A Dawlish Learning Partnershp School

School Improvement

KENN & KENTON FEDERATION STRATEGIC PLAN  2017 -2018:  

KEY PRIORITIES

Pupil achievement, Quality of Teaching, Leadership and Management, Behaviour and Safety

Closing the gap 2017-18

  • Improve parental involvement for hard-to-reach families – improve links with families and support to understand importance of home support for children’s learning.
  • Improve access to after school clubs for vulnerable groups – focused clubs for sport, academic and other areas.
  • Improve the timing and frequency of intervention slots.
  • Implement coaching in all classes for vulnerable children.
  • All teachers and support staff have an excellent understanding of AR and have the necessary skills to narrow the gap for significant groups, through embedded standardisation and moderation across the federation, to ensure consistency in assessments and levelling.
  • Continue and refine individual plans for all vulnerable children, devised with parents and pupils – progress monitored by teacher and Senior Leadership, using ½ -termly Pupil Progress meetings to ensure effectiveness interventions are being used to accelerate progress of children.
  • Investigation and implementation of strategies working in other schools.

Enrichment and broadening of the curriculum 2017-18

  • All areas of the curriculum have correct timetable space and staff are skilled/ supported enough to teach them effectively – audit and plan to improve this.
  • Children are engaged with learning through practical experiences – increased/ planned use of visits out and visitors in to enhance curriculum.
  • Development of/ planning for/ delivery of rich writing opportunities across the curriculum – focus on range of experiences and opportunities for writing in other curriculum areas.
  • Evidence and marking in topic books reflects outstanding progress being made by pupils across the school.

English 2017-18

  • Guided reading approaches and frequency are well established, with systematic and consistent whole school practice. Methodical and systematic approaches include reading comprehension exercises, book reviews and teacher led groups.
  • A clear and progress – based approach to Accelerated Reader exists, including the consistent use of target setting, celebration of success and level of books that children are choosing.
  • We have a clear whole school handwriting policy which includes font, when to begin joining, line width, pencil grip and letter formation. Ensure that more writing goes directly into books, rather than on worksheets.
  • Children are taught phonics or spelling daily in an established slot in the timetable. Spelling teaching to follow set pathways. Spelling errors in books to be highlighted consistently and clearly for children to correct and learn. Spelling is taught both discretely and in context.
  • Writers have a multitude of opportunities to use and develop their range of writing skills and create extended pieces of writing (including topic work), thus allowing the development of more high ability writers who achieve mastery level by the end of the year – Investigation of strategies in schools with high percentages of able writers in by staff.

Behaviour and Safety 2017-18

  • Improvement of attendance in both schools – through increased staff awareness, clear/ regular links with parents, reward system/ importance of attendance highlighted with children.

Maths 2017-18

  • Attainment in Maths is raised across the school
  • Intervention will support children not making required progress in Maths to accelerate their progress so that they make at least good progress
  • The teaching, learning and assessment of maths meet the expectations set in our school policy
  • Pupils are to gain mastery of the maths curriculum through high quality teaching – developing fluency, reasoning and problem solving through Talk for Maths strategies and a positive mindset.