School Improvement



Behaviour and Attitudes/ Personal Development 2021-22

  • Review of Anti-bullying policies in both schools, with focus on Christian Values at Kenn and KiVA at Kenton.
  • Annual review of and embedding of systems to support the management of anxiety, specifically a focus on a relational approach with children.(LB – relational plans)
  • School values at both schools are revisited to ensure a school-wide focus on promoting positive mental health and wellbeing for all children. 
  • There is a positive impact on pupils, including on educational outcomes, as children are more engaged.
  • All aspects of the schools work related to behaviour and safety are judged to be outstanding.
  • Update Pupil and staff  Mental Health and Wellbeing Policy.
  • Revisit internet safety, specifically in relation to the Unicef children’s human rights agenda.

Leadership and Management 2021-22

Staff wellbeing to be supported following Covid 19 period

  •  There is a positive impact on pupils, including on educational outcomes, as both staff and children are more engaged.
  • Continued low absence from work in relation to sickness.
  • Staff being able to manage stress better and develop healthier coping strategies.
  • Improved job satisfaction.
  • Collaborative work across the OLT to support staff wellbeing.
  • SENCO to complete SENCO award.

Rights Respecting School

  • To train all members of the school community what the UNICEF Rights of Children are and the importance of upholding and promoting these are.
  • To achieve the Rights Respecting School Award Bronze.
  • To consider further developments to embed the RRSA across all aspects of the  school’s life.
  • Share developments and best practice across the Trust

Teaching and Learning 2021-22

Coaching for vulnerable groups and Feedback developments

  • Staff trained on how to improve feedback strategies for all learners, including SEND.
  • Improved strategies are being used with the children and they have increased understanding of how to improve their learning.
  • Revised feedback policy in place reflecting the changes to practice.
  • Assess the impact of the last 2 years on pupil progress and achievement, for individuals and groups,  – pupil voice at start of the autumn term – class teachers/ coordinators.
  • Development of a curriculum focused on therapeutic support and closing the gaps for all – relationships, community, transparent curriculum (What need to do to catch up), metacognition, Space – to be, to rediscover self, and to find their voice on learning in this issue. 
  • Additional support to focus on needs of vulnerable groups –  ie those with a Social Worker, PPG, SEND.
  • Development of coaching strategies further – give more time to these in groups and to individuals.
  • Continued emphasis on  PSHE curriculum (including new RSHE curriculum and SCARF).


  • Reintroduce staff to the 5 big ideas in the Teaching of Mastery and begin to embed this approach across the Federation
  • Staff will continue the journey towards committing to a teaching for mastery approach
  • By being taught through a Mastery approach pupils will believe that by working hard at maths they can succeed, rejecting the idea that some people ‘just can’t do maths’
  • Daily number facts will be taught
  • Stringent monitoring of teaching, learning and assessment ensures implementation and improvements outlined in the school improvement plan and Statement of Intent
  • Additional support to focus on needs of individuals –  ie those with a Social Worker, PPG, SEND e.g: C2C, Multiplicative Reasoning and those needing intervention


  • Oracy project.
  • Increased standards in speaking and listening, specifically through opportunities in drama 
  • Drama to be planned in as part of curriculum, across subjects (including foundation subjects and English)
  • Continue to develop reading achievement through high quality phonics, improved reading assessment methods and vocabulary development; increase standards in speaking and listening, specifically through opportunities in drama; and  support children to ‘catch up’ with their writing.
  • Refine and formalise approach to teaching synthetic phonics, including groupings, interventions and delivery.
  • Teach reading with a multifaceted approach (guided reading, individual, whole class, etc.)
  • Ownership of assessment of reading needs to be with class teacher, using a rage of information (AR, guided reading notes, anecdotal notes, comprehension papers etc)
  • Continue the high profile of daily reading to all classes
  • As a staff, share approaches to reading assessments and take best practice to form federation agreed policy for reading assessment.
  • Children have opportunities to meet and engage with authors.
  • Develop reading ambassadors
  • Continue vocabulary development – through reading high quality literature every day; words of the day; wow words linked to topic and texts; topic word 
  • display; adding comprehension to teaching of spelling; 3 tiered approach. Monitor evidence of enhanced vocabulary in writing.
  • Moderate English books as a school/Federation

Early Years 2021-22

  • Develop and familiarise ourselves with the new EYFS curriculum framework
  • Embed Phonics – new way of teaching phonics and reading – book to love and book to learn/teach.
  •  Continue from previous year Vocabulary – Nuffield Early Language Intervention to be introduced to improve language development
  • Further development of child initiated planning