School Development Goals 2021-2022

Goal 1: Ensure good progress for all children and rapidly close the gap for all children affected by the school closures

1. Implement our Reading Action plan based on EEF Literacy ‘best practice’ and embed our ‘WFIS loves reading’ culture (see Reading Action Plan for detail).

2. Strengthen our teaching of vocabulary in all subjects by training staff to confidently use the ‘Word Aware’ approach.

3. Writing Focus (developing the mastery approach following analysis of the end of year data across the school and SAfE network guidance)

  • To review our Writing curriculum and begin to develop a mastery approach to teaching Writing across the school.
  • High quality and evidence based targeted interventions in school and our ‘Early Birds’ programme
  • Tuition programme (teacher led)
  • Set up a new motor skills / handwriting assessment system and programme focused on EYFS.
  • Train a wider range of adults to use the WELLCOMM assessment and intervention to support language development.

4. Continue our developmental programme for Early Career Teachers, experienced teachers and assistant teachers through Teaching Triads and Incremental Coaching focusing on explicit instruction, scaffolding, flexible grouping and cognitive strategies.

5. Review the way we give feedback to children in line with EEF Teacher Feedback to Improve Pupil Performance ‘best practice’.

CONTEXT – Why we have chosen this as a School Development Goal (SDG)

Following two academic years of extended school closures due to COVID, there has been a significant impact on the children’s progress and attainment across the curriculum including reading, writing, social skills and independence. We maintain a relentless focus on improving standards in all areas of the curriculum with reading at the heart of what we do. This year we have new opportunities to promote reading across the school including a launching a Library Bus and re-establishing high quality reading areas within the classrooms. We will continue to utilise our robust assessment and gap analysis process to guide classroom practice and effective interventions to rapidly close the gap for all children affected by the school closures. Sustained professional development is key and an ongoing focus is continuing our development programme for all staff to support them to be the very best they can be, ensuring they have deep subject knowledge and provide high quality teaching and learning.

 

Goal 2: Continue to maximise the outcomes and learning experiences for children across the wider subject areas through an inspiring curriculum which is underpinned by a focus on deepening knowledge and skills

1. Deliver a final new topic in our 3-year curriculum and review two existing topics to ensure they remain in line with our Progression of Knowledge and Skills grids. Key focus include:

  • Embedding the use of ‘retrieval practice’ strategies both in EYFS and KS1 to support learning for long term memory, including introduction of ‘Knowledge Organisers’
  • Reviewing how we support Character Education within each topic
  • Ensuring each topic promotes the actions identified in our Equalities Action Plan
  • Utilising opportunities for using technology across different subject areas using our new ‘Chrome Books’

2. Audit our current EYFS curriculum against the new ‘Educational Programmes of Study’ and devise a new assessment system in line with new Early Learning Goals.

3. Re-establish our forest school programme with clear links to the science, art and DT curriculum alongside character education and well-being aims.

4. Provide CPD for staff to develop further foundation subjects including our new PE scheme and history/geography.

5. Establish subject leadership ‘faculties’ to provide support for junior colleagues with high quality assessment of foundation subjects and continuation of our regular subject reviews.

CONTEXT – Why we have chosen this as a School Development Goal (SDG)

We introduced our new curriculum approach in January 2018 and in the Autumn Term 2021 we will deliver our final ‘new’ topic of ‘Lovely London’. We need to review each of our topics in 2021-22 so that they are in line with our revised expectations around how children best learn (retrieval practice), recent training of supporting children develop scientific enquiry skills, equality objectives and new computer hardware we have available. We are re-establishing our forest schools programme, recognizing the multiple benefits this type of opportunity provides to children at our school. An on-going focus is supporting newer teachers and governors ‘new to role’ to have the right skills to ensure they can effectively evaluate outcomes in the different curriculum areas. Our aim is to ensure our curriculum offer remains high quality so that children acquire a rich base of knowledge and skills throughout their time at the school.

 

Goal 3: Establish new partnerships and extend further our existing partnerships to ensure positive outcomes for children

1. Establish new partnership groups within the MAT to support the sharing of best practice, for example, Executive Lead group (HTs), EYFS leads, subject leads, etc.

2. Work with the Teaching School Hub as a key delivery partner to provide training for Early Career Teachers in the Epsom and Ewell area.

3. Provide further opportunities to support staff well-being, including a joint project with the junior school and workshops/support during the year.

4. Governors - Further develop our governors, especially those new to role, so they have the right knowledge and understanding to support and challenge curriculum leaders.

5. Continue to strengthen our relationship with Wallace Fields Junior School by working collaboratively on vocabulary (see above), developing a system for ‘reading buddies’ and a joint project for our Pupil Parliament.

6. Provide an enhanced package of well-being support for parents including our workshop programme, SEND coffee mornings and targeted support from the school Emotional Literacy Support Assistant (ELSA).

7. Explore any differences in attendance between key groups of children and work with parents to implement a rapid action plan to close any gaps.

8. Work with our Parent Teacher Association to re-establish our whole school events programme (i.e. Fireworks, Fairs, Discos, playground sales, etc.)

9. Contribute to the wider community through our links to the local food bank, James Terry Court (residential home) and community singing programme, Epsom & Ewell Art, Dance and Music Festivals.

CONTEXT – Why we have chosen this as a School Development Goal (SDG)

Wallace Fields Infant School & Nursery joined the South Farnham Educational Trust on 1st September 2021. We share the same strategic vision and there will be many benefits for our families, pupils, governors and our staff through working collaboratively within this partnership. We will also be providing further opportunities to support staff well-being in partnership with WFJS including workshops and ongoing support for staff throughout the year. This relationship will be further strengthened by working collaboratively on a number of projects including ‘reading buddies’ and strengthening the teaching of vocabulary in all subjects. The extended school closures and COVID restrictions have diminished some of our partnership working which has in previous years always had a positive impact on children. The new academic year presents opportunities to develop new partnerships and re-establish and strengthen existing partnerships with our families and wider community.

 

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