KENN & KENTON FEDERATION STRATEGIC PLAN 2021 -2022:
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