10432152 ley top primary school 107241 final.pdf

 

What Leaders are focussing on to ensure rapid progress is made:

Leaders are ensuring that teachers have the subject knowledge and skills needed to identify and address gaps in childrens’ essential knowledge in reading, writing and mathematics, and to plan learning that builds securely on childrens’ prior knowledge in order to raise attainment by:

1. continuing to provide high quality professional development opportunnities delivered by subject experts

2. working with colleagues from the Maths Hub and English Hub to ensure that the latest evidence based practise is established at Ley Top Primary School

3. ensuring that the new Feedback and Marking policy is consistently implemented in all classrooms     

Leaders are continuing to ensure that disadvantaged children and children with special educational needs and/or disabilities receive consistently effective support to overcome any barriers to learning and make better progress from their starting points by:

1. ensuring that targetted assessments and regular monitoring of individuals and identified groups rapidly identifies opportunities to provide further support and intervention

2. working with partners, including parents and specialist support services, to ensure children with SEND are identified and supported appropriately and as soon as need is identified

Leaders are contniuing to implement and evaluate their attendance strategy to improve childrens’ attendance and reduce persistent absence by:

1. recruiting and attendance lead to support families with attendance issues

2.providing intervention as soon as attendance challenges arise

Leaders are ensuring that children develop a clear understanding of equality and diversity, including their knowledge of fundamental British values and the protected characteristics by:

1. continuing to embed 'Ley Top UNITED' values through our irresistible curriculum 

2. working with community partners and specialist organisations to deliver high quality educational experiences

Leaders, including governors, are continuning to develop a rigorous approach to identifying weaknesses in provision and the underlying causes and use this information to make sustainable improvements quickly and effectively by:

1. redistributing leadership responsibility and support across the school and drawing on external support to validate school leaders' judgements and approaches to school imporvement

2. working with Governance professionals to ensure the highest levels of challenge and engagement by Governors who hold school leaders to account effectively

Leaders should ensure that staff interactions with children, including modelling, scaffolding and extending vocabulary, are of a consistently high quality across the early years to develop children's communication and language skills more effectively by:

1. continuing to provide oppportunities for the Early Years Team to develop a consistent understanding of effective communication and the embedding of evidence informed approaches

2. to embed early identification of potential language development needs using the EEF funded NELI interevention