School Improvement

KENN & KENTON FEDERATION STRATEGIC PLAN  2021 -2022:  

KEY PRIORITIES

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).

Maths

• 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

English

• 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