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School Development Priorities

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.

 

2022 – 2023 Core Priorities

School Development Plan

 

1.The Quality of Education

 

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

 

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

 

KEY LINES OF ENQUIRY APRIL 2022

 

Key Line of enquiry no. 1: Review curriculum content

 

Continue the process of curriculum review to ensure:

  • Teaching is inspired
  • Learning is well resourced
  • Learning is equitable for boys
  • Teachers’ passions are exploited
  • Schemata for learning over time are well established
  • Content promotes the perspective of the global majority
  • Teachers are prepared to take risks in their teaching to be inspirational
  • Cultural identity is celebrated and explored

 

In order that the live review of our curriculum meets each child’s needs and inspires children to excel.

 

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

 

We are going to Plan provision for children in response to DfE’s Catch-up premium, to fill gaps in learning and meet children’s needs across the curriculum.  We will use a range of strategies:

  • Tuition
  • Interventions
  • Additional resources
  • Accurately differentiated lessons
  • Extra fitness classes
  • Early start provision
  • Teacher training focussed on effective learning, reading and vocabulary

 

In order that Pupil attainment and progress match or exceed our stated end of year group goals in all areas of learning.

 

Key Line of enquiry no. 3: Structural review of Inclusion teams

 

To fully review the roles and provision of the SEND team to support more effective practice:

  • 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 SEND team will be more efficient and cost effective, and interventions will be focussed, time limited with clear entry and exit criteria, with the English and Maths teams fully involved in the identification and realization of them

Gearies Primary school

 

Our Next steps in response to the need for a Global curriculum

 

To date, the school has recognised the need to adapt our educational provision for children into a web of connected experiences that meet the needs of children living in an international community.  We have been trying to respond to stimulus from a broad range of sources, including the Black Lives Matter movement, Ofsted, and the global pandemic.  Following a year of reflection, trial and error and input from local conferences, writers, and theorists, we plan to reshape our plans with the following structure.

 

Part One: Our Vision for Education

 

The teaching and governance teams will co-construct an agreed vision for the purposes of education.  This will document the key purposes of education for children in the modern world, expanding beyond our traditional focus on taught lessons, to include a wider range of essential functions (safety, wellbeing, social justice).  What is school for, what are the most important things that our education should provide?

The vision will be created through collaborative meetings at the start of the academic year, and drawn together by the Headteacher.

 

Part Two: Learning Experiences

 

The teaching team will then use this vision to draft a new map for our curriculum.  What are the essential components of what we are trying the teach? This will include skill sets, attitudes to learning, passion and interest, key connections in learning, knowledge, wellbeing, enjoyment, and purpose. 

This associated map will also be created in co-constructed writing sessions with staff shortly after the Vision generation sessions.

 

Part Three: Influences on tour Global curriculum

 

Four major areas of enquiry will frame the move forward to build our Global Curriculum:

a) Knowledge

The teaching team will be guided to expand their knowledge of history, culture, and criticality, to ensure they can contribute to the creation of our new curriculum.  Examples might include a global knowledge of the history of art, science, mathematics, literature etc.  Teachers will also need to have an understanding of, and empathy for refugee stories, both contemporary and historical.  Our society has been formed by the impact of invasions, revolutions, and cultural change over thousands of years.  Over time, change is the only constant.  We all need to know where we came from in order to know where we are going.

We will lead a regular series of input sessions over the year for the teaching time in directed hours, supplemented by readings, references and webinars.

 

b) Inclusive experiences

We will embrace the challenge to be Guardians of Representation, empowering children to expect to see themselves in the important features of our modern neighbourhood, including sport, politics, art, culture, science and education.  We will plan inclusive experiences to showcase how social interaction should be: sports events, cultural experiences, educational opportunity. 

Such experiences will be designed and negotiated over the academic year, delivered by key members of staff, and targeting available opportunities as examples of inclusion.  These may include, sports festivals, visits to galleries and museum.

 

c)The Global skill set

We will define a purposeful skill set for children, that will empower them to be successful as agents of change.  This will include skills such as resilience, emotional intelligence, enterprise, and independent thinking.  Many learning experiences already exist in our curriculum, it will be import though to define this and show children how it connects and why it is important.

The documentation will be developed through managed drafting meetings in teachers’ directed hours.

 

d)Cultural literacy

We will help our staff and governors have a greater cultural literacy: the understanding of the modern experiences in our community heritage – lifestyle, food, entertainment, societal expectations, and behaviours.  In order to meet the needs of our children it is important we all have a working knowledge of home life, especially for those in our major ethnic groups – Romanian, Bangladeshi, eastern European etc.

We will deliver this aspect through shared meetings in directed hours.

 

Part Four: Our Global Curriculum

 

All the building blocks of our knowledge and understanding will influence the routine process of revising our Global Curriculum.  The review process will be continuous and responsive to the changes in our world, and the needs of our children.

We already hold a planning meeting with all teachers once each half term to review and design coming year group topic content. These will continue as part of our routine process of curriculum review.

 

March 2022

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