just been introduced during the Spring Term time events in minutes and seconds; find a time after a given interval (not before lockdown happened. This will need to be delivered crossing the hour); through discrete lessons which recap this objective.

solve word problems involving time

add and subtract multiples of 10 by counting on and back in 10s and using Additional fluency work. number facts to cross 100s; compare and order fractions with the same denominator add and subtract fractions with the same denominator

25 Use function machines to multiply by 2, 3, 4, 5 and 8 and understand the inverse; use scaling to multiply heights and weights by 2, 4, 8, 5 and 10;

Draw and interpret bar charts and pictograms where one square/symbol represents two units

draw and interpret bar charts where one square represents one hundred units

use reasoning, trial and improvement to solve problems involving more complex addition

Use column addition to add three 2- and 3-digit numbers together and four 2- and 3-digit numbers together; subtract 3-digit numbers using counting up; solve word problems choosing an appropriate method

Identify, name and draw horizontal, vertical, perpendicular, parallel and diagonal lines, angles and symmetry in 2D shapes; measure the perimeter of 2D shapes by counting and measuring with a ruler; Year 4 cohort compare negative numbers in the context of temperature There will need to be discrete fraction lessons in Y5, to ensure the missed key objectives are covered, in conjunction with using 2019/20 round decimal numbers to the nearest whole number the Government Mathematics guidance.

use effective mental multiplication strategies; use a vertical written method to multiply 3-digit numbers by 1-digit numbers; use rounding to estimate answers; use a written method to multiply 3-digit numbers, including amounts of money by 1-digit numbers; multiply 2-digit and 3-digit numbers by 1-digit numbers; understand how division ʻundoesʼ multiplication and vice versa; divide above the tables facts using multiples of 10

Recognise and read Roman numerals to 100

calculate area and perimeter of rectilinear shapes using multiplication and addition, or counting; recognise, name and classify 2D shapes identifying regular and irregular polygons; sort 2D shapes according to properties including types of quadrilaterals and triangles; revise 3D shapes, consider 2D-shaped sides on 3D shapes, and sort shapes

revise equivalent fractions; write fractions with different denominators with a total of 1; recognise decimal and fraction equivalents

Solve written addition of two 4-digit numbers; add amounts of money (pounds and pence) using column addition; solve 4-digit minus 4-digit and 4- digit minute 3-digit subtractions using written column method (decomposition) and check subtraction with addition; solve word problems choosing an appropriate method

Use coordinates to draw polygons; find the coordinates of shapes after translation; draw and interpret bar charts and pictograms; draw line graphs and understand that intermediate points have meaning

find non-unit fraction of amounts, add fractions with like denominators, including totals greater than 1

26 Year 5 cohort Understand what a polygon is; draw polygons using dotted square and isometric Begin with a focus on arithmetic skills. paper; revise terms obtuse, acute and reflex angles, perpendicular and parallel 2019/20 sides; recognise quadrilaterals as polygons and identify their properties; classify Other missed objectives must be covered through discrete quadrilaterals; draw regular polygons and explore their properties; revise metric lessons during Autumn term. units of weight, capacity and length; understand that we can measure in imperial units and relate these to their instances in daily life

Read and mark co-ordinates in the first two quadrants; draw simple polygons using co-ordinates; translate simple polygons by adding to and subtracting from the co-ordinates; reflect simple shapes in the y axis or in a line, noting the effect on the co-ordinates; translate simple shapes and note what happens to the co- ordinates; draw regular and irregular 2D shapes using given dimensions and angles; use the properties of 2D shapes, including rectangles, to derive related facts; identify 3D shapes from 2D representations; create 3D shapes using 2D nets and draw 3D shapes

Understand what percentages are, relating them to hundredths; know key equivalences between percentages and fractions, finding percentages of amounts of money; find equivalent fractions, decimals and percentages; solve problems involving fraction and percentage equivalents; write dates using Roman numerals

Find cubes of numbers to 10; draw and interpret line graphs showing change in temperature over time; begin to understand rate; use timetables using the 24-hour clock and use counting up to find time intervals of several hours and minutes; solve problems involving scaling by simple fractions; use factors to multiply; solve scaling problems involving measure

Maths Action plan 2020/21: Objectives Actions to be taken Start Target Person Resources (time, Monitoring (how, Success Criteria Date Date Leading personnel, event) when and by Action whom) 1. Mathematical Thinking Reasoning and • Ensure Abacus planning is Sept Dec JS Non-contact time for Book scrutiny Children are provided with opportunities making adapted and edited to monitoring. of Maths books to reason about their mathematical connections. provide reasoning activities. of all ability learning. • Monitor the use of THINK, groups. To effectively Mastery Checkpoint and JS / JA Extension activities are completed in provide abstract Abacus Problem Solving Maths books. opportunities to opportunities. reason about mathematical learning. Lessons demonstrate pupils are able to communicate their Mathematical Teachers to model • Continue to develop Sept July JS Other Maths Leads / JS JS / JA to knowledge. STEM sentences for Sentence Stem documents and NB non-contact time monitor during children to use to with other Maths Leads to to develop Autumn lesson Children can talk in sentences to explain documents. observations. demonstrate how they have understood key mathematical concepts. 27 mathematical ensure a consistent thinking in lessons. approach across school. • Teachers to model the sentence stem with appropriate vocabulary on the IWB. • Pupils to be encouraged to engage in Mathematical discussions with their peers, using appropriate vocabulary.

2.Fluency Embed the teaching and learning of fluency linked to the science of memory.

Number / tables facts Making connections

To provide children to • Celebrate the success of Sept Dec JS / Laptops / Ipads in JS / Class All children have the opportunity to make rapid progress those who complete Reflex initially Class individual classrooms. teachers to access Reflex Math. on REFLEX Math (with Maths with a celebration - teache monitor Reflex a key focus on Y3 / 4 display / certificate. extend rs access and Children making progress across the cohorts). • Plan for structured 15 minute to July Display area in the progress. program, any who are not becoming if classroom. fluent with new facts are identified and slots for chn to access neede are supported towards this. Reflex in school, alongside home. d • Closely monitor pupils access and progress with it, especially Y3 due to low Children are motivated and many are cohort needs and Y4 with accessing TTR to develop their TT Multiplication check skills. approaching.

Termly -- JS / Use of Dojo to share JS to set up Raise to profile of TTR. • TTR competitions / link with Inter School Competitions to from CT announcements of and monitor Children are fluent mathematicians who raise the profile and interest Sept competitions. competitions. can recall strategies to solve a range of in it. questions.

Sept All JS / JS / JA to year CT monitor 28 To provide daily • All daily time tables to Timetables to indicate timetables / Children are fluent mathematicians who dedicated time towards dedicate a five - ten minute where additional fluency pupil interviews can recall how to solve questions from becoming fluency fit slot to develop fluency skills sessions will happen. / learning previous learning. with key facts. in Maths using Abacus Five walks.

Minute Fillers (KS1), Quick Maths / Fluency Fitness Power points driving test resources (KS2). Sept Dec – JS / JS to monitor – further CT pupil interviews Children have regular opportunities to • 3 morning jobs a week to if Resources purchased and learning develop key arithmetic skills and apply use White Rose Flashback neede and shared with staff. walks. previous learning. resources (begin by using d

Spring / Summer Flashbacks

from previous year group to ensure prior learning is recapped in the Autumn term). Sept All JS / JS to monitor – year CT pupil interviews Children’s times tables progress is To develop fluency Rising Stars log in / arithmetic closely monitored and targets are skills within Arithmetic. • From Y2 upwards, children details for the resource. sheets in Maths personal and individual. folder. use Rising Stars Arithmetic

too practice skills (Wk of teaching and fluency practice, following wk children to complete the quiz). This should be planned in addition to the Maths lesson. Updated Sept throughout JS / JS to monitor

the year CT during book

Times tables passports. scrutiny. To carefully track progress of times CT to monitor tables across school. • As TT trackers will be children’s outdated since Covid, progress when teachers to carefully track marking books / children’s progress on working will Reflex. In addition to this, pupils.

children will all have their own Times Tables Passport card in the front of their Maths book, which focusses on required tables targets. Teacher’s to update as 29 children demonstrate fluency and competence.

3.Representation Embed the use of concrete apparatus and develop the use of visual images.

Pattern and making connections

Children to use • Teacher’s to provide Sept Oct JS Staff meeting in Autumn JS / JA Teacher’s and TA’s are able to plan physical apparatus physical resources for term, including TA Learning walks opportunities for children to use when first exploring a children to use during training, looking at the / pupil resources in lessons, which enhance new concept. lessons, which is not limited use of physical interviews conceptual understanding. Before showing a to just the LAP. resources in Maths about use of process, through lessons for all learners. resources teaching presentations, • Visual resources shared on Possible cost / use of share a visual the IWB are clear and representation of this. assessable to all children. WR CPA webinar • Different variations of training. (£99 for ten images are used (using the users) NCTEM Spine documents on Staff Area to assist with this), including the Government Mathematics guidance.

4. Variation Procedural and making connections • Use of the NCTEM Spines to Jan - JS Staff meeting during JS / JA learning Teachers are able to share appropriate assist with using different Spring term, including walks and work visual models to support children’s

TA training, to look at scrutiny to look understanding of concepts. The quality visual representations. • Teachers to model concepts Variation. Use WR at the impact of of the variation of models is consistent using Abacus models and Variation seminar to look the CPD throughout school. other variations to build on at a) Conceptual session in the conceptual understanding. variation and b) classroom. Procedural variation Children are able to make links with (Cost £99 for ten users) other areas of learning.

30 ➢ Investigate ‘can you still…?’ JS / JA – How is it being taught in Sept Ongoing JS /CT Reference made to this monitor through classes? during lessons, learning walk / What have you remembered especially fluency book scrutiny. from last week, which has sessions. Children are able to think deeper during helped you with your plenaries to extend their learning.

learning today?”

JS / JA Develop reasoning in Spring JS Staff meeting to look at Monitor impact lessons, including in term the use of reasoning in through plenaries plenaries. learning walks. “I know…. so..,.” Explaining answers and justifying reasons, applying Maths subject knowledge. Debating: “I agree with…. because….”

31 Subject: Science

Recovery of the curriculum plan 2020:

What learning/key concepts have been missed What strategies will we use and how will we recover this? Examples of in Summer 2020? recovery. FS1 More work on developing an understanding of growth, FS2 Growing and changing - Through spiral cohort decay and changes over time. Through spiral curriculum: curriculum 2019/20 Y1 Changing seasons repeats the Y1 Parts of Animals concepts. Y1 Plants - Teach extended Minibeasts- classifying (Understanding of the world) FS2 Through spiral curriculum: sequence of Summer weather linking to life cycles- caterpillar, Y1 Parts of Animals cohort teaching/pre- 2019/20 sunflower and frogs Y2 Feeding & exercise-food chains (understanding of the world) Y1 Changing seasons teach. Road safety and keeping safe (Health and self-care Y1 PSHCE link-Keeping healthy & Keeping myself safe -Research home strand) learning task. Growing food and exercise Y1 Plants Exploring materials – camouflage, floating and sinking Y1 Comparing materials - Repeated in a Year 1 Materials Pre-teach to Y2 Uses of materials different year cohort • Distinguish between and object and the group so defer 2019/20 material from which it is made. until then (e.g. • Identify and name a variety of everyday electricity in year materials, including wood, metal, plastic, glass, 4 and 6). water and rock, - Discrete • Describe the simple physical properties of a variety of everyday materials. recovery lessons

• Compare and group together a variety of in Autumn 1. everyday materials on the basis of their simple Seasons can be briefly covered in Y2 when looking at plants and properties what they need to grow, specifically mentioning seasons for planting, Changing Seasons As coordinators • Observe changes across the four seasons changing seasons in trees i.e. leaves falling. • Observe and describe weather associated with we would like to the seasons and how day length varies. Pre-teach to Y2 Living things host a Science Animals, including humans Working scientifically link-‘Observe closely using simple equipment’ week in school. Senses using a multi-sensory approach in investigations, making specific link This will block the Explore body parts associated with these. between sense and body part used. recovery of the Label body parts.

32 Year 2 Living things and their habitats Living Things and Their Habitats missed cohort Spiral Learning – can touch upon in during Y4 curriculum 2019/20 Sc2/2.1a explore and compare the differences In Year 4 children will: through teacher between things that are living, dead, and things that • Recognise that living things can be grouped in a variety of ways. have never been alive • Explore and use classification keys to help group, identify and focusing on this name a variety of living things in their local and wider environment. for the week. If Sc2/2.1b identify that most living things live in habitats • Know and label the features of a river there is none to to which they are suited and describe how different • Recognise that environments can change and that this can recover or has habitats provide for the basic needs of different kinds of sometimes pose danger to living things. been recovered animals and plants, and how they depend on each other through catch up teaching of our Sc2/2.1c identify and name a variety of plants and spiral learning in animals in their habitats, including microhabitats Science, then the Sc2/2.1d describe how animals obtain their food from plants and other animals, using the idea of a simple Science for that food chain, and identify and name different sources of term will be food. blocked

Plants Plants Sc2/2.2a observe and describe how seeds and bulbs Spiral Learning – can touch upon during Y3 grow into mature plants In Year 3 Children will: • Identify and describe the functions of different parts of the flowering Sc2/2.2b find out and describe how plants need plant: roots, stem/trunk/leaves and flowers water, light and a suitable temperature to grow and stay • Explore the part flowers play in a flowering plants life cycle, healthy. including: pollination, seed formation and seed dispersal

• Explain the requirements of plants for life and growth (air, light,

water, nutrients from soil, room to grow) and how they vary

between plants

• Know the way in which water is transported between plants

Use of everyday materials Use of everyday materials Spiral Learning – can touch upon objectives in Y3 Sc2/3.1b compare how things move on different In Year 3 children will: surfaces. • Compare and group together different kinds of rocks on the basis of their appearance and simple physical properties Sc2/3.1c find out how the shapes of solid objects • Describe in simple terms how fossils are formed when things that made from some materials can be changed by have lived are trapped within rock squashing, bending, twisting and stretching Recognise that soils are made from rocks and organic matter.

Year 3 Light and Shadows Repeated and built upon in Year 6 cohort • Recognise that they need light in order to see things Light and Shadows 2019/20 and that dark is the absence of light. In Year 6 children will: 33 • Notice that light is reflected from surfaces. • Recognise that light appears to travel in straight lines. • Recognise that light from the sun can be dangerous • Use the idea that light travels in straight lines to explain that objects are and that there are ways to protect their eyes. seen because they give out or reflect light into the eye. • Recognise that shadows are formed when the light • Explain that we see things because light travels from light sources to our from a light source is blocked by a solid object. eyes or from light sources to objects and then to our eyes. • Find patterns in the way that the sizes of shadows • Use the idea that light travels in straight lines to explain why shadows change. have the same shape as the objects that cast them. • Know how simple optical instruments work, e.g. periscope, telescope, binoculars, mirror, magnifying glass etc.

Parts of a Plant and some of What Plants Need • Identify and describe the functions of different parts Parts of a Plant and some of What Plants Need of the flowering plant: roots, stem/trunk/leaves and Repeated and built upon in Year 6 flowers In Year 6 Children will: • Explore the part flowers play in a flowering plants life • Recognise that living things have changed over time and that fossils cycle, including: pollination, seed formation and seed provide information about living things dispersal • Recognise that living things produce offspring of the same kind, but • Explain the requirements of plants for life and growth normally offspring vary and are not identical to their parents (air, light, water, nutrients from soil, room to grow) • Identify how animals and plants are adapted to suit their and how they vary between plants environment in different ways, and that adaptation can lead to evolution. • Know the way in which water is transported between plants Year 4 Electricity In Year 6 children will: cohort • Identify common appliances that run on • Associate the brightness of a lamp or the volume of a buzzer with electricity the number and voltage of cells used in the circuit. 2019/20 • Construct a simple series electrical circuit, • Compare and give reasons for variations in how components identifying and naming its basic parts, including cells, function, including the brightness of bulbs, the loudness of buzzers and the wires, bulbs, switches and buzzers on/off position of switches. • Identify whether or not a lamp will light in a • Use recognised symbols when representing a simple circuit in a simple series circuit, based on whether or not the lamp diagram. is part of a complete loop with a battery • Recognise some common conductors and insulators, and associate metals with being good conductors. • Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit To be taught through Science week as a stand alone topic in Y5. Sound • Identify how sounds are made, associating some of them with something vibrating • Recognise that vibrations from sounds travel through a medium to the ear

34 • Find patterns between the pitch of a sound and features of the object that produced it • Find patterns between the volume of a sound and the strength of the vibrations that produced it • Recognise that sounds get fainter as the distance from the sound source increases. Year 5 Separating Mixtures Separating Mixtures cohort • Identify the part played by evaporation and In KS3 children will learn about: condensation in the water cycle and associate • the concept of a pure substance 2019/20 the rate of evaporation with temperature. mixtures, including dissolving • Know that some materials will dissolve in liquid • diffusion in terms of the particle model to form a solution, and describe how to recover • simple techniques for separating mixtures: filtration, evaporation, a substance from a solution. distillation and chromatography • Use knowledge of solids, liquids, and gases to the identification of pure substances decide how mixtures might be separated, including through filtering, sieving and evaporating. Materials and Types of Change • Compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets. • comparative and fair tests, for the particular uses of everyday materials, including wood, metals and plastic. • Demonstrate that dissolving, mixing and changes of state are reversible changes. • Explain that some changes result in the formation of new materials, and this kind of change is usually not reversible, including changes associated with burning and the action of acid on bicarbonate of soda.

35 Science Action plan 2020/21:

What action will Timescale Who will be How will you do this How will you know it is you take? needed involved? successful? 1. Once the essential missed concepts have been To ensure that Summer term Teachers identified, the science lead will categorise objectives all year groups 2021 Subject into those that can be recovered through the following - Missed science learning is engage in a lead ways: identified curriculum 1. Through a spiral curriculum during the year, - This is analysed and is recovery plan to where objectives are repeated and built upon categorised into learning that recover missed can be defined as key learning from 2. Through an extended teaching sequence/ pre- concepts (non-negotiable). summer term teach Staff are aware of these and 2020 in science. have planned action 3. By providing an additional research project or home learning task Children know and understand the objectives missed in 4. By returning in a later year group (deferring). For lockdown in science. example, electricity covered in summer term year 4 is repeated in year 6 and can be covered more thoroughly then.

5. Discrete curriculum recovery lessons in Autumn term (discrete curriculum recovery lessons to last no longer than one month).

Staff to implement a catch up of missed science learning through lockdown.

36 2. To ensure that all Summer term - Knowledge, skills and vocabulary shared with Children have a developing curriculum 2021 staff (staff area) understanding of knowledge, science planning Science lead - Lead to monitor that long term and medium- skills and vocabulary for their leads to a term planning reflects the knowledge, skills and year group in science deepening of vocabulary for their year group. Long term planning matches children’s - Staff to be provided with examples to support KSV. knowledge, skills planning (knowledge organisers, Cornerstones, Staff have sufficient subject and vocabulary. science bug, STEM website, TAPS website etc). knowledge and are well - Science leads to support staff new to school/ resourced. NQTS/ new to year group/ support staff who are delivering science.

3. Begin to work towards the quality mark, including: To ensure Summer 2021 Science the quality of lead - Gather evidence to reflect the school’s journey of Standards in the subject are science is improvement in science raised outstanding - Develop science capital: how do children relate in school, the world of science to them Leadership in the subject is begin to - Develop the role of subject leader developed as a result of the apply for the - Work with the science hub to develop expertise quality mark. Science - Allow children opportunity to work with scientists, Quality Mark. thereby inspires all diverse groups of pupils to see themselves as ‘scientists’.

37 4. Summer Science leads Staff meeting to explore ‘working scientifically’. Children have a finely developed use Develop staff 2021 Improve staff knowledge and expertise in how to of vocabulary in science subject knowledge develop scientific working. in relation to This is progressive throughout school. working Leaders to monitor ‘working scientifically’ across scientifically all year groups to ensure there is progression. Leaders understand where strengths Ensure terminology is used in an age appropriate and areas to develop are in science way. across school.

Train staff to plan for use of sentence stems and Staff confidence and subject the development of key vocabulary. knowledge has improved.

38 Subject: Computing

Recovery of the curriculum plan 2020:

What learning/key concepts have been missed in Summer What strategies will we use and how will we recover this? Examples of 2020? recovery. FS12 cohort More work on knowing that information can be retrieved from - Through spiral curriculum repeats the concepts. - Teach 2019/20 computers. extended sequence of FS2 cohort More work on knowing that information can be retrieved from - Through spiral curriculum repeats the concepts. teaching/pre- 2019/20 computers. teach. -Research Year 1 cohort Understand what algorithms are, how they are implemented - Through spiral curriculum repeats the concepts. home learning 2019/20 as programs on digital devices. task. Create and debug simple programs. - Repeated in a Use logical reasoning to predict the behaviour of simple different year programs. group so defer Year 2 cohort Co2/1.5 recognise common uses of information technology - Through spiral curriculum repeats the concepts. until then (e.g. 2019/20 beyond school electricity in year 4 and 6). Year 3 cohort Espresso Coding Unit 3a/b - Through spiral curriculum repeats the concepts. - Discrete 2019/20 -when starting espresso coding in Y4 start from unit 3a/b recovery lessons in Year 4 cohort Can understand and apply fundamental principles and - Through spiral curriculum repeats the concepts. Autumn 1. 2019/20 concepts of computer science, including abstraction, logic, -when starting espresso coding in Y5 start from unit 4B then move on algorithms and data representation. to HTML -e-safety to be covered by all in September as a response to lockdown Units not covered online learning with online identities playing a large part of childrens’ Animation lives. Espresso Coding 4B – started but unfinished e-safety – covered how to be safe on the internet but not used TUK Cybercafe (will need to go into depth) Year 5 cohort Espresso: Random numbers & simulations - Through spiral curriculum repeats the concepts. 2019/20 S = Espresso Coding Y6 to cover missed espresso units. ICT: Control Devices S = Flowol

39 Computing Action plan 2020/21:

What action will you take? Timescale needed Who will be How will you do this How will you know it is involved? successful?

1. Once the essential missed concepts have been identified, the Computing lead will categorise objectives into those that can be recovered through the following ways: To ensure that all year Summer term 2021 Teachers groups engage in a Subject lead 1.Through a spiral curriculum during the year, where objectives are - Missed Computing learning curriculum recovery repeated and built upon is identified plan to recover missed - This is analysed and is 2.Through an extended teaching sequence/ pre-teach learning from summer categorised into learning term 2020 in 3.By providing an additional research project or home learning task that can be defined as key Computing concepts (non-negotiable).

4.By returning in a later year group (deferring). For example, electricity Staff are aware of these covered in summer term year 4 is repeated in year 6 and can be covered and have planned action more thoroughly then. Children know and understand 5.Discrete curriculum recovery lessons in Autumn term (discrete the objectives missed in curriculum recovery lessons to last no longer than one month). lockdown in Computing Staff to implement a catch up of missed Computing learning through lockdown.

2. To ensure that all curriculum Summer term 2021 - Knowledge, skills and vocabulary shared with staff (staff area) Children have a developing understanding Computing planning leads to - Lead to monitor that long term and medium- term planning reflects the of knowledge, skills and vocabulary for a deepening of children’s Computing lead their year group in computing knowledge, skills and knowledge, skills and vocabulary for their year group Long term planning matches KSV. vocabulary. - Staff to be provided with examples to support planning Staff have sufficient subject knowledge - Computing lead to support staff new to school/ NQTS/ new to year group/ and are well resourced. support staff who are delivering computing

3. Summer 2021 Computing - Explore ways of recording learning in computing Children’s learning in computer To explore ways of lead - Evidence in computing is saved in electronic or paper copies is better recorded as evidence. evidencing learning in computing across year Evidence shows progression groups throughout the year groups

40 4. Summer Computing lead/ - Teachers to plan internet safety aspects of the curriculum early on To priortise internet safety at 2021 teachers in the school year in response to concerns over lockdown Children have a greater awareness of the start of Autumn term in internet safety aspects, particularly relation to recovery following - Provide time for pupils to talk about their recent experiences following increased possible usage over lockdown lockdown. Focus on: - Screen time Children can talk confidently about how to - Digital wellbeing use the internet sensibly and aware of the physical and mental effects of screen - Online identity (project evolve) time. - Digital footprint

41 Subject: DT

Recovery of the curriculum plan 2020:

What learning/key concepts have been missed in What strategies will we use and how will Examples of recovery. Summer 2020? we recover this? FS1 cohort Fine motor skills – modelling with different materials. - Through spiral curriculum repeats the concepts. - Through spiral curriculum repeats the 2019/20 concepts. FS2 cohort Fine motor skills – modelling with different materials. - Through spiral curriculum repeats the concepts. - Teach extended sequence of teaching/pre- 2019/20 teach. -Research home learning task. Year 1 cohort Build structures, exploring how they can be made stronger, stiffer - Through spiral curriculum repeats the concepts. - Repeated in a different year group so defer and more stable (some children have done this as part of home 2019/20 learning). until then (e.g. electricity in year 4 and 6). Evaluate their ideas and products against design criteria. - Discrete recovery lessons in Autumn 1. Explore and use mechanisms [for example, levers, sliders, wheels and axles] in their products. Select from and use a wide range of materials and components, including ingredients, according to their characteristics. Year 2 cohort (Yellow highlighted are parts of the objective we have - Through spiral curriculum repeats the concepts. 2019/20 covered. No highlight means we have not covered). DT1/1.2b select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics. DT1/1.4b explore and use mechanisms, in their products. Year 3 cohort No LTP was passed on during the handover. I do not know - Discrete recovery lessons in Autumn 1. 2019/20 what DT was covered during Autumn term. I have not taught any DT upon my return. Year 4 cohort Can use a range of techniques and stitches when working - Through spiral curriculum repeats the concepts. 2019/20 with fabrics. Design and Evaluate (not in depth) Year 5 cohort Clay work - Through spiral curriculum repeats the concepts. 2019/20 Wood work sculpture (resources never arrived) - Discrete recovery lessons in Autumn 1. Textiles

42 DT Action plan 2020/21:

What action will you Timescale Who will be How will you do this How will you know it is successful? take? needed involved?

1. Once the essential missed concepts have been identified, the DT lead will To ensure that all year Summer Term Teachers categorise objectives into those that can be recovered through the following ways: groups engage in a 2021 Subject - Missed DT learning is identified curriculum recovery lead 1Through a spiral curriculum during the year, where objectives are - This is analysed and is categorised into repeated and built upon plan to recover missed learning that can be defined as key learning from summer 2.Through an extended teaching sequence/ pre-teach concepts (non-negotiable). Staff are term 2020 in DT. aware of these and have planned 3.By providing an additional research project or home learning task action - Children know and understand the 4.By returning in a later year group (deferring). For example, electricity objectives missed in lockdown in DT. covered in summer term year 4 is repeated in year 6 and can be covered more thoroughly then.

5.Discrete curriculum recovery lessons in Autumn term (discrete curriculum recovery lessons to last no longer than one month). Staff to implement a catch up of missed DT learning through lockdown.

2. To ensure that all Summer term - Knowledge, skills and vocabulary shared with staff (recap and - Children have a developing understanding of curriculum 2021 revisit) knowledge, skills and vocabulary for their year DT planning DT lead - Lead to monitor that long term and medium- term planning to group in DT leads to a ensure it reflects the knowledge, skills and vocabulary for their - Long term planning matches KSV. deepening of year group - Staff have sufficient subject knowledge and are children’s - Staff to be provided with examples to support planning from the well resourced. knowledge, design and technology association (projects on a page to be used skills and well to support planning). vocabulary. - DT leads to support staff new to school/ NQTS/ new to year group/ support staff who are delivering DT lessons in PPA -

43 3. Summer term DT lead - Subject specific staff meeting held in the year to develop Teacher subject knowledge To develop teacher’s 2021 staff expertise (focus on evaluative skills against criteria set is well developed in DT subject knowledge in the in specification). teaching of DT, in - DT lead to monitor progression in the subject (for Standards in DT improve particular evaluative example, use of D/T association subject leader’s audit to over time. skills. support monitoring of progression and quality) across different year groups. Feedback to staff in a staff meeting.

44 Subject: Art

Recovery of the curriculum plan 2020: What learning/key concepts have been missed in What strategies will we use and how will Examples of recovery. Summer 2020? we recover this? FS12 cohort Texture- looking at adjectives to describe different textures - Through spiral curriculum repeats the concepts. - Through spiral curriculum repeats the 2019/20 and how we can use different textures for different products. concepts. FS2 cohort Texture- looking at adjectives to describe different textures - Through spiral curriculum repeats the concepts. - Teach extended sequence of teaching/pre- 2019/20 and how we can use different textures for different products. teach. Year 1 cohort Look at the work of a range of artists, craft makers and - Repeated in a different year group so defer until -Research home learning task. 2019/20 designers, describing the differences and similarities between then (e.g. electricity in year 4 and 6). - Repeated in a different year group so defer different practices and disciplines, and making links to their until then (e.g. electricity in year 4 and 6). own work (Andy Goldsworthy). - Discrete recovery lessons in Autumn 1. Year 2 cohort (Yellow highlighted are parts of the objective we have - Discrete recovery lessons in Autumn 1. 2019/20 covered. No highlight means we have not covered). Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics. Explore and use mechanisms, in their products. To use drawing, painting and sculpture to develop and share their ideas, experiences and imagination. Learn about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work. Year 3 cohort No LTP was passed on with the handover of return after - Through spiral curriculum repeats the concepts. 2019/20 maternity leave. We have covered: Painting (water colours) – mixing shades and tones. Recorded in sketch books. Missed: Sculpture (clay), textiles. Year 4 cohort Painting a landscape – water colours Etching Clay – to be - Through spiral curriculum repeats the concepts. 2019/20 covered in Y5 Sculpture Year 5 cohort Clay work - Through spiral curriculum repeats the concepts. 2019/20 Wood work sculpture (resources never arrived) Textiles

45 Art Action plan 2020/21:

What action will you Timescale Who will be How will you do this How will you know it is successful? take? needed involved?

1. Once the essential missed concepts have been identified, the art lead will categorise objectives into those that can be recovered through the following To ensure that all year Summer term Teachers ways: groups engage in a 2021 Subject - Missed art learning is identified curriculum recovery lead 6. Through a spiral curriculum during the year, where objectives are - This is analysed and is categorised repeated and built upon plan to recover missed into learning that can be defined as learning from summer 7. Through an extended teaching sequence/ pre-teach key concepts (non-negotiable). Staff term 2020 in art. are aware of these and have planned 8. By providing an additional research project or home learning task action

9. By returning in a later year group (deferring). For example, Children know and understand the electricity covered in summer term year 4 is repeated in year 6 objectives missed in lockdown in art and can be covered more thoroughly then.

10. Discrete curriculum recovery lessons in Autumn term (discrete curriculum recovery lessons to last no longer than one month).

Staff to implement a catch up of missed art learning through lockdown.

2. To ensure that all Summer term - Knowledge, skills and vocabulary shared with staff (staff Children have a developing curriculum art 2021 area) understanding of knowledge, skills and planning leads Art lead - Lead to monitor that long term and medium- term planning vocabulary for their year group in art to a deepening reflects the knowledge, skills and vocabulary for their year Long term planning matches KSV. of children’s group Staff have sufficient subject knowledge knowledge, - Art leads to support staff new to school/ NQTS/ new to year and are well resourced. skills and group/ support staff who are delivering art vocabulary. - Monitor sketch books and other art across year groups to ensure there is progression in art across school and feedback to staff.

46 3. - Staff to be provided with examples to support planning: Staff are more confident to deliver the To Summer 2021 artist/genre on a page to be developed by the subject art curriculum develop Art lead leader for staff to support their subject knowledge. teacher’s - Regular short staff meetings on art to look at knowledge Standards in art will improve as the subject and skills linked to the KSV curriculum in art and also to quality of teaching improves in each knowledge artist/genre on a page. year group. in the teaching of art

4. Summer Art lead - Ensure that curriculum planning in art reflects multi- Broaden 2021 cultural aspects Children have a broad experience of art and children’s - Ensure exposure to art if thematic and links to culture as they move throughout school. exposure to art current issues and the landscape. - Monitor planning to ensure they are exposed to a wide range of artists and art and that over time children have a range of experiences in art. - At some point in each child’s life in primary school, they will either visit an art gallery or sculpture park.

47 Subject: Geography

Recovery of the curriculum plan 2020:

What learning/key concepts have been What strategies will we use and how will we recover this? Examples of missed in Summer 2020? recovery. FS1 cohort More work on aspects of their familiar All objectives can be covered as part of spiral curriculum within FS2 as - Through spiral 2019/20 world such as the place where they live extensions of learning. curriculum repeats or the natural world. the concepts. - Teach extended Know that people can live in other sequence of countries. teaching/pre- teach. More work needed on key features to -Research home highlight where we live. learning task. FS2 cohort Location- map work Teach and extended sequence of teaching - Repeated in a 2019/20 different year Discrete lesson needed in Autumn 1. group so defer Know some features that are natural until then (e.g. and some features that are man-made. electricity in year Taught through spiral curriculum 4 and 6). Know some similarities and differences - Discrete in relation another country and its recovery lessons in people and how they live. Autumn 1. To be taught as a pre-teach to previous lost objective Simple comparisons eg Rotherham v Cleethorpes Year 1 cohort Look at countries in the UK. Cover in Year 2 as part of spiral curriculum – teach as a pre-teach. Look at 2019/20 Show the flags, recognise Union Jack is the flags of the UK as a discrete part of learning – pre-teach. made of all. Cover in Year 2 as part of spiral curriculum – look at North, South, West and East.

48 Use simple compass directions to describe routes. Discrete recovery lesson in Autumn 1 – bird’s eye view of the school.

Draw a map to show a bird’s eye view. Year 2 cohort Highlighted sections – objective missed 2019/20 Name and locate the world’s 7 Discrete recovery lesson in Autumn 1 to ensure children have the continents and 5 oceans knowledge of the world’s 7 continents and 5 oceans. (Key knowledge required)

Cover in Year 3 as part extended teaching - teach as a pre-teach. Name, locate and identify characteristics of the 4 countries and capital cities of the United Kingdom Repeated in Year 5 and Year 6 – non-European countries (Year 3 and 4 do a and its surrounding seas comparison of UK with European countries). Leave until that point (2022- 23) but continue to monitor. Understand geographical similarities and differences through studying the Discrete lesson required – look at where the North and South Poles are human and physical geography of a and where is the Equator and locations at these points. Could also cover small area of the United Kingdom, and previous objective (comparing small area in a non-European country) if time of a small area in a contrasting non- allows. European country.

Identify seasonal and daily weather Repeated throughout primary education through the spiral curriculum. patterns in the United Kingdom and the Teachers to recap vocabulary to see what children know and whether location of hot and cold areas of the there are any that children need to learn. world in relation to the Equator and the North and South Poles *See 1st strategy on Year 2*

49 Use basic geographical vocabulary to Covered as part of spiral curriculum – Year 3 look at 8 point compass, refer to: teach as a pre-teach.

i. key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather

Use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage.

Use simple compass directions (North, South, East and West) and locational and directional language to describe the location of features and routes on a map. Year 3 cohort Gods and Mortals 2019/20 Use maps, atlases, globes and Year 4 are to now look at digital technology and this will then be extended digital/computer mapping to locate further in Year 5. Use of maps and atlases throughout primary education countries and describe features means locating and describing features can be included as part of studied. extended learning – pre-teach/discrete lesson.

Maps, globes and digital mapping tools can help to locate and describe significant geographical features.

Analyse maps, atlases and globes, Fieldwork is a focus for the next academic year – CPD. Gathering evidence including digital mapping, to locate and analysing the data from fieldwork will be an element of the CPD. This

50 countries and describe features to be part of the coming spiral curriculum – to be covered as the children studied. progress in their education.

Tribal Tales Teach as part of an extension when looking at 4 and 6-figure grid Gather evidence to answer a reference. geographical question or enquiry. Analyse primary data, identifying any patterns observed.

Use four-figure grid references to describe the location of objects and places on a simple map. Year 4 cohort Understand geographical similarities Covered as part of spiral curriculum again in Year 5. 2019/20 and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America. Covered in Year 5 – focus on North America – part of spiral curriculum. Taught within Autumn 1. Locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and Research as part of home learning task – find significant mountain ranges major cities. and what their importance is.

Name, locate and explain the Teach as part of an extension when looking at 4 and 6-figure grid importance of significant mountains or reference. rivers.

51 Eight-point compass covered again in Year 5 as part of spiral curriculum Use the eight points of a compass, four but discrete lesson on Ordnance survey maps needed to help knowledge of and six-figure grid references, symbols UK. and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world. Discrete lesson required – types of mountains, link with significant mountain ranges.

Covered in Year 5 as part of spiral curriculum.

Identify, describe and explain the formation of different mountain types.

Discrete lesson required – link with mountain ranges, types of mountain. (2 Describe and understand key aspects lessons should cover all objectives). of human geography, including: types of settlement and land use, economic Fieldwork is a focus for the next academic year – CPD. Gathering evidence activity including trade links, and the and analysing the data from fieldwork will be an element of the CPD. This distribution of natural resources to be part of the coming spiral curriculum – to be covered as the children including energy, food, minerals and progress in their education. water.

Describe altitudinal zonation on mountains.

Competent in the geographical skills needed to: collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their 52 understanding of geographical processes; interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS); communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length. Year 5 cohort Use maps, atlases, globes and Discrete lessons with digital mapping to ensure children have the digital 2019/20 digital/computer mapping to locate skills. countries and describe features studied. Teach as part of spiral curriculum – continuous progress into Year 6. Analyse and compare a place, or places, using aerial photographs, atlases and maps.

53

Geography Action plan 2020/21: What action will Timescale Who will be How will you do this How will you know it is you take? needed involved? successful?

1. Once the essential missed concepts have been identified, the To ensure that all Summer Teachers geography lead will categorise objectives into those that can be year groups engage term 2021 recovered through the following ways: - Missed geography learning is identified in a curriculum Subject 1.Through a spiral curriculum during the year, where objectives are - This is analysed and is categorised recovery plan to lead repeated and built upon into learning that can be defined as recover missed 2.Through an extended teaching sequence/ pre-teach key concepts (non-negotiable). Staff learning from are aware of these and have planned summer term 2020 3. By providing an additional research project or home learning action in geography. task. - Children know and understand the objectives missed in lockdown in 4. By returning in a later year group (deferring). For example, geography electricity covered in summer term year 4 is repeated in year 6 and can be covered more thoroughly then.

5. Discrete curriculum recovery lessons in Autumn term (discrete curriculum recovery lessons to last no longer than one month). Staff to implement a catch up of missed geography learning through lockdown. 2. - To ensure that Summer - Knowledge, skills and vocabulary shared with staff (staff Children have a developing all area) understanding of knowledge, skills and term 2021 vocabulary for their year group in curriculum - Lead to monitor that long term and medium- term geography geography Geography lead planning reflects the knowledge, skills and vocabulary - Long term planning matches KSV. for their year group planning - Staff have sufficient subject - leads to a Staff to be provided with examples to support planning knowledge and are well resourced. deepening (geographical society planning, knowledge organisers, of Cornerstones etc) children’s - Geography leads to support staff new to school/ NQTS/ knowledge, new to year group/ support staff who are delivering skills and geography vocabulary. 54 3. Develop the Summer - Lead to hold a staff meeting to support staff with use of field 2021 Geography their understanding of using field work in order to Staff have a good understanding of how to carry out field work. work in the Lead develop children’s skill of use of field work - Ensure that the local identity of the school is well local area Pupils understand their local area developed and use their increasing skills in field - The geography lead monitors the use of field work work and enquiry. across school to ensure standards are high and skills are progressive (work scrutiny/ pupil interviews). - Writing links to geography are developed and linked to field work.

55 Subject: History

Recovery of the curriculum plan 2020:

What learning/key concepts have been missed in What strategies will we use and how will Examples of recovery. Summer 2020? we recover this? FS2 cohort More work on showing interest in different occupations and ways - Through spiral curriculum repeats the concepts. - Through spiral curriculum repeats the 2019/20 of life- People who help us. -Research home learning task. concepts. More work on knowing some of the things that make them unique, - Could be repeated and differed to FS2. and can talk about some of the similarities and differences in - Teach extended sequence of teaching/pre- relation to friends and family. teach. FS2 cohort The concept of future linking to lifecycles. Language: Spiral curriculum & repeated in a different -Research home learning task. 2019/20 Consolidation of time language- months of year. year group- year 1. - Repeated in a different year group so defer Lifecycles- linked to own personal timelines will be until then (e.g. electricity in year 4 and 6). covered in year 1 with the current FS2 cohort. (Could also be a Home learning task to reinforce) - Discrete recovery lessons in Autumn 1.

Year 1 cohort Look at real life ‘superheroes’. Explain why they are significant. - Repeated in a different year group so defer until then 2019/20 Events beyond living memory that are significant nationally (The – Y2 will cover this with current Y1 cohort. Great Fire of London). Year 2 cohort (Changes within Living memory) -Through spiral curriculum repeats the concepts. 2019/20 Where appropriate, these should be used to reveal aspects of - Research home learning task. change in national life

Year 3 cohort Gods and Mortals (Greeks) Greeks: (objectives) 2019/20 Describe the achievements and influence of the ancient Greeks on Mini-Greek topic in Year 4 maybe in the afternoon. the wider world. -Teach extended sequence of teaching/pre-teach. Make choices about the best ways to present historical accounts -Research home learning task. and information. Explain the cause and effect of a significant historical event. Spiral Curriculum Repeated in other year groups.

Tribal Tales (Stone Age) Sequence dates and information from several historical periods on Stone Age not repeated in other year groups: Research a timeline. home learning task. Discrete recovery lessons. Describe how past civilisations or lives of people in Britain developed during the Stone Age, Bronze Age and Iron Age. Describe the roles of tribal communities and explain how this influenced everyday life. Describe the everyday lives of people from past historical Repeated in other year groups. periods. Spiral Curriculum 56 Make choices about the best ways to present historical accounts and information. Explain the similarities and differences between two periods of history. Year 4 cohort All History Topics covered before Spring Term. Objectives covered in other year groups in case of a 2019/20 need for consolidation. Monarchs and British History will be covered in another Year 5 cohort Did not teach Tudors in school, however some has been delivered group defer until Year 6: 2019/20 via home learning to those who have accessed it. Within Victorians and WW2. - study of an aspect or theme in British history that extends Home learning tasks will extend and further enquiry pupils’ chronological knowledge beyond 1066 skills.

-the changing power of monarchs using case studies

-a significant turning point in British history.

-changes in an aspect of social history

• Objectives not based on new skills and knowledge organisers

57 History Action plan 2020/21: What action will you Timescale Who will be How will you do this How will you know it is successful? take? needed involved?

1. Once the essential missed concepts have been identified, the history lead will To ensure that all year Summer term Teachers categorise objectives into those that can be recovered through the following ways: groups engage in a 2021 Subject - Missed history learning is identified curriculum recovery plan lead 1. Through a spiral curriculum during the year, where objectives are - This is analysed and is categorised into to recover missed repeated and built upon learning that can be defined as key concepts learning from summer (non-negotiable). Staff are aware of these 2. Through an extended teaching sequence/ pre-teach term 2020 in history. and have planned action - Children know and understand the objectives 3. By providing an additional research project or home learning task missed in lockdown in history.

4. By returning in a later year group (deferring). For example, electricity covered in summer term year 4 is repeated in year 6 and can be covered more thoroughly then.

5. Discrete curriculum recovery lessons in Autumn term (discrete curriculum recovery lessons to last no longer than one month).

Staff to implement a catch up of missed history learning through lockdown.

2. To ensure that all Summer term - Knowledge, skills and vocabulary shared with staff - Children have a developing understanding of curriculum 2021 - Lead to monitor that long term and medium- term planning reflects the knowledge, skills and vocabulary for their History lead history knowledge, skills and vocabulary for their year group year group in history planning leads - Staff to be provided with examples to support planning (historical - Long term planning matches KSV. to a deepening society planning, knowledge organisers, Cornerstones etc) - Staff have sufficient subject knowledge of children’s - History leads to support staff new to school/ NQTS/ new to year and are well knowledge, group/ support staff who are delivering history lessons in PPA - skills and - resourced. vocabulary.

58 3. Teacher subject knowledge is well developed in Summer term - Subject specific staff meeting held in the year to develop staff history To develop teachers’ subject 2021 History expertise knowledge in the teaching of lead - History lead to monitor progression in the subject (for example, use of Standards in history improve over time. history time-lines) across different year groups. Feedback to staff in a staff meeting.

4. Summer History lead - Explore historical society resources as an alternative to visits History continues to be immersed in first -hand 2021 experiences despite the restrictions in this academic - Explore in school experiences/ immersive opportunities year To explore ways of - Develop stronger local visits linked to history developing first -hand experiences during a year when there are Covid-19 restrictions on visits linked to history

59 Subject: French

Recovery of the curriculum plan 2020:

What learning/key concepts have been missed in What strategies will we use and how will Examples of recovery. Summer 2020? we recover this? Year 3 cohort Summer 1 - Through spiral curriculum repeats the concepts. 2019/20 • Identify members of your family • Discrete catch-up lessons needed for; • The alphabet the alphabet, number 21-31, months of - Teach extended sequence of teaching/pre-teach. • Household items the year, dates and birthdays. • Using basic prepositions ‘sur’ and ‘dans’ to describe -Research home learning task. position • Family can be covered in Y4 Autumn 1 Summer 2 (describing people). - Repeated in a different year group so defer until • Recognise and ask for various snacks then (e.g. electricity in year 4 and 6). • Giving opinions about food • Spiral curriculum regarding food -

• Number 21-31 covered in Y4 Summer 1, Y5 Spring 1 - Discrete recovery lessons in Autumn 1. • Months of the year and Y6 Summer 2. • Dates and birthdays Year 4 cohort Summer 1 • Go shopping for food 2019/20 • Discrete catch-up lessons needed for • Ask how much something costs • Talk about activities at a party naming and describing items of • Give opinions about food and various activities clothing. • Spiral curriculum regarding food - Summer 2 covered in Y4 Summer 1, Y5 Spring 1 • Discuss francophone countries • Discuss the languages we speak and Y6 Summer 2. • Identify different items of clothing • Describe items of clothing Year 5 cohort Summer 1 2019/20 • Ask and say where you’re going on holiday • Discrete catch-up lesson needed for name and • Express opinions about holidays describe rooms in your house. • Talk about what you’re going to do on holiday • Spiral curriculum – holidays can be covered in Y6 • Talk about holiday plans Summer 2 (discussing future plans etc.) and what

people do at home can be covered in Y6 Spring 1 Summer 2 • Name rooms in the house (talking about daily routines). • Describe rooms in the house • Say what people do at home • Say what people do and where

60 French Action plan 2020/21:

What action will you Timescale Who will be How will you do this How will you know it is successful? take? needed involved?

Once the essential missed concepts have been identified, the French Missed French learning is identified. To ensure that all year Summer term Teachers lead will categorise objectives into those that can be recovered through groups engage in a 2021 the following ways: This is analysed and is categorised into curriculum recovery plan French 1. Through a spiral curriculum during the year, where objectives learning that can be defined as key concepts to recover missed lead are repeated and built upon (non-negotiable). learning from summer term 2020 in French. 2. Through an extended teaching sequence/ pre-teach Staff are aware of these and have planned action. 3. By providing an additional research project or home learning task Children know and understand the objectives missed in lockdown in French. 4. By returning in a later year group (deferring). For example, electricity covered in summer term year 4 is repeated in year 6 and can be covered more thoroughly then.

5. Discrete curriculum recovery lessons in Autumn term (discrete curriculum recovery lessons to last no longer than one month).

Staff to implement a catch up of missed French learning through lockdown.

To ensure that all Summer term French lead Knowledge, skills and vocabulary shared with staff (staff area) and Children have a developing understanding of curriculum French 2021 emailed out. knowledge, skills and vocabulary for their year planning leads to a group in French. deepening of children’s Lead to monitor that long term and medium- term planning reflects the knowledge, skills and knowledge, skills and vocabulary for their year group. Long term planning matches KSV. vocabulary. Staff to be provided with chosen scheme of work (Rigalo). Staff have sufficient subject knowledge and are well resourced. CC (French lead) and JA (Head teacher) to train TA’s who will be delivering French.

61 To develop speaking & Summer term French lead Develop strong oracy skills with the children. Staff to model correct Children develop strong oracy skills. listening skills. 2021 pronunciation.

Create opportunities for children to speak and sing in French.

To develop inter-cultural Summer term French lead Writing planned to create links with celebration events (Bastille day). Children can talk about the different events and understanding (whole 2021 make comparisons. school approach). Progression across the year groups to ensure that children have a clear understanding of the differences and similarities in culture.

Links with current events (Tour De France, football tournaments etc.) French curriculum /Celebration day

62 Subject: Music Recovery of the curriculum plan 2020:

What learning/key concepts have been missed in Summer 2020? What strategies will we use and how will we recover this? Examples of recovery. FS12 cohort 2019/20 More work on tapping out simple rhythms. Spiral Curriculum - Through spiral curriculum repeats the More work on using movement to express feelings. concepts. - Teach extended sequence of teaching/pre- FS2 cohort 2019/20 teach. -Research home learning task. Year 1 cohort 2019/20 Play tuned and untuned instruments musically (some children have Spiral Curriculum - Repeated in a different year group so done this in the Christmas play but not all). defer until then (e.g. electricity in year 4 and 6). Listen with concentration and understanding to a range of high- - Discrete recovery lessons in Autumn 1. quality live music. Year 2 cohort 2019/20 Mu1/1.2 play tuned and untuned instruments musically Spiral Curriculum

Mu1/1.4 experiment with, create, select and combine sounds using the interrelated dimensions of music.

Year 3 cohort 2019/20 Play Musical Instruments Spiral Curriculum • Help create at least one simple melody using one, three or five different notes. • Plan and create a section of music that can be performed within the context of the unit song. • Talk about how it was created. • Listen to and reflect upon the developing composition and make musical decisions about pulse, rhythm, pitch, dynamics and tempo. • Record the composition in any way appropriate that recognises the connection between sound and symbol (e.g. graphic/pictorial notation). Performance • To choose what to perform and create a programme. • To communicate the meaning of the words and clearly articulate them. • To talk about the best place to be when performing and how to stand or sit. To record the performance and say how they were feeling, what they were pleased with what they would change and why. Year 4 cohort 2019/20 -Appraise (a piece of music) Spiral Curriculum - Explore music and instruments - Creating and developing musical ideas (composing) (Not done in depth) Year 5 cohort 2019/20 Dancing in the street unit. Spiral Curriculum

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Music Action plan 2020/21:

What action will you Timescale Who will be How will you do this How will you know it is successful? take? needed involved?

1. Once the essential missed concepts have been identified, the music lead will categorise objectives into those that can be recovered through the following To ensure that all Summer term Teachers ways: year groups 2021 Subject - Missed music learning is identified engage in a lead 11. Through a spiral curriculum during the year, where objectives are - This is analysed and is categorised into repeated and built upon curriculum learning that can be defined as key recovery plan to 12. Through an extended teaching sequence/ pre-teach concepts (non-negotiable). Staff are recover missed aware of these and have planned learning from 13. By providing an additional research project or home learning task action summer term 2020 in Music 14. By returning in a later year group (deferring). For example, electricity Children know and understand the covered in summer term year 4 is repeated in year 6 and can be objectives missed in lockdown in music covered more thoroughly then.

15. Discrete curriculum recovery lessons in Autumn term (discrete curriculum recovery lessons to last no longer than one month).

Staff to implement a catch up of missed music learning through lockdown.

2. To ensure that all Knowledge, skills and vocabulary from Charanga shared with staff Children have a developing understanding of curriculum music Summer term Music lead (staff provided with login) knowledge, skills and vocabulary for their year planning leads to a 2021 Lead to monitor that lesson delivery covers the knowledge, skills and group in music deepening of children’s vocabulary for their year group Staff have sufficient subject knowledge and are knowledge, skills and Music lead to deliver staff training to ensure staff know how to use the well resourced. vocabulary by scheme well, including TA training for staff who deliver in PPA. embedding Charanga. Music lead to support staff new to school/ NQTS/ new to year group/ support staff who are delivering music

64 3. Audit staff subject knowledge to accurately know which areas of music Teacher subject knowledge is improved and the To develop staff subject Summer term Music lead staff subject knowledge is weaker. quality of teaching in music is at least good in knowledge in relation to 2021 every year group. specific musical Staff training to further explore musical elements (eg 5 mins music vocabulary. starter at some staff meetings).

Music lead to monitor standards in music and support staff who need to develop their teaching expertise. Model good practice.

4. Summer Music lead Ensure that the school have sufficient tuned/ untuned The complexities faced by delivering To further develop the term instruments to support the delivery of the music curriculum in high quality music lessons during the use of tuned 2021 the absence of singing during the pandemic. pandemic with restrictions to singing are instruments, particularly overcome. in relation to Covid-19 Ensure that planning focuses on use of units of work which restrictions. prioritise use of instruments in Autumn term when children can’t sing due to the pandemic, or support staff to make amendments to current units.

65 Subject: PE

Recovery of the curriculum plan 2020:

What learning/key concepts have been missed in What strategies will we use and how will Examples of recovery. Summer 2020? we recover this?

FS2 cohort Ball skills linking to ball games Spiral Curriculum – ball skills and movement - Through spiral curriculum repeats the 2019/20 Movements – over, under, along, on/off, in/out covered in Y1 Autumn 1. concepts. Year 1 cohort All objectives have been covered, but needed more Spiral Curriculum – team games covered in Y2 2019/20 work with team games, developing simple tactics for Spring 2. - Teach extended sequence of teaching/pre- attacking and defending. teach. Year 2 cohort All objectives have been covered, but needed more Spiral curriculum – team games, tactics, 2019/20 work with team games, developing simple tactics for attacking and defending will be covered -Research home learning task. attacking and defending. throughout the whole of KS2 in a variety of sports. - Repeated in a different year group so defer Year 3 cohort Outdoor Athletics Spiral Curriculum – all sports will be covered in until then (e.g. electricity in year 4 and 6). 2019/20 Tri Golf the Summer term of Y4, Y5 and Y6. Skills and Tennis knowledge are built on each year. - Discrete recovery lessons in Autumn 1. Rounders

Year 4 cohort Dance Spiral Curriculum – all sports will be covered in 2019/20 Rounders the Summer term of Y5 and Y6. Skills and Outdoor Athletics knowledge are built on each year. Swimming *Swimming will be deferred to Y5 to ensure this is not missed by any child. Year 5 cohort Golf Spiral Curriculum – all sports will be covered in 2019/20 Rounders the Summer term of Y6. Skills and knowledge Outdoor Athletics are built on each year.

*Swimming will now take place in Y5.

66 PE Action plan 2020/21: What action will you Timescale Who will be How will you do this How will you know it is successful? take? needed involved?

Once the essential missed concepts have been identified, the PE lead Missed PE learning is identified. To ensure that all year Summer term Teachers will categorise objectives into those that can be recovered through the groups engage in a 2021 following ways: This is analysed and is categorised into curriculum recovery PE lead 1. Through a spiral curriculum during the year, where objectives are learning that can be defined as key plan to recover missed repeated and built upon concepts (non-negotiable). learning from summer term 2020 in PE. 2. Through an extended teaching sequence/ pre-teach Staff are aware of these and have planned action. 3. By providing an additional research project or home learning task Children know and understand the 4. By returning in a later year group (deferring). For example, objectives missed in lockdown in PE. electricity covered in summer term year 4 is repeated in year 6 and can be covered more thoroughly then.

5. Discrete curriculum recovery lessons in Autumn term (discrete curriculum recovery lessons to last no longer than one month).

Staff to implement a catch up of missed PE learning through lockdown.

To ensure that all Summer term PE lead - Knowledge, skills and vocabulary shared with staff (staff area) Children have a developing understanding of curriculum PE planning 2021 and emailed out. knowledge, skills and vocabulary for their year leads to a deepening of group in PE. children’s knowledge, - Lead to monitor that long term and medium- term planning skills and vocabulary. Long term planning matches KSV. reflects the knowledge, skills and vocabulary for their year group. Staff have sufficient subject knowledge and are

well resourced. - PE leads to support staff new to school/ NQTS/ new to year group who are delivering PE. Also CPD opportunity by working alongside NM – new sports’ coach.

67 Following lockdown Autumn Term PE lead/ - Work in pairs/ groups to improve their socialisation and Children rediscover an active lifestyle 2020, recover children’s Teachers teamwork skills and collaboration (e.g. buddy systems). following lockdown. confidence in - Plan outdoor PE wherever possible. socialisation and - Rediscover playground games. They collaborate and engage in physical activity. - Ensure all games are active. collaborative PE. - Encourage physical exercise throughout the day, including playtime games.

To improve orienteering Summer PE lead - Implement new orienteering scheme/resource Children are more physically active, socialised skills across school in 2021 and engaged in team building. They develop order to further increase - Staff meeting to train staff. stamina, resilience and are challenged. opportunities for physical exercise, working in teams and - Leader to monitor its’ effectiveness and impact. being outdoors.

To rediscover Autumn PE lead Children re-engage with competitive sport and - During the continuing pandemic, re-engage with competitive sport Term they understand they are part of a wider family competitive sport through virtual trust competitions. following lockdown. of schools. - Use the concept of ‘houses’ to encourage collaborative partnerships and striving for personal best.

68 Subject: R.E

Recovery of the curriculum plan 2020:

What learning/key concepts have been missed in What strategies will we use and how will we recover this? Examples of recovery. Summer 2020? FS12 cohort Salvation Salvation is taught annually in every year group - RE has a spiral curriculum where some concepts are 2019/20 repeated in other year groups. FS2 cohort What makes some places special? In Y1, Autumn 2, teach What makes some places special alongside 2019/20 Celebrations unit - Some year groups will be required to teach extended sequence of teaching/pre-teach. Stories about Moses that Jewish and Christian In Y1, Spring 1, teach Moses stories whilst delivering Who am I unit. Where applicable, the next year will cover core people love to remember learning elements and digging deeper.

Year 1 cohort Salvation Salvation is taught annually in every year group - Some tasks could be sent home as home learning 2019/20 /research task. God – What do Christians believe God is like? Year 2 to teach God during Summer term as well as Gospel – focusing

on both core learning and digging deeper

Year 2 cohort Beginning to learn Islam. Muslims and Mosques Islam is covered again in Y5 2019/20 Symbols of Easter – What does Easter mean to Easter is visited annually as part of Salvation unit Christians? Gospel is taught again in Y4

Gospel – What is the good news Jesus brings? Year 3 cohort Salvation Salvation in Y4 will have to cover core learning and digging deeper 2019/20 elements People of God People of God is taught again in Y5 Year 4 cohort Salvation Salvation is taught annually in every year group 2019/20 Kingdom of God Kingdom of God is taught again in Y6 Gospel Gospel to be taught alongside People of God in Summer Term Y5. Year 5 cohort Salvation Salvation is covered annually in every year group 2019/20 People of God Y6 to cover People of God and Kingdom of God in their final term, covering both core learning and digging deeper elements.

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RE Action plan 2020/21: What action will you Timescale Who will be How will you do this How will you know it is successful? take? needed involved?

1. Once the essential missed concepts have been identified, the RE lead will categorise objectives into those that can be recovered through the following To ensure that all Summer term Teachers ways: year groups 2021 Subject - Missed RE learning is identified engage in a lead 1. Through a spiral curriculum during the year, where objectives are - This is analysed and is categorised repeated and built upon curriculum into learning that can be defined as recovery plan to 2. Through an extended teaching sequence/ pre-teach key concepts (non-negotiable). Staff recover missed are aware of these and have planned learning from 3. By providing an additional research project or home learning task action summer term 2020 in RE 4. By returning in a later year group (deferring). For example, electricity Children know and understand the covered in summer term year 4 is repeated in year 6 and can be objectives missed in lockdown in RE covered more thoroughly then.

5. Discrete curriculum recovery lessons in Autumn term (discrete curriculum recovery lessons to last no longer than one month).

Staff to implement a catch up of missed RE learning through lockdown.

2. To ensure that all Summer term - Knowledge, skills and vocabulary shared with staff (staff area) Children have a developing understanding of curriculum RE planning 2021 - Lead to monitor that long term and medium- term planning knowledge, skills and vocabulary for their year leads to a deepening of RE lead reflects the knowledge, skills and vocabulary for their year group in RE children’s knowledge, group Long term planning matches KSV. skills and vocabulary. Staff have sufficient subject knowledge and are - Staff to be provided with examples to support planning well resourced. - Computing lead to support staff new to school/ NQTS/ new to year group/ support staff who are delivering RE

70 3. Use a key concept – Autumn term RE lead/ - Use the concept of ‘sacrifice’ as a key theme The project gives children the ‘sacrifice’ to develop teachers - Staff meeting for teachers to explore the concept of sacrifice language and understanding of children’s (examples from the bible/ world religions/ current issues; NHS sacrifice and helps them relate their understanding of this staff/ children staying at home to sacrifice education etc during experiences to this concept. key spiritual concept. lockdown; sacrifices of inspirational characters from history) - Children to engage in a range of activities linked to this theme (art/poetry etc)

4. Create reflection Summer RE lead - Creation of spiritual reflection areas in each classroom A safe space is provided for children to explore spaces for children in 2021 - Staff meeting to explore examples with staff ideas and their spirituality. Their vocabulary will classrooms, so that - Key essentials aspects of the areas provided for staff be developed. children have (www.prayerspacesinschools.com) Children have the chance to reflect upon and opportunities to reflect process their experiences in lockdown. - RE Lead to direct staff as to key areas of focus regularly and respond to their current concerns and (forgiveness, peace, gratitude, unanswered questions, continue to develop the wider world, worry and letting go, injustice). their spirituality.

71 PHSCE Curriculum Recovery Plan: See Priority 3 DEP

PSHCE Action plan 2020/21: What action will you Timescale Who will be How will you do this How will you know it is successful? take? needed involved?

1. 1/ Staff assess quickly which areas of need have arisen in pupils over the To ensure that all As soon as Teachers/ lockdown in summer 2020 that need to be addressed quickly. year groups engage possible in Subject - PSHCE concerns are identified in a PSHCE recovery Autumn Lead 2/ Once the essential areas of concern have been identified, the teachers/ - This is analysed and staff know how and plan to address as term PSHCE Lead will categories objectives into those that can be recovered when we can address the issues raised soon as possible in through the focused PSHCE lessons in the beginning of term. through PSHCE the school year some Areas of possible concern could include: - Teachers and the PHSE Lead timetable of the key mental as soon as possible in the year specific health issues that - Internet safety activities and lessons which address children will face on - Feelings of anxiety these needs. return from lockdown. - Isolation/ struggling to form relationships - Rebuilding trust - Building a sense of community - Safety to ask unanswered questions - Experience of trauma - Bereavement

2. To ensure that all Summer term - Knowledge, skills and vocabulary shared with staff (staff area) - Children have a developing curriculum 2021 - Lead to monitor that long term and medium- term planning understanding of knowledge, skills and PSHCE PSHCE Lead reflects the knowledge, skills and vocabulary for their year vocabulary for their year group in planning leads group PHSE to a deepening - Staff to be provided with examples to support planning - Long term planning matches KSV. of children’s (Cornerstones / schemes etc) - Staff have sufficient subject knowledge knowledge, - PSHCE leads to support staff new to school/ NQTS/ new to and are well resourced. skills and year group/ support staff who are delivering PSHCE vocabulary.

72 3. Fully PSHCE/ - CWP RSE scheme purchased Pupils have excellent understanding of RSE. Implement implemented SLT - Staff trained to use the RSE by Summer - Monitor effectiveness of the programme (pupil Staff are confident about delivering the RSE curriculum term 2021 interviews/ drop ins) curriculum - Continue to communicate with parents about the The school meets its statutory duty in relation to scheme. RSE

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SUBJECT: EYFS Recovery of the curriculum plan 2020: What strategies will we use and how will we recover this?

What learning/key concepts have been missed in Summer 2020? Taken from Subject Leaders Recovery Plans and Yr Grp Identified Gaps FS1 cohort Large motor skills through to fine motor – children may not have been accessing Lots of planned large and small physical play, to encourage the 2019/20 outdoors, swimming, climbing, jumping, ball skills – this could impact upon being development of gross and then fine motor skills – large through to small ready for fine motor skills – ready for writing FS2 cohort Children will may not have been writing at home – poor fine motor and pencil skills Lots of reading through to writing – good modelling 2019/20 through not accessing eg bead threading, jigsaw, After assessments and identification of groups – small focused groups for handwriting/ formation, multi-sensory activities – writing in sand/ glitter, Many coming back to lock down provision have forgotten how to write their names, with paint brushes etc Writing and how to correctly form letters Phonic key rings sent home for over the Summer – based on prior May have been incorrectly taught formation / phonics / writing in capitals attainment in March 2020, and what we have seen on Dojo

Lots of opportunities for writing both indoors and outdoors – exciting writing areas – writing for a purpose – link to role plays

Structured phonic grps to overlearn and consolidate modelled writes in small groups using a variety of media to hook children in to “exciting writing” – videos, stories, children’s interests. FS1 Children who were being monitored re speech, especially in FS1, will need urgent Communication groups set up as a priority throughout foundation, linked Speaking referrals if there still appears to be an identified need. to “Word Aware” to introduce new topical vocabulary FS2 Time to talk intervention in FS1 (LB) and in Speaking Lots of children may have had little exposure to good models of speaking/ higher FS2 (LC & JC) to encourage fluency and raise self-esteem and level, especially descriptive vocabulary confidence May have had lots of TV and Ipad time, rather than conversations, especially if Good modelling when speaking, correct by repeating with good modelling parents were working from home – limited interaction? Higher level stories read to encourage taking on board good vocabulary FS1 cohort Phonics will be a big issue. There will not be enough space for smaller groups in Lots of quality story sessions, to model reading, uplevel / exposure to 2019/20 classes, so it will be difficult to differentiate the teaching. whereas there may be some topical vocabulary, good story language who are in the lowest group and are unable to blend. Only one/ two adults to teach Develop good listening skills to enable learning to take place FS2 cohort them. Reading for meaning activities 2019/20 RWI assessments will have to take place quite quickly to identify the gaps. Some children may not have read at home at all, which will have had a significant After assessments, small focus groups established to address the gaps in

impact on their fluency in reading. (identified school priority from Yr6 SATs last yr) phonic learning Reading As FS1 re modelling story language and listening skills Parents encouraged to access reading materials online over the Summer – especially Oxford Reading Tree online and phonic play. FS1 cohort Children will begin to compare two groups of objects, saying if they are the same, Number displays 2019/20 more or less Number rhymes Children will begin to use the language of comparison: more, less, the same, larger, Numbers in the Foundation environment smaller than Small focus groups of identified learners 74 Maths Children will begin to use positional language to describe where they/ an object is. Increased focus upon number language and the language of comparison Children will begin to be aware of numbers around them in the environment Lots of consolidation activities, repetition, spiral curriculum to revisit and Children will begin to use number names in play apply skills

FS2 cohort They will begin to recognize o’clock times on analogue and digital clocks Additional number and counting work to work on fluency with key skills. 2019/20 There will need to be a larger focus on money and time objectives which Days of the week and begin to learn the months of the year and the seasons, have be missed, especially as this forms foundations for following years. including key months when festivals and their birthdays occur. Lots of consolidation activities, repetition, spiral curriculum to revisit and 10p is ten 1p coins, 20p is twenty 1p coins. They then start to use money in small apply skills Maths amounts to buy things, starting to realise that they can pay a given amount using different combinations of coins

Children estimate numbers of objects and images and begin to understand that teen numbers are 10 plus some more. Children will be introduced to halving.

Children begin to learn to count in 2s, 5s and 10s

Children to count on and back to/from any number to 20

Children also rehearse counting to 100 and begin to cement in the patterns of numbers in the count and the special ʻtensʼ number

Begin to count back 1, 2 or 3 from numbers up to 20

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EYFS – Action Plan 2020/2021

Priorities Action Resources Sources of Time Scale Monitoring -By Success Criteria for Development required Support whom

Referrals to SPLT and Prioritise FS2 with Allocation from LSS KS Autumn1&2 for TO/JA Successful Multi- CDC and referrals to SPLT / Time to gather info, priorities, and then on agency advice and ASSENT/EHCPs /EPS CDC or LSS for older complete & submit LSS going for children who support for identified Early Help if necessary learners referrals CDC would normally be learners for children who may have been missed whilst SPLT referred throughout at home throughout EPS the year lockdown

Ongoing identified • Share word aware (Already have Word SENCo TO Training to be Vocabulary given a priority programme/ EYFS Aware FS Bk) delivered to all FS raised profile Linked to high level of book with Staff new to Literacy co-ordinator staff (refresher for 3) throughout Speech, language and Foundation to feed into language During FS meetings JA/TO Foundation Stage communication needs school (all of FS1 and and re advice from 2 of FS2 staff) Staff meeting time and vocabulary during Autumn term 1 SPLT and LSS 2019/20 priorities through Learners using and – word finding needs • Identify focused Time in class to school Word aware grps to applying higher level and recovery needs groups of learners in assess learners be identified and start topical and descriptive first half term for Word in Autumn 2 – monitor vocabulary aware groups Intervention time for impact by assessing Vocabulary groups from Aut 2 at Christmas Increased percentage development, teaching of learners in FS2 of new topic words prior• Monitor impact before Time to monitor achieving People & to topic Christmas – decision impact before Communities/The (link to SEN Action plan) made whether to Christmas World GDL/ continue grps into Exceeding Spring 1 or target new (linked to ability) grps.

Raised profile for FS2 to access hall for Weekly hall slot All FS staff Training to be TO/HW Improved gross and physical activities- gross motor planned delivered to all FS fine motor skills especially gross motor activities (link to staff re handwriting evident 76 skills through to fine physical maths) from FS / or KS1 meeting activities and motor skills Autumn 1/2 one hall to share exercises Teodorescu Positive impact upon (Link to recovery plan) session weekly SENCo programme/ handwriting and In Spring1 during Autumn term scissor skills. and 2 for focused Literacy co-ordinator 1/2 movement Pencil grips to feed into activities linked to Coloured paper handwriting through Monitor impact by Increased percentage Dance and out school assessing at of learners in FS2 gymnastics Time to assess/ set Christmas achieving physical up grps and creative GDL/ Summer 1 Exceeding and Hall slot for Intervention within writing(letter games and class formation) moving to (linked to ability) accessing Monitor impact outdoors for game Summer 2 • FS1 to prioritise fine and gross motor skills within the FS1 indoor and outdoor areas Fine motor skills assessed and identied grps of learners in FS2 to access Teodorescu programme/ lazy eight exercises Parents as partners Increased, early Dates in place / time TO as EYFS Lead Phonics meetings JA/TO/HW Children are in learning (Autumn term if for meetings / time and SENDCo (COVID19 and social accessing reading permitted re and adults as a distancing allowed, in and spelling activities Continue to COVID19) parent resource (COVID19 HW/Literacy & KS1 Autumn1/2) if not, regularly and encourage parents to workshops to permitting) Lead materials sent home consistently at home be partners in the share good practice/ with letters and and are making good learning process – raise attainment in All learners to have meetings as soon as progress. reading through to their own set of permitted (identified learners specifically, around writing and to impact RWInc letter sound who are not, are the area of reading upon parental cards to take home in identified and targeted through to writing / involvement with book bags, which will within school) early phonics homework and then be added to spelling and reading throughout the year. Parents are more

activities Links to stay and play confident to complete

sessions, so parents and participate in reading and spelling 77 can listen/ see/ join in activities with their workshop activities in children a friendly, informal and non-threatening High quality phonic

way. interventions are

delivered by Teaching Development of a Assistants, using library of reading correct subject games that parents knowledge and can borrow to use at appropriate pitch with home learning activities sent home for RWInc Phonic training consolidation for identified FS staff ED, LC, LB, IB, LB Development of FS • Focus upon climbing Climbing frame/ All FS staff Caretaker Awaiting grant award JA / TO Positive impact upon Shared Outdoor equipment and equipment / to support gross motor skills area providing a wide associated safe evident (ongoing from last range of activities and surfaces Fundraiser in Spring Outdoor area year re grant resources to promote Term for wellies etc completed and being application) good gross and fine and outdoor fixed used fully / New provision for motor skills re small world maintained and gross motor identified needs of the (Not in Autumn re resourced development outdoors current F1 cohort Wellies/ waterproof social distancing and trousers storage posts parent hardships re • To develop gross • Source outdoor for wellies, COVID19) motor skills and co- clothing – wellies and Areas of learning ordination - waterproofs to provide evident / mirrored (with a specific view access through bad provision outdoors to improving learners weather sessions Sort resources in cross / bilateral school and move movements, the older tracks and ability to cross crawl – vehicles for outdoor pertinent skill needed Outdoor small world - provision (no new to encourage both car and train track purchase required) sides of the brain to themes to engage work together/ boys – permanent communicate well, tracks in situ which ultimately affects progression of fine motor development)

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APPENDICES Staff tasks towards DEP implementation Pupil Premium strategy and funding statement SEF (School self-evaluation summary)

Staff Tasks Towards DEP Implementation

Julie Armitage

- Perform responsibilities as Headteacher. - Organise and lead inset days and staff training with TO, JS and HW. - Support TO, JS and HW in roles as Assistant Headteachers. - Plan strategy for improvement 2020/21 with SLD and monitor progress against DEP priorities. - Act as Team Leader (Appraisal) for: TO, JS, HW, VA, KC, LH, LG, AB and KSh. - Work alongside governors to develop their roles. - Develop leadership of the school. - Complete actions as DT for LAC pupils in school. - Continue to work collaboratively with Wickersley St. Alban’s and DSAT. - Support parent association. - Monitor teaching and learning, planning and assessment and targeted support. - Plan and deliver further parent workshops, by zoom, in line with DEP. - Perform responsibilities as Inclusion Lead, including supporting TO as SENDco and monitoring of PP pupils. - Support (deputise) K.Sh in her role as Safeguarding Lead.

Val Albutt

- Teach effectively in Y6. - Improve outcomes for your Y6 class, paying particular regard to key DEP priorities. - Provide mentorship for KC in Y6. - Lead parent workshop/Y6 SATs meetings in the Autumn term – via Zoom if necessary. - Work alongside WSSC with KC, JA and TO to ensure accelerated progress for Y6. - Provide and engage in CPD and coaching programmes in order to further develop outstanding T+L. - Regularly update own class page and curriculum information on the website. - Co-ordinate English at KS2 – monitoring action plans, LTP and KSV coverage. - Monitor teaching and learning in English with JA, TO, HW and SLD. - Review curriculum policies as necessary. - Coordinate Y6 SATs alongside SLT. - Act as Team Leader (appraisal) for RB, AA and CL. - Effectively use ClassDojo. - Deliver Y6 SATs in line with DFE guidelines in the summer term.

Nicola Brock

- Teach effectively in Y1. - Perform responsibilities of KS1 Leader. - Act as Team Leader (Appraisal) for: LD, LBa, AW, HB and JR. - Co-ordinate science at KS1 – monitoring LTP and KSV coverage. - Lead parent workshop/ talk for own class in Autumn Term and phonic and SAT meetings – via Zoom. - Ensure phonics delivery in KS1 remains high profile and lead improvements alongside HW. - Engage in CPD to further develop outstanding T+L and subject knowledge. - Improve outcomes for the Y1 cohort - paying particular attention to key DEP priorities. - Deliver Y1 phonic screen in line with DFE guidelines, in the summer term. - Regularly update own class page and KS1 curriculum information on the website. - Effectively use ClassDojo. - Carry out Y1 phonic screen in line with DFE guidance in the summer term.

Alison Brown

- Work alongside TO to improve outcomes for SEN pupils. - Support in line with DEP recovery plans for KS1 and KS2 pupils. - Provide website support.

Christina Cartledge (Autumn Term 1)

- Lead French and support P.E leader with sport evaluation tracking. - Provide French CPD for support staff with JA. - Support recovery plans in English and Maths for KS2 pupils. - Support parent workshops as necessary – via Zoom. - Engage in CPD and coaching programmes in order to further develop outstanding T+L. - Promote sporting achievements through enhancement of school website pages.

Kim Catto

- Teach effectively in Y6. - Improve outcomes for your Y6 class, paying particular regard to key DEP priorities. - Lead parent workshop/Y6 SATs meetings in the Autumn term – via Zoom if necessary. - Work alongside WSSC with KC, JA and TO to ensure accelerated progress for Y6. - Engage in CPD and coaching programmes in order to further develop outstanding T+L - Regularly update own class page and curriculum information on the website. - Co-ordinate R.E – monitoring action plans, LTP and KSV coverage. - Coordinate Y6 SATs alongside SLT. - Effectively use ClassDojo. - Deliver Y6 SATs in line with DFE guidelines in the summer term.

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Natalie Coleman

- Teach effectively in FS2. - Successfully complete NQT programme. - Work alongside TO to ensure standards are high in EYFS - Lead parent workshops / talk for own class in Autumn term – via Zoom. - Engage in CPD and coaching programmes in order to further develop outstanding T+L - Regularly update own class page on the website. - Improve outcomes for your Y4class, paying particular regard to key DEP priorities. - Effectively use ClassDojo. - Carry out EYFS statutory assessment in line with DFE guidelines, in the summer term.

Steve Dawson

- Teach effectively in Y4 - Co-ordinate history (during maternity cover) – monitoring LTP and KSV coverage. - Lead parent workshop/talk for own class in Autumn Term – via Zoom. - Engage in CPD and coaching programmes in order to further develop outstanding T+L - Update own class page on the website regularly. - Improve outcomes for your Y4 class, paying particular regard to key DEP priorities. - Effectively use ClassDojo.

Elizabeth Dilley

- Teach effectively in Y1 - Lead parent workshops / talk for own class in Autumn term and parent phonic meetings – via Zoom - Intensively track phonics across own class and year group, with NB and HW. - Co-ordinate Art and D.T across school– monitoring the action plan, LTP and KSV coverage. - Engage in CPD and coaching programmes in order to further develop outstanding T+L - Regularly update own class page and curriculum information on the website. - Improve outcomes for your Y1 class, paying particular regard to key DEP priorities. - Carry out phonic screen in line with DFE guidelines in the summer term. - Effectively use ClassDojo.

Emily Downes

- Teach effectively in FS1 - Successfully complete NQT programme – Autumn term. - Work alongside TO to ensure standards are high in EYFS - Lead parent workshops / talk for own class in Autumn term – via Zoom - Engage in CPD and coaching programmes in order to further develop outstanding T+L - Regularly update own class page on the website. - Improve outcomes for the FS1 class, paying particular regard to key DEP priorities. - Effectively use ClassDojo. 82 Lucy Gardner

- Teach effectively in Y3. - Lead parent workshops / talk for own class in Autumn term – via Zoom - Co-ordinate ICT across school– monitoring the action plan, LTP and KSV coverage. - Review curriculum policies as necessary. - Engage in CPD and coaching programmes in order to further develop outstanding T+L. - Regularly update own class page and curriculum information on the website. - Improve outcomes for own Y3 class paying particular regard to key DEP priorities. - Effectively use ClassDojo.

Laura Hales

- Teach effectively in Y3 - Perform responsibilities of KS2 Leader. - Provide mentorship for SD (as RQT) alongside JS. - Lead key-stage staff meetings as directed by JA - Co-ordinate science at KS2 – including monitoring LTP and KSV coverage. - Review curriculum policies as necessary. - Lead parent workshop/talk for own class in Autumn Term via Zoom. - Engage in CPD to further develop outstanding T+L, subject knowledge and in line with D.E.P priority. - Regularly update own class website page and information related to own key stage and subject leadership. - Oversee class web pages and support staff to ensure information is up to date, relevant and supportive to parents. - Act as Team leader (appraisal) for: KH, LW, NM and CS. - Improve outcomes for the Y3 cohort, paying particular attention to the key D.E.P priorities.

Laura Kendrick (Autumn Term 1)

- Support coordination of History alongside SD. - Research and promote wellbeing aspects of the DEP recovery plans alongside KSh. - Support recovery plans in English and Maths for KS1 pupils. - Support parent workshops as necessary – via Zoom.

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Rachel Knapp

- Teach effectively in Y5. - Lead parent workshops/ talk for own class in Autumn term- via Zoom. - Co-ordinate Geography across school– monitoring the action plan, LTP and KSV coverage. - Engage in CPD and coaching programmes in order to further develop outstanding T+L. - Regularly update own class page and curriculum information on the website. - Improve outcomes for your Y5 class, paying particular regard to key DEP priorities. - Effectively use ClassDojo.

Amy Leivers

- Teach effectively in FS2. - Lead parent workshops / talk for own class in Autumn term – via Zoom. - Co-ordinate P.E across school– monitoring the action plan, LTP and KSV coverage. - Engage in CPD and coaching programmes in order to further develop outstanding T+L - Regularly update own class page and curriculum information on the website. - Improve outcomes for your EYFS class, paying particular regard to key DEP priorities. - Effectively use ClassDojo. - Carry out EYFS statutory assessment in line with DFE guidelines, in the summer term.

Tina Otter

- Perform responsibilities as Assistant Headteacher with particular responsibility for leadership of SEND and EYFS. - Ensure standards are raised for pupils with SEND and in the EYFS by supporting Teaching and Learning and monitoring progress with JA, HW and JS. - Support JA as Inclusion Lead. - Engage in and provide CPD to further develop outstanding T+L, in line with D.E.P priorities. - Provide NQT mentorship for NC and ED. - Provide support for LAC alongside JA and KS. - Support teaching and learning in the EYFS. - Review curriculum policies as necessary. - Lead parent workshops and staff meetings as outlined in the D.E.P. - Hold review meetings for children with SEND and liaise with professionals – via Zoom if necessary. - Update SENCO and EYFS information on the website - Act as team leader (appraisal) for AL, NB, JC, LC, AB, IB, LB, - Support FS2 staff in end of year EYFS statutory assessment.

84 Jenni Shepherd

- Teach effectively in Y5. - Perform responsibilities as Assistant Headteacher with a particular responsibility for teaching and learning in KS2. - Co-ordinate mathematics, assessment (and wider curriculum during staff maternity). - Lead parent workshop via Zoom for own class in Autumn term and additional subject workshops. - Act as Team Leader (appraisal) for: RK, KS, SD, AS, BF and SH. - Monitor action plan progress for maths - Review curriculum policies as necessary. - Monitor teaching and learning in maths across key stages with JA and SLD. - Provide and engage in CPD (including TRG) and coaching programmes in order to further develop outstanding T+L - in line with D.E.P priority. - Provide mentorship for new year group partner and aspects of induction to staff new to school in KS2. - Regularly update own class website page and information related to maths, assessment and the wider curriculum. - Improve outcomes for the Y5 cohort, paying particular regard to key DEP priorities. - Support staff with assessment throughout the year.

Karen Sheriff (Pastoral Lead/DSL)

- Co-ordinate PHSE including the new RSE curriculum alongside JA – monitoring action plans. - Co-ordinate Buddy systems including new reward schemes - Support pupils with identified barriers to learning by delivering bespoke intervention including LAC. - Carry out duties as safe-guarding lead, including a programme of DSL training throughout the year. - Monitor whole -school attendance and report attendance to DFE and LA. - Act as Team leader for SMSAs – including training. - Research and monitor ‘keeping healthy’ initiatives alongside P.E leader.

Karen Slater

- Teach effectively in Y4. - Lead parent workshops / talk for own class in Autumn term – via Zoom. - Co-ordinate Music across school– monitoring the action plan, LTP and KSV coverage. - Engage in CPD and coaching programmes in order to further develop outstanding T+L - Regularly update own class page and curriculum information on the website. - Improve outcomes for your Y4 class, paying particular regard to key DEP priorities. - Effectively use ClassDojo.

85 Holly Wain

- Teach effectively in Y2. - Lead parent workshop via Zoom for own class in Autumn term and additional subject and Y2 SATs workshops/meetings. - Perform responsibilities as Assistant Headteacher with a particular responsibility for teaching and learning in EYFS and KS1. - Co-ordinate English in EYFS and KS1 –monitoring action plans, LTP and KSV coverage. - Act as Team Leader (appraisal) for: LD, HB, JR, ES and LBa. - Review curriculum policies as necessary. - Monitor teaching and learning in English across key stages with JA, VA, TO and SLD. - Provide and engage in CPD and coaching programmes in order to further develop outstanding T+L - in line with D.E.P priority. - Provide mentorship for new year group partner and aspects of induction to staff new to school in KS2. - Regularly update own class website page and information related to maths, assessment and the wider curriculum. - Improve outcomes for your Y2 class paying particular regard to key DEP priorities. - Effectively use ClassDojo. - Deliver Y2 SATs in line with DFE guidelines in the summer term.

86 PUPIL PREMIUM STRATEGY 2020/2021

Summary information.

School Flanderwell Primary School

Academic Year 2019/20 Total PP budget £118,565 Date of most recent PP Review n/a

Total number of 387 Number of pupils eligible 84 Date for next internal review of this July pupils for PP strategy 2021

PUPIL PREMIUM STRATEGY 2019/2020 Current Attainment (end of KS2 2020)

Pupils eligible for PP at our school Pupils not eligible for PP (national (Outcomes are based on teacher average) assessment and mock SAT tests prior to lockdown) N/A ( no data due to Covid-19 % achieving expected standard or above 88% (based on teacher assessment) pandemic) in reading, writing & maths % making expected progress in reading 88% (based on teacher assessment) N/A ( no data due to Covid-19 (as measured in the school) pandemic) % making expected progress in writing (as N/A ( no data due to Covid-19 measured in the school) 88% (based on teacher assessment) pandemic) N/A ( no data due to Covid-19 % making expected progress in maths (as 88% (based on teacher assessment) pandemic) measured in the school)

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Barriers to future attainment (for pupils eligible for PP)

Academic barriers (issues to be addressed in school, such as poor oral language skills)

A. The % PP pupils achieving RWM combined expected at the end of KS2, based on teacher assessment prior to lockdown, is above the national figure at 88%. We know that some PP pupils in the school, particularly PP SEN pupils, perform less well compared to their peers. This is largely attributed to boys’ performance in We recognise that some PP pupils in the school, particularly PP SEN pupils perform less well compared to their peers. Since lockdown 2020, we will need to prioritise bespoke tutoring and intervention for PP pupils who have gaps in learning. Further information is detailed in the DEP recovery plans.

B. Some pupil premium pupils in school have fewer opportunities to practice skills at home (reading, spelling). For these pupils, reading stamina and fluency are affected.

C. Many Premium pupils in school have specific language barriers compared to their peers (limited vocabulary and use of standard English). This impacts on their ability to access English.

Intended Outcomes (specific outcomes and how they Success criteria will be measured

A. Narrow gap between the performance of pupil premium pupils and Outcomes at the end of KS1 and KS2 will be well above national for PP their peers/ national in RWM at the expected standard in Y2 and pupils in RWM by the end of 2021 Y6.

B. Raise attainment in reading, writing and spag for underperforming Pupil Premium reading and writing attainment at the expected standard pupil premium cohorts in school. will be at least 90% by the end of Y3,4,5,6 in 2021, with improvements evident in reading fluency, spelling and use of vocabulary within books.

88 Review of Expenditure Previous academic year 2019/2020 I. Quality teaching for all

Action Intended outcome Estimated impact: Did Lessons learned Cost you meet the success criteria? (and whether you will continue with (Include impact on pupils not this approach) eligible for PP, if appropriate). The quality of teaching across school will improve Outcomes at the end of KS2 Continue with this strategy, which £16,000 Improve the quality of teaching across school by as a result of coaching to deliver teaching in line (based upon teacher was interrupted due to lockdown. focusing on a clear pedagogy (teach simply, with the school’s pedagogy: “teach simply, practice assessment and mock SATS) practice thoroughly, feedback constructively, thoroughly, feedback constructively, embody were above national for embody excellence). Plan high quality CPD for excellence’. Pupils eligible for PP across all year Reading, Writing and Maths. staff, including release time for staff to observe groups make rapid progress by the end of the year outstanding teaching in partner schools. Revise so that all pupils eligible for PP close the gap the curriculum offer to include teaching towards achieving age related expectations. Those During the year, high quality resources which enable staff to plan a spiral identified as high ability make as much progress as teaching and intervention was curriculum (reflex maths, KSV docs, ‘other’ pupils identified as high ability. PP pupils in place for PP pupils. Cornerstones)– thereby supporting effective across school and in particular in Y3, Y5 and y6 learning by deploying science of memory cohorts make rapid progress in all areas but strategies. Ensure quality of opportunity: revise particularly writing, and the % gap with their peers is timetable to ensure all pupil premium pupils closed. Outcomes at the end of KS2 will be well above access a full and balanced curriculum. national for PP pupils in RWM by the end of 2020 and reading attainment for all cohorts will be at least 90% in reading and writing and maths (80% Y3)

Action Intended outcome Estimated impact: Did Lessons learned Cost you meet the success criteria? (and whether you will continue with (Include impact on pupils not this approach) eligible for PP, if appropriate). 2.Targeted support

Targeted booster support and catch up Pupils elidgible for PP across all year groups Outcomes at the end of KS2 Continue with this strategy, which £74,000 programmes for PP pupils in order to enable make rapid progress by the end of the year so (based upon teacher was interrupted due to lockdown. vulnerable pupils to make progress. that all pupils eligible for PP close the gap assessment and mock SATS) Optimum learning plans in place for all PP towards achieving age-related expectations. were above national for pupils not on track for attainment or progress. Reading, Writing and Maths. Those identified as high ability PP make as Additional TA support deployed for much progress as other pupils identified as high interventions/ tutoring following lockdown Outcomes were unknown iin Homework clubs accessed by PP pupils to ability. PP pupils across school and in particular other year groups. ensure equality of opportunity. in Y4 and Y5 cohorts make rapid progress and Ensure that all PP pupils read regularly to the % gap with their peers is closed. Quality interventions were in practice skills and improve fluency. Bespoke, high quality ‘point of need’ place for PP pupils. Develop a love for reading – book club to be interventions to be delivered; homework clubs to

89 extended to include all KS2 pupils and be embedded and quality evalutated; structured Additional teacher in place monitored to ensure PP pupils access it. conversations with PP families to continue. during AT1 with a focus on Y6 Train TA’s to expertly respond the AFL when Ensure equality of opportunity/access to pupils. Additional support staff supporting pupil premium pupils in the additional reading. Promote reading for throughout the school for the classroom. full academic year. Teacher PP interventions pleasure. Continue with small classes and Additional reading resources Small classes and over-staffing to achieve the overstaffing to support all the above. purchased to promote the love above. of reading.

3. Other approaches Action Estimated impact: Did Lessons learned Cost you meet the success criteria? (and whether you will continue with (Include impact on pupils not this approach) eligible for PP, if appropriate). Provision of a learning mentor to work Support for the wellbeing of pupils is Vulnerable pupils have been We will continue with this ££31,400 closely with disadvantaged pupils and provided with regular support approach – ensuring that pupils families. achieved in order to enable them to to enable them to remain in receive targeted mentor support access learning and first quality class to access first quality when needed and are supported teaching. teaching. via programmes of SEMH - Consistent support has been outside of core learning time. provided during the lock-down period to PP families –at least Continue with this strategy weekly. Work packs have which was interrupted during been sent home to enable lockdown. children to continue learning. Video conferencing – has taken place with groups and individuals for bespoke support/therapy.

90 Planned expenditure Academic Year 2020/2021 The three headings enable you to demonstrate how you are using the Pupil Premium to improve classroom pedagogy, provide targeted support and support whole school strategies 1. Quality of teaching for all

Action Intended outcome What is the evidence and How will you Staff lead When will you review rationale for this choice? ensure it is implementation? implemented well? Improve the quality of teaching The quality of teaching across EEF research evidences that The leadership tea JA/TO At the end of each term across school by focusing on a school will improve as a result of Good teaching is the most will conduct half and at the end of July clear pedagogy (teach simply, coaching to deliver teaching in line important lever schools have termly reviews of practice thoroughly, feedback with the school’s new pedagogy: to improve outcomes for teaching and constructively, embody excellence). disadvantaged pupils. Using learning with a focus Plan high quality CPD for staff, “teach simply, practice thoroughly, the Pupil Premium to improve on the learning of including release time for staff to feedback constructively, embody teaching quality benefits all pupil premium observe outstanding teaching in excellence. Pupils eligible for PP students and has a particularly pupils. partner schools. Revise the across all year groups make rapid positive effect on children eligible curriculum offer to include teaching progress by the end of the year so for the Pupil Premium. While the resources which enable staff to plan that all pupils eligible for PP close Pupil Premium is provided as a a spiral curriculum (reflex maths, the gap towards achieving age different grant from core funding, KSV docs, Cornerstones)– thereby related expectations. Those this financial split shouldn’t create supporting effective learning by an artificial separation from whole deploying science of memory identified as high ability make as class teaching. strategies. Ensure quality of much progress as ‘other’ pupils opportunity: revise timetable to identified as high ability. PP pupils ensure all pupil premium pupils across school and in particular in access a full and balanced Y3, Y5 and Y6 cohorts make rapid curriculum. progress in all areas but particularly writing, and the % gap with their peers is closed. Outcomes at the end of KS2 will be well above national for PP pupils in RWM by the end of 2021 and reading attainment for all cohorts will be at least 90% in reading in writing and maths. RWI spelling: £700; Cornerstones curriculum: £1000; Reflex maths: £1,300; CPD opportunities including release Total £13,165 time to observe outstanding teaching: £3000; Reading, drama and vocabulary development activities £6000. budgeted YARC reading fluency programme and home-reading resources - £1165 cost:

91 2. Targeted support

Action Intended outcome What is the evidence and How will you Staff lead When will you review rationale for this choice? ensure it is implementation? implemented well? - Targeted booster support Pupils eligible for PP across Evidence consistently shows (EEF) The leadership JA/TO At the end of each term all year groups make rapid the positive impact that targeted tea will conduct and catch up programmes and at the end of July progress by the end of the academic support can have, half termly 2021. for PP pupils in order to year so that all pupils eligible including on those who are not reviews of both enable vulnerable pupils to for PP close the gap towards making good progress across the interventions and make progress. achieving age related spectrum of achievement. use of the TA - Optimum learning plans in expectations. Those Considering how classroom within the place for all PP pupils not on identified as high ability teachers and teaching assistants classroom, with a track for attainment or make as much progress as can provide targeted academic focus on the progress. ‘other’ pupils identified as support, including how to link learning of pupil high ability. PP pupils across structured one-to-one or small premium pupils. - Additional TA support school and in particular in group intervention to classroom deployed for Y3 – Y6 cohorts make rapid teaching, is likely to be a key interventions/nurture when progress and the % gap with component of an effective Pupil required their peers is closed. Premium strategy. - Homework clubs accessed Bespoke, high quality ‘point by PP pupils to ensure of need’ interventions to be equality of opportunity. delivered; homework clubs - Ensure that all PP pupils to be embedded and quality evaluated; structured read regularly to practice conversations with PP skills and improve fluency. families to continue. Ensure Train new TA’s to expertly equality of opportunity / respond the AFL when access to additional reading. supporting pupil premium Promote reading for pupils in the classroom pleasure. Continue with - Teacher PP interventions small classes and - Small classes and overstaffing overstaffing to support all of the above. to achieve the above. Overstaffing to achieve the above (additional teachers in Autumn 1 with a focus on Y6 pupils plus additional Total £74,000 support staff throughout the school for the full academic year); additional reading resources to promote love of budgeted reading. cost:

92 3. Other approaches

Action Intended outcome What is the evidence How will you ensure it Staff lead When will you review and rationale for this is implemented well? implementation? choice? Fund contributions to Raise children’s Positive impact for students Management account Admin Termly visits for FSM pupils aspirations and life who attended residential monitoring visits and enables equality of including residentials chances opportunity. Provision of a Learning Support for the wellbeing EEF research evidences that Termly pupil progress JA/KSh Termly Mentor to work closely of pupils is achieved in access to good teaching is meetings and discussions with disadvantaged pupils order to enable them to the most important lever about individual pupils, and families access learning and first schools have including leadership checking to improve outcomes for regularly that pupils are quality teaching. disadvantaged pupils. accessing first quality Supporting the wellbeing of teaching. pupils will enable them to be ‘learning ready’ and function well in the classroom. Fund scholarships for Raise children’s Positive impact for students Management account Admin Termly who attended residential FSM pupils to access aspirations and life monitoring music/ instrumental chances; develop visits and enables equality of lessons resilience and discipline. opportunity. £5000 contribution towards visits; £25,000 contribution towards Learning Mentor role; £1400 towards Total budgeted cost: £31,400 music scholarship.

Additional detail:

Exceptional support will be provided to pupils via our enhanced staffing ratios, with bespoke interventions at point of need. All Pupil Premium pupils who are at risk of not performing at the expected standard have individual action plans and are tracked closely and robustly monthly. This includes well thought out and fit for purpose recovery tutoring for groups and individuals. This will mean that each disadvantaged child will receive individual input and feedback when they need it and at the level of their need, in order for them to make accelerated progress. One to one or small group interventions are planned for and adapted regularly to meet pupil’s needs. Pupil Premium pupils are supported exceedingly well emotionally in order to enable them to access learning and develop emotionally, spiritually, physically and intellectually. Staff development in 2019/2021 will continue to focus on raising confidence and resilience of PP pupils in the classroom.

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The DSAT Improvement Mission: • To create and sustain challenging, stimulating, nurturing and Flanderwell Primary School exciting learning experiences where all children achieve well and DSAT are keen to learn. Diocese Sheffield Academy Trust • To deliver excellent teaching and learning for all pupils every day. • To offer an inclusive framework for education that opens for our “Educating for life in all its fullness”. children “life in all its fullness”.

• To empower leadership at all levels to drive improvements so that each school is aspirational and moves to its next level of School Self-Evaluation Summary Report performance.2020/2 1 Good Level of Development Phonics Check School: Flanderwell EYFSPrimary School School National Year 1 School National

% % % % Headteacher: Julie Armitage Ofsted grade at last inspection: Outstanding Date of inspection: January 2018 Self-evaluation judgements 2020:

Quality of education Inadequate/ Requires Improvement/ Good/Outstanding Behaviour and attitudes Inadequate/ Requires Improvement/ Good/Outstanding Personal Development Inadequate/ Requires Improvement/ Good/Outstanding Leadership and Management Inadequate/ Requires Improvement/ Good/Outstanding

The context of our school

The school is a larger than average sized primary school. The proportion of pupils known to be eligible for the pupil premium is above average and 10% pupils are BME with most pupils speak English as their first language. The number of pupils with disabilities and/or special educational needs (SEN) is just above average at 18%. The school PAN has increased in recent years and the school experienced larger than average inward mobility, with 70 new pupils over the academic year.

Flanderwell Primary School works in close collaboration with another primary school in the trust – Wickersley St Alban’s (a National Support SchoolThe Headteacher at Flanderwell is a Specialist Leader of Education. The school converted to academy status in February 2015. Flanderwell Primary School was last inspected in January 2018 when it was judged be an outstanding school.

94 Quality of Education

Outcomes/ Impact: Headline Data Summary (2020): Due to the Covid-19 pandemic and lockdown, all end of key stage assessments referred to are based on mock SATS test prior to lockdown and teacher assessment. Working at Greater Depth Standards are high at KS2 in RWM at expected Working at the Expected within the Expected standard in 2020 and above national at GDS in all Key Stage Standard- teacher assessment Standard- teacher areas. 2 assessment School% National 2019 School % National 2019 Reading 93 73% 37 27% Writing 91 79% 35 20% Mathemati 91 76% 30 27% cs GPS 91 78% 44 36% R, W & M 91 65% 28 10%

Outcomes/ Impact for pupil premium pupils: Pupil Premium pupils achieved well in RWM against national outcomes.

KS2 PP Pupils % Exp (teacher % National Exp % GDS (teacher assessment) 2019 assessment) Reading 88 73 18 Writing 88 78 18 Mathematics 88 79 18 RWM 88 18

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Curriculum Intent:

Flanderwell Primary School provides a highly inclusive environment where learners enjoy their education. Pupils at all levels are helped to achieve their potential. All pupils regardless of their starting points are encouraged to expand their skills and knowledge through rich, broad curriculum opportunities.

Flanderwell Primary School’s focus on curriculum development is carefully sequenced to ensure coverage and progression. It provides pupils with memorable experiences, in addition to diverse and rich opportunities from which children can learn and develop a range of transferable skills. We are a reflective school and continually strive to improve our teaching and learning in the light of current research, including research into the science of memory. Our teachers focus on teaching simply, practicing thoroughly, feeding back constructively and embodying excellence. High quality, tiered questioning threads through our whole curriculum. Reading and vocabulary development are the key drivers in our curriculum, as we believe these are both vital tools which enable all children to access a broad curriculum and develop the cultural capital needed to thrive and be successful.

In English, we seek to inspire children to become fluent, confident readers whose love for literature will thread through into their adult lives. We strive through our language rich curriculum to empower children to interact with peers and adults in a confident, articulate way in order to prepare them for the next stage in their educational journey. By developing children’s rich vocabulary, we aim to support our learners to flourish, create, innovate and achieve in a variety of ways, including the written form.

Our high-quality maths curriculum intends to engage all learners to enable them to develop the knowledge and skills required to succeed in life. Flanderwell endeavours to encourage a mastery approach to support learners to become ambitious, resilient and fluent mathematicians. All aspects of maths: fluency; reasoning and problem solving will be covered in a spiral curriculum which is designed to embed long-term understanding, through regular revisiting of prior learning.

Curriculum Implementation:

Maths Curriculum Implementation

To ensure effective delivery of Flanderwell curriculum intent, the following approaches have been adopted:

• Across school we follow Abacus to provide the opportunity for children to revisit prior learning. Teachers can then help children to build on this learning to help develop long term memory and conceptual understanding.

96 • To provide a curriculum which meets the needs of all pupils, learning is scaffolded through a concrete, pictorial and abstract process to enable pupils to be active participants in lessons. • As fluency is the foundation of mathematical understanding, learning is revisited regularly through our spiral curriculum. We use TT • Rockstars and Reflex Maths to supplement discrete maths lessons and to encourage a desire in pupils to learn eagerly and take ownership of their individual fluency targets. Both these systems can be accessed at home and we encourage parents to engage in this aspect of their child’s learning. • Flanderwell has a calculation policy which embeds a consistent whole-school approach to teaching mental and written calculation methods for all four operations. • Reasoning is a core aspect of the majority of maths lessons. Flanderwell operates a safe, shame-free classroom culture that encourages all children to test theories, have a go and evaluate answers. As such, teacher focus is on process and effort rather than answers. • To enhance problem solving capabilities, discrete skills (such as act it out, trial by improvement, pattern, lists and tables, simplify, working backwards and algebra) are taught regularly. Through a combination of STOPS and Nrich, we provide a varied diet of different problem - solving opportunities for children to access; thereby creating inquisitive, resilient learners with a strong mathematical mindset.

English Curriculum Implementation:

To ensure effective delivery of Flanderwell’s English curriculum intent, the following approaches have been adopted:

• Every teacher is an advocate for reading, and we strive to inspire children to become ‘hooked on books’. • Reading and books are at the centre of our whole curriculum: reading drives and inspires our topics, visits, cross curricular opportunities and our writing. We use ‘reading-into-writing’ strategies in every year group and have carefully sequenced progression across the genres in our reading and writing curriculum. • Every term, each class studies a core text which inspire the topic covered. We ensure texts are age appropriate and sufficiently challenging. • We combine discreet teaching of reading, including teaching specific comprehension skills, with opportunities for children to practice reading and develop reading fluency and stamina. • All staff are highly trained to deliver our Read-Write-Inc spelling programme daily. • Teachers plan opportunities for children to develop their confidence when talking, including planning rich opportunities for vocabulary development, drama and debate

The full and balanced curriculum:

To ensure all pupils access consistency, progression and coverage of the National Curriculum, we plan topics which weave throughout all subject areas, ensuring that learning is relevant, inspiring, progressive and builds on pupils’ skills and knowledge. Our curriculum is knowledge-led but also promotes mastery of skills. Learners develop detailed knowledge and skills across the curriculum and, as a result, achievement is improving. Our curriculum coverage includes age-appropriate teaching of Relationship and Sex Education, and in RE we use enquiry-based learning to stimulate

97 debate across a carefully sequenced progression of lessons exploring ‘Understanding Christianity’. Science and technology are key areas of learning that are promoted throughout each year group, as we are keen to ensure pupils are equipped with the skills they need to prepare them for work in the future. Our full, broad curriculum offer equips our children with the knowledge and cultural capital they need to succeed in life.

Assessment and feedback:

To ensure pupils achieve well, the school feedbacks regularly both orally and when marking. There is an expectation that pupils will respond to marking and feedback quickly within lessons, so as to maximise progress and create opportunities for embedded learning. We combine formative assessment with high quality summative assessment, ensuring that children are well prepared for testing as we believe this prepares them for education in later years, including helping them prepare for success in secondary school. Teachers use question level analysis to plan well for next steps. Assessment at our school helps pupils to embed knowledge and use it fluently. Behaviour and Attitudes

Behaviour is outstanding because:

• Pupils display a thirst for knowledge and love of learning with attitudes of learning at a high standard. • Pupil’s behaviour is exemplary and they are highly committed to learning. • Pupils know how to study effectively and are developing strong evaluative skills. • A positive climate for learning is maintained through the skilled and consistent behaviour management of staff. • The school has a robust anti bullying and behaviour policy and children have a good understanding of what bullying is and how to deal with

It as a result of high-profile anti bullying strategies including anti-bullying week.

• Pupils’ exemplary conduct and behaviour reflect the school’s efforts to promote high standards. • Pupils learn to be respectful and courageous at all times. They trust adults in school and as a result safety and safeguarding is excellent.

Personal Development • The school caters very well for pupils’ personal development and mental health, providing wellbeing support at a very high standard for those pupils who most need it, including for disadvantaged pupils.

98 • All staff focus on developing children’s character, including promoting resilience, confidence, courage and independence. • Children are encouraged to participate in active lifestyles and to keep themselves healthy. Sport’s funding is used well to encourage participation in sport throughout the school day and after school. • The school promotes British Values throughout the curriculum:

Democracy:

Each year the children decide upon their class rules and the rights and responsibilities associated with these. Each class creates their own ‘class charter’, which they then all sign and agree to. Class charters are read out in assembly for the whole school to hear about and respect. Pupil voice is high on our agenda as a school and children have many opportunities for their voices to be heard. We have a Pupil Leadership Team and the pupils are able to feedback regularly to their House Leader. In addition, all children have the opportunity to talk to senior staff on a regular basis and use these occasions to share their views.

Democracy is explained in assembly and the children are encouraged to follow the news in relation to voting, with children given opportunities to debate the issues currently being addressed. The Rule of Law: The importance of Laws, whether they be those that govern the class, the school, or the country, are consistently reinforced throughout regular school days, as well as when dealing with behaviour and through school assemblies. Pupils are taught the value and reasons behind law enforcement, that they govern and protect us, and the responsibilities that these involve and the consequences that can occur when laws are broken. Visits from authorities such as the Police; Fire Service; Ambulance staff etc. help to reinforce this message. In Y6 pupils visit annually the police education programme (Crucial Crew), where such values are reinforced and explained.

Individual Liberty:

Within school, pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school we educate and provide boundaries for young pupils to make choices safely, through the provision of a safe environment and empowering education. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and are advised how to exercise these safely, for example through our E-Safety and PSHE lessons. Pupils are given the freedom to make choices, whether through choice of challenge, how they record their work, or their individual participation in our numerous extra-curricular clubs and opportunities.

Mutual Respect:

99 Assemblies regularly promote ‘respect’, and pupils have been part of discussions related to what this means and how it is shown. Posters around the school promote respect for others and this is reiterated through our classroom and learning rules, as well as our behaviour policy. When a child does something well their achievement is celebrated in a weekly ‘Celebration Assembly’, with parents and family invited. Part of our school ethos revolves around core values including respect and pupils have been part of discussions and assemblies related to what this means and how it is shown. These ideas are reiterated through the school and classroom rules, as well as our behaviour policy. Additional support is given to individual children to help develop self–esteem and the concept of respect. Mutual respect is reinforced through our RSE curriculum which is being implemented from September 2020.

Tolerance of those of Different Faiths and Beliefs:

This is achieved through enhancing pupils’ understanding of their place in a culturally diverse society and by giving them opportunities to experience such diversity. We have visits from local clergy as well as church members. We value first hand experiences and as a result we seek to build tolerance and respect of different faiths and beliefs through the study of a variety of faith buildings. We use assemblies to explore and understand the similarities between religions. Curriculum topics include learning about and, most importantly, from other faiths and misconceptions between religions are addressed as well as prejudices that have been expressed by the community. Assemblies and discussions involving prejudices and prejudice-based bullying are regularly held. We follow the Locally Agreed syllabus for RE and use ‘Understanding Christianity’ units to enhance our teaching. Leadership and Management

• Leadership and management are strong and have developed an ambitious and inclusive vision for the school. • Leaders ensure that the curriculum is progressive throughout school and that all pupils have access to a broad, full curriculum. They check curriculum content and coverage regularly to ensure knowledge and skills are built upon as each child journeys through school. • Leaders have due concern for teachers’ workloads and ensure that appropriate, high quality teaching resources are available to enable teachers to work efficiently and smartly. This includes using high quality assessment tools which use technology to undertake question level analysis and accurately ascertain individual pupil’s learning needs. • There is a strong focus on developing teachers rather than on simply engaging in performance management: leaders recruit according to learning agility and work alongside staff to develop teaching. It its drive for excellence, leadership promotes the school’s pedagogy at all times: teach simply, practice thoroughly, feedback constructively and embody excellence. • There is a refusal to accept that children should receive anything less than very good provision. Rigorous self-evaluation at all levels ensures that any weaknesses are rapidly identified, and proactive systems and procedures put in place to ensure that achievement is accelerated. • Subject leaders are knowledgeable of standards in their subject areas and of strengths and areas for development. • Comprehensive action planning ensures well informed strategies are put in place to sustain and develop provision.

100 • Leadership is ambitious, tightly focused and resilient: it does not allow complacency to set in. • The Academy Trust and the Governing Body are well informed and are proactive in ensuring standards are raised. They directly contribute to the improving provision.

101