Our Big Ideas

GEARIES PRIMARY SCHOOL

2021 – 2022 Core Priorities

School Development Plan

1. The Quality of Education

a) Refine quality first teaching of mathematics

b) Review Curriculum content to match children’s interests and needs

c) Develop catch-up curriculum provision

2. Behaviour and Attitudes

d) Develop children’s capacity to learn effectively

3. Personal Development

e) Develop our RSHE curriculum

f) Increase engagement of boys and European families

4. Leadership and Management

g) Complete the structural review of our Inclusion teams

5. Early Years Education

h) Review our Early Years Curriculum content to match children’s interests and needs

KEY LINES OF ENQUIRY APRIL 2021

Key Line of enquiry no. 1: Mathematics

We are going to refine quality first teaching of mathematics:

Provision of teacher training focusses on research informed teaching
Communicate expectations for high quality teaching and curriculum coverage over time
Hold teachers to account for agreed standards and high expectations
Provision responds well to all identified learning needs
Maths leaders own process of data analysis
Monitor pupil attainment and progress
Ensure high quality resources are procured in order to support teaching and learning

In order that Pupil attainment and progress across each year group is higher in all pupil groups than national averages.

Key Line of enquiry no. 2: Catch-up curriculum

We are going to develop our catch-up curriculum provision:

Review what we mean by “catch-up”
Analyse data from successive assessment milestones
Create responsive planning to address any identified gaps – boys, disadvantaged and vulnerable groups
Review existing strategies
Respond to the government’s recommendations for catch-up strategies to agree on which are most appropriate to our community
Consider the recommended strategies in line with available funding

In order that pupil attainment and progress matches or exceeds our stated end of year group goals in all areas of learning.

		Key Line of enquiry no. 3: Structural review of Inclusion teams We are going to review the structure of our Inclusion teams: Ensure each teacher has a good understanding of each child’s needs Ensure differentiation of learning is efficient and matched well to needs Ensure ALL staff have a good understanding of inclusive teaching methods/choices, by developing children as effective learners and developing their understanding of how best to support children with SEND Ensure class teacher has primary responsibility for provision, Reviewing our school’s approach to admitting children with high-level needs In order that our Inclusion teams will be more efficient and cost effective, and that Interventions are focussed, time limited with clear entry and exit criteria, with the English and Maths teams fully involved in the identification and realization of them.

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