Hammond Academy Academy Improvement Plan 2020 2021
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
Hammond Academy
Academy Improvement Plan
2020 – 2021Hammond Academy Improvement Plan 2020-21 Contents Page 3 Aims and values Page 4 Context Page 5 Priority 1a Aspire THRIVE APPROACH Plan Page 7 Priority 1b Hammond Academy THRIVE APPROACH Plan Page 9 Priority 2 Reading: to improve standards of reading throughout the school Page 11 Priority 3 Writing: to improve standards of writing throughout the school Page 13 Priority 4 Pedagogy: to improve pedagogy to enable pupils to make good progress across the curriculum Page 15 Priority 5 Leadership and management: to strengthen leadership and management Grow Believe Achieve 2
Hammond Academy Improvement Plan 2020-21 Aims and values Hammond Academy aims to: • Nurture our children to ensure that they grow into happy confident young people who are ready for their next stage of learning. • Encourage our children to behave according to our 5 Hammond values: respect, honesty, perseverance, teamwork and courage. • Encourage our children to be motivated learners who have growth mind-sets: they feel safe making mistakes as they know it is all part of the learning process. • Provide an innovative and creative curriculum, developed and delivered with high expectations for progress. • Ensure that through outstanding teaching, children achieve their full potential. Grow Believe Achieve 3
Hammond Academy Improvement Plan 2020-21
Context
COVID-19
In line with all schools in England, Hammond Academy closed to the majority of pupils in March 2020 due to COVID-19, remaining open to approximately 20
vulnerable and critical worker pupils throughout the summer term. Class teachers set daily learning tasks for all pupils throughout this time. Class teachers and the
pastoral team were in regular contact with all pupils. All statutory tests (EYFS Profile, Y1 Phonics, KS1 SATS, Y4 Multiplication Tables Check and Y6 SATS) were
cancelled.
Ofsted
Hammond was inspected on 26th – 27th November 2019 and received a Requires Improvement judgement.
• The quality of education Requires improvement
• Behaviour and attitudes Good
• Personal development Good
• Leadership and management Good
• Early years provision Good
The report highlighted the school does the following well:
• Supporting pupils to develop good phonics skills.
• Maths lessons are well sequenced and teachers check pupils’ learning to pick up on misconceptions.
• Science is well sequenced and pupils enjoy developing their scientific skills.
• The programme of learning for PSHE meets pupils’ needs well.
• The plans for PE are well ordered and build on pupils’ knowledge and skills as they progress through the school.
• Disadvantaged pupils are included in all aspects of the school. Staff are aware of pupils’ personal development needs. Effective pastoral support is in place.
• Children do well in early years. Leaders have created a calm, appropriate learning environment. Adults have set clear routines so that children engage
immediately.
• Pupils with special educational needs and/or disabilities experience the full curriculum. Staff identify any barriers to learning and put suitable support in place.
• Leaders have high expectations for behaviour. Pupils say that behaviour is much better than it used to be and that disruption in lessons is rare.
• The school is well led and managed. The trust has made sure that the right people are in the right positions to make the necessary improvements.
• Staff are proud to work at the school. They feel leaders consider their well-being and workload.
• The arrangements for safeguarding are effective.
The report highlighted the need for the following improvements:
1. The teaching and curriculum for English are not supporting pupils’ reading and writing well enough. Senior leaders need to ensure that the chosen approach
to reading and writing is implemented consistently in all classes across the school, so that standards improve.
2. The trust are currently working on building up the numbers and profile of the LAB. The LAB must assure themselves that leadership systems are suitably
robust to bring about further improvement, and that the school self-evaluation and improvement plans are suitably precise to ensure that the school offers a
good quality of education.
Grow Believe Achieve 4Hammond Academy Improvement Plan 2020-21
Priority 1a Aspire THRIVE APPROACH Plan
FOCUS:
Aspire Perspective: Academy Perspective: Attainment/Progress:
Through this plan, in our schools, we aim to Following in-depth training, individual academies As a result of improving the social and emotional
establish a shared knowledge and understanding of should understand the theoretical underpinning of health of all pupils, (and the school community), we
and commitment to the principles and aims of the the Thrive Approach and ensure that it becomes an will maximise each child’s learning potential and
Thrive Approach. integral part of their provision for pupils’ social and raise standards of achievement.
emotional development and consequently, their
behaviour.
Intervention Description Implementation Activities Implementation Outcomes Pupil Outcomes Review of Progress
What are the essential How will it be done? E.g. How will we know it is How will pupils benefit? Towards Outcomes
ingredients for the training, resources, working? Short – Medium – Long Term? Are we making progress with
intervention? What activities / monitoring, coaching, Short – Medium – Long Term? our plan? What are the actual
behaviours will we see when it mentoring, sharing best outcomes for pupils? What is
is working? practice, communications. the impact?
• All schools and staff to buy • Provide on-going high • Staff attend CPD and • Pupils can increasingly
into the Thrive commitment quality CPD and INSET to INSET, both in-school and regulate behaviour.
to: ‘Support and encourage give staff explicit training in joint. • Pupils are better equipped
the development of the Thrive Approach. • Increased staff knowledge to recognise and regulate
confident, curious, creative • Identify and deploy Thrive of and confidence in emotions, as well as talk
and capable children and Practitioners in each Thrive, at all levels. about them.
young people who are school. • Staff consistently • Pupils’ social and
open to learning and better • Make best use of existing demonstrate a shared emotional health improves.
equipped to deal with life’s partnerships and expertise, language associated with • Pupils’ levels of
ups and downs.’ share best practice and Thrive. independence increase.
• All teachers and support offer mutual support. • Staff consistently • Improved social and
staff to be proficient in the • Strong and consistent demonstrate Thrive emotional health impacts
principles, theory and the communication in and processes and approaches positively on learning.
practical application of across schools, relating to in practice. • Increased levels of
Thrive. • Thrive, its implementation • Schools successfully parental engagement and
• All teachers and support and impact. incorporate and blend home/school relationships.
staff to have a good • Identify, train and support Thrive and STEPs into • Can we demonstrate
understanding of the lead practitioners in each their whole school improvements in pupils’
underpinning science and school and ensure training, approaches to PSHE, attainment and / or
theory behind Thrive. knowledge and skills are relationships and progress, linked to Thrive?
• Key staff, including lead kept up to date. behaviour. How might we evidence
practitioners, to have a • Ensure robust internal and • Whole school provision this?
good grasp of Thrive On- external monitoring improves and can be
line, in order to effectively systems are in place. evidenced through pupil
Grow Believe Achieve 5Hammond Academy Improvement Plan 2020-21 assess, plan for and • Improve levels of parental outcomes (hard and soft evaluate progress. engagement through data. • Key staff to have a sound Family Thrive. • Improved levels of overview of the entire engagement with Thrive programme and its parents/carers and potential. families. • Schools to plan for and • Where appropriate, monitor targeted support attendance rates improve and interventions, and exclusion rates fall. appropriate to need. Grow Believe Achieve 6
Hammond Academy Improvement Plan 2020-21
Priority 1b Hammond Academy THRIVE APPROACH Plan
Led by: Debbie Bloomfield
FOCUS:
Staff Perspective: Pupils’ Perspective: Attainment/Progress:
Increased staff morale and well-being. Pupils will become more confident, happy and As a result of improving the social and emotional
Senior leaders having more time to focus on emotionally intelligent. health of all pupils, including improving attendance
strategic leadership, rather than on reactive Fewer disruptions in class will enable pupils to focus and behaviour, we will maximise each child’s
behaviour management. on their learning and make better progress. learning potential and raise standards of
achievement.
Intervention Description Implementation Activities Implementation Outcomes Pupil Outcomes Review of Progress
What are the essential How will it be done? E.g. How will we know it is How will pupils benefit? Towards Outcomes
ingredients for the training, resources, working? Short – Medium – Long Term? Are we making progress with
intervention? What activities / monitoring, coaching, Short – Medium – Long Term? our plan? What are the actual
behaviours will we see when it mentoring, sharing best outcomes for pupils? What is
is working? practice, communications. the impact?
Autumn 1
Establish Hammond’s Thrive • Thrive team will meet at • Over time, Thrive becomes • Pupils will increasingly
Team (Principal, Sendco, least half termly: an approach that is naturally regulate their behaviour.
Thrive Practitioners and - keep staff informed of discussed and referred to by • Pupils are better equipped
Family Liaison) to lead on the Thrive activities staff and pupils. to recognise and regulate
school’s Thrive activities. - provide support and • Increased staff knowledge of emotions, as well as talk
advice, and lead training and confidence in the Thrive about them.
Approach. • Pupils’ social and emotional
• Staff consistently health improves.
demonstrate a shared • Improved social and
language associated with emotional health impacts
Thrive. positively on learning.
• Staff consistently • Increased levels of parental
demonstrate Thrive engagement and
processes and approaches home/school relationships.
in practice.
Autumn 2
To support all pupils in • Sendco to discuss with • Pupils will continue to use • Pupils will increasingly
becoming ‘confident, curious, class teachers and order calm corners but will regulate their behaviour.
creative and capable children posters. increasingly use Thrive • Pupils are better equipped
and young people who are • Principal will introduce this language when talking to recognise and regulate
open to learning and better at whole school Friday about their feelings. emotions, as well as talk
equipped to deal with life’s assembly. about them.
Grow Believe Achieve 7Hammond Academy Improvement Plan 2020-21
ups and downs’, Thrive will be • Teachers and classroom • Pupils’ social and emotional
integrated into all classroom support staff will health improves.
calm corners. increasingly use Thrive • Improved social and
language when talking to emotional health impacts
pupils about their feelings. positively on learning.
Termly (just before half
term)
Teachers carry out termly • Thrive team will: • Teachers become more • Reduction in the number of
assessment on all pupils. - review the assessments confident about carrying out behaviour incidents for high
and support teachers in assessments, and about profile pupils.
identifying whole class identifying, planning for and • Term on term improvement
targets and actions to implementing targets. in the class profile (linked to
meet those targets • Thrive Practitioners become outcomes listed above).
- identify children for more confident about their • Increased levels of parental
support from Thrive role in supporting teachers engagement and
Practitioners and delivering 1:1 and small home/school relationships.
group support for targeted
pupils.
• Increased levels of parental
engagement and
home/school relationships.
Policy reviews
Review relevant policies, e.g. • To be carried out by the • We successfully blend • Pupils will increasingly
Behaviour Policy, and update Thrive Team to enable all Thrive and STEPS into our regulate their behaviour.
them to include the Thrive stakeholders to understand whole school approach to • Pupils are better equipped
Approach. how the Thrive Approach is PSHE, relationships and to recognise and regulate
linked to what we are behaviour. emotions, as well as talk
already doing at Hammond; • Staff consistently about them.
it is not a separate piece of demonstrate a shared • Pupils’ social and
work. language associated with emotional health improves.
Thrive. • Improved social and
• Staff consistently emotional health impacts
demonstrate Thrive positively on learning.
processes and approaches
in practice.
Grow Believe Achieve 8Hammond Academy Improvement Plan 2020-21
Priority 2 Reading: to improve standards of reading throughout the school
Led by: Nailah Hiles and Danielle Lacey
FOCUS:
Teachers’ Perspective: Pupils’ Perspective: Attainment/Progress:
All KS2 teachers and TAs do not have a secure Vocabulary knowledge and understanding needs to Narrow the attainment gap between PPG and non
understanding of the teaching of phonics. be improved. PPG pupils in all key stages.
Not all teachers utilise a range of strategies to teach Pupils are not being precise enough when Improve attainment and progress throughout the
reading. answering questions about texts – the development school.
from what they think rather than what’s in the text.
Pupils need to improve their reading fluency and
stamina.
Intervention Description Implementation Activities Implementation Outcomes Pupil Outcomes Review of Progress
What are the essential How will it be done? E.g. How will we know it is How will pupils benefit? Towards Outcomes
ingredients for the training, resources, working? Short – Medium – Long Term? Are we making progress with
intervention? What activities / monitoring, coaching, Short – Medium – Long Term? our plan? What are the actual
behaviours will we see when it mentoring, sharing best outcomes for pupils? What is
is working? practice, communications. the impact?
Teachers will expose pupils to • Regular and frequent class • Timetabled ‘story time’ in • Hearing fluent reading will •
good quality texts. texts (story time). every class at least 4x per support pupils in becoming
• Guided reading texts to be week in EYFS/KS1 and 2x fluent readers.
sourced from across Aspire. per week in KS2. • Pupils will be able to talk
• NH to model how to plan • Pupils voice: pupils can talk about the class texts used
guided reading lessons. about the texts they have during story time and
• DL and NH to support and heard and read. guided reading.
monitor. • Improved attainment and
progress.
Teachers will expose pupils to • Teachers will explicitly • The teaching of new • Over time, the standard of •
ambitious vocabulary across teach new vocabulary in vocabulary will be observed reading will improve as a
the curriculum. lessons across the during formal and informal result of pupils having a
curriculum. observations. working knowledge of a
• Vocabulary and definitions • Pupils will be observed broader range of
will be displayed and using the taught vocabulary vocabulary.
referred to during lessons. during formal and informal
• Pupils will use the monitoring (lesson
vocabulary when answering observations, book
questions and engaging in scrutiny…).
discussions, and in their
written work.
Grow Believe Achieve 9Hammond Academy Improvement Plan 2020-21
Teachers and classroom • Training for all teachers and • All EYFS and KS1 staff • Phonics outcomes at the •
support staff will deliver high classroom support staff so leading phonics groups will end of KS1 will continue to
quality phonics lessons. that they have a good be providing good quality be high but the proportion
working knowledge of teaching. of pupils requiring
phonics teaching. This • Where staff receive additional support will
includes KS2 staff, as there additional support, rapid reduce as a result of quality
are children in KS2 who do improvements will be first teaching.
not have a firm grasp of observed.
phonics. Led by DL. • Over time, the proportion of
• In-depth training for EYFS pupils requiring additional
and KS1 staff so that they support will reduce.
have the skills to deliver
high quality phonics
teaching to all children. Led
by DL.
• Additional support (e.g.
team teaching and
modelling) to be provided
by DL if necessary.
Teachers and classroom • Refresher training of the • Increased staff confidence • Improved attainment and •
support staff will deliver high strategies that were in the teaching of reading. progress across the school.
quality guided reading introduced by NH before • Staff consistently use the
lessons. the school closed to the school’s agreed approach
majority of pupils in March. to the teaching of reading.
• Teachers will be pro-active
in seeking support/advice
from NH.
• Additional support (e.g.
team teaching and
modelling) to be provided if
necessary.
• Ongoing monitoring by NH.
Teachers and classroom • Training and ongoing • Whole school provision • Pupils will be reading books •
support staff will deliver high monitoring by NH and DL. improves and can be at the correct level,
quality individual reading • PM Benchmark used half evidenced through end of resulting in improved
sessions. termly throughout KS2 to key stage data. attainment and progress.
ensure pupils are reading at • KS2 pupils on levelled
the correct level and to readers are heard to read
monitor progress. frequently and they make
• Strategies from guided rapid progress.
reading, e.g. inference, • Reduction in the proportion
summarising…, will be of KS2 pupils on levelled
embedded into individual readers.
reading sessions.
Grow Believe Achieve 10Hammond Academy Improvement Plan 2020-21
Priority 3 Writing: to improve standards of writing throughout the school
Led by: Nailah Hiles
FOCUS:
Teachers’ Perspective: Pupils’ Perspective: Attainment/Progress:
Teachers do not give pupils enough opportunities for The quality of pupils’ presentation of work is Narrow the attainment gap between PPG and non
writing and this limits the development of skills that inconsistent across year groups and not enough PPG pupils in all key stages.
could help raise pupils’ achievement. (Ofsted) pupils take pride in their work. (Ofsted) Improve attainment and progress throughout the
school.
The Talk for Writing approach the school was using
was not embedded throughout the school; new staff
had not been trained in the approach and high staff
turnover meant it was difficult to keep up to date with
the training.
NH had started to introduce a new approach to
writing when school closed to the majority of children
in March 2020. That approach will be picked up in
2020/21.
Moderation needs to be more robust to ensure
teacher assessments are accurate and consistent
across each year group. (Ofsted)
Intervention Description Implementation Activities Implementation Outcomes Pupil Outcomes Review of Progress
What are the essential How will it be done? E.g. How will we know it is How will pupils benefit? Towards Outcomes
ingredients for the training, resources, working? Short – Medium – Long Term? Are we making progress with
intervention? What activities / monitoring, coaching, Short – Medium – Long Term? our plan? What are the actual
behaviours will we see when it mentoring, sharing best outcomes for pupils? What is
is working? practice, communications. the impact?
Autumn 1
Rewrite the Handwriting and • EA to write a policy that • The quality of pupils’ • Pupils will demonstrate pride
Presentation Policy. provides staff with a presentation of work will in their work through neat
comprehensive guide to improve in all classes. presentation across the
handwriting and • Class timetables include curriculum.
presentation at Hammond. regular handwriting lessons • Improvements in the quality
• Teachers actively teach (the minimum number of of handwriting and
pupils the new expectations lessons for each year group presentation will be evident
and support them in is stated in the new policy). in all books across the
achieving the expectations • Pupils will be using the curriculum and across the
across the curriculum. agreed style of handwriting. school.
Grow Believe Achieve 11Hammond Academy Improvement Plan 2020-21
• SLT to monitor handwriting • All work across the
and presentation across the curriculum will be presented
curriculum and will support following the school’s
teachers where agreed approach.
improvements in the
standard of handwriting and
presentation are not seen.
• Develop a school culture of
taking pride in presentation
and handwritings, e.g.
through celebrating neat
handwriting and
presentation in Friday
assemblies, displays…
Autumn 1 and 2
Develop a whole school • NH to revise with staff the 3 • The quality of pupils’ writing • The quality of pupils’ writing
approach to the teaching of phases of writing that were will improve over time. will improve over time.
writing. introduced in Spring 2020. • EYFS pupils will be
• NH to provide teachers with observed writing
a good model of how to independently during child-
plan a writing unit of work. initiated learning.
• NH to support and monitor.
• Teachers will be more
confident about teaching
writing.
• DL will support EYFS staff
in developing good
opportunities for writing
across the curriculum in
staff-led and child-initiated
learning.
Ongoing
Teachers will have a good • NH to support teachers in • Teachers will be confident • The quality of pupils’ writing
understanding of the understanding the writing about planning units of work will improve over time.
standards expected by the targets for each year group. that are correctly pitched. • Pupils will have a good
end of each year. • NH to provide • Moderation (in school and understanding of what is
exemplification materials. with Aspire schools) will expected in their year group.
• NH to support teachers in show that teachers are
understanding the Aspire accurately assessing pupils’
writing bands so that they writing.
can accurately assess
pupils’ writing.
Grow Believe Achieve 12Hammond Academy Improvement Plan 2020-21
Priority 4 Pedagogy: to improve pedagogy to enable pupils to make good progress across the curriculum
Led by: Eileen Anderson
FOCUS:
Teachers’ Perspective: Pupils’ Perspective: Attainment/Progress:
Teachers were introduced to Rosenshine’s Some pupils need further support with understanding Attainment and progress across the curriculum will
Principals of Instruction in autumn 2019 but the how they learn and being able to monitor, direct and improve.
Ofsted inspection and Covid-19 put a temporary halt review their learning (metacognition).
to this piece of work. Some teachers engaged in
Pupils need to have a consistency of approach so
remote CPD on this subject during lockdown.
that they can learn more effectively as they move
through the school.
We need to support teachers’ understanding of how
pupils learn effectively, specifically with regards to
metacognition, self-regulated learning and how the
brain acquires and uses new information.
Intervention Description Implementation Activities Implementation Outcomes Pupil Outcomes Review of Progress
What are the essential How will it be done? E.g. How will we know it is How will pupils benefit? Towards Outcomes
ingredients for the training, resources, working? Short – Medium – Long Term? Are we making progress with
intervention? What activities / monitoring, coaching, Short – Medium – Long Term? our plan? What are the actual
behaviours will we see when it mentoring, sharing best outcomes for pupils? What is
is working? practice, communications. the impact?
Spring 2021 • Teachers read • Teachers will apply the • Pupils benefit from effective
Use Rosenshine’s ‘Principles Rosenshine’s ‘Principles of strategies in their day-to- teaching and consistent
of Instruction’ and Tom Instruction’. day teaching to enable expectations.
Sherrington’s ‘Rosenshine’s • EA will deliver four training pupils to make good • Improved attainment and
Principles in Action’ to sessions over the spring progress across the progress across the
improve teachers’ term: curriculum. curriculum.
understanding of how pupils - sequencing and • The quality of teaching will
learn. modelling (principles 2, 4 improve, as evidenced
and 8) through monitoring and
- questioning (principles 3 pupils progress.
and 6) • During PPMs, teachers will
- reviewing (principles 1 be able to articulate what
and 10) they are doing to support
- stages of practice pupils’ learning.
(principles 5, 7 and 9)
• In each session, discuss
practical strategies for
implementing the principles
in the primary classroom.
Grow Believe Achieve 13Hammond Academy Improvement Plan 2020-21
• Teachers will implement the
strategies in their day-to-
day teaching.
• KG to provide support
through modelling, team
teaching and mentoring.
Grow Believe Achieve 14Hammond Academy Improvement Plan 2020-21
Priority 5 Leadership and management: to strengthen leadership and management
Led by: 1. LAB: Lyndon Evans/Eileen Anderson
2. Subject Leadership: Eileen Anderson/Kerry Graham/Rachael Laver
FOCUS:
School’s Perspective: Teachers’ Perspective: Pupils’ Perspective: Attainment/Progress:
Without a school vision, there is no The teaching staff is made up of very Without a school vision, there is no Not all subject leaders have a secure
shared purpose or common goal. experienced subject leaders and those shared purpose or common goal. understanding of the impact
who are new to the role. (attainment and progress) in the
The LAB must assure themselves that Pupils do not yet have access to a subject they lead.
leadership systems are suitably robust Systems and procedures that will well-sequenced curriculum in all
to bring about further improvement, support all subject leaders in being subjects so that new knowledge can
and that the school self-evaluation and able to articulate the intent, build on previous knowledge.
improvement plans are suitably implementation and impact of the
precise to ensure that the school offers school’s curriculum are not securely in
a good quality of education. (Ofsted) place.
Relationships with parents/carers have
been difficult in the past but the
school’s approach to Covid-19 has
resulted in positive relationships
developing.
Intervention Description Implementation Activities Implementation Outcomes Pupil Outcomes Review of Progress
What are the essential How will it be done? E.g. How will we know it is How will pupils benefit? Towards Outcomes
ingredients for the training, resources, working? Short – Medium – Long Term? Are we making progress with
intervention? What activities / monitoring, coaching, Short – Medium – Long Term? our plan? What are the actual
behaviours will we see when it mentoring, sharing best outcomes for pupils? What is
is working? practice, communications. the impact?
Local Advisory Body
Build up numbers and profile Recruitment: • Members with appropriate • Pupil outcomes will improve
of the LAB. • Advertise in the school skills are appointed to the as a result of the LAB
newsletter. LAB. ensuring the school offers a
• Seek support from other • Minutes will demonstrate good quality of education.
leaders within Aspire. that the LAB ensures
leadership systems are
Training: suitably robust to bring
• New members to complete about improvement and that
HfL induction training. the school self-evaluation
and improvement plans are
suitably precise to ensure
Grow Believe Achieve 15Hammond Academy Improvement Plan 2020-21
• All members to attend that the school offers a
training relevant to their link good quality of education.
role.
Profile:
• Regular communication to
parents, e.g. termly LAB
newsletter or regular
section in the school
newsletter.
Establish a clear and • Seek a facilitator to lead the • Staff and pupils can easily • Pupils confidently discuss
ambitious vision for providing LAB and SLT in formulating discuss how the vision is a how the vision impacts on
high-quality education for all a vision for the school. living part of the school. their relationships with each
pupils. • EA to ensure the vision other and their pride in the
becomes a living part of the school.
school: clear • Over time, this leads to
communication to all improved attendance,
stakeholders; strong attainment and progress.
curriculum links; forms part
of school assemblies;
included on the school
website, newsletters and
letterheads…
Build upon the recent • Establish a Parent Forum: • The LAB will engage • Pupils benefit from
improvements in relationships - 1 rep per class parents thoughtfully and increased levels of parental
between the school and - meet half termly positively in a way that engagement and improved
parents/carers - minutes of meetings supports pupils’ education. home/school relationships.
published on school • Reduction in the number of
website and complaints/concerns raised
communicated to all by parents/carers.
parents/cares via the
weekly newsletter
• EA to work with the staff to
develop their understanding
of the need for consistency
in:
- communication with
parents/cares
- following school policies
and procedures
These are essential for
building and maintaining
strong relationships with
parents/carers.
Grow Believe Achieve 16Hammond Academy Improvement Plan 2020-21
Subject Leadership
Curriculum Intent • Complete the curriculum • The school will have a well- • Pupils will develop the
Agree the knowledge, skills documents started in constructed curriculum that knowledge and skills they
and vocabulary to be taught in summer 2019 supports pupils in need to support them in the
foundation subjects. • Support subject leaders in developing the knowledge next phase of their
articulating what they intend and skills they need to education and to succeed in
pupils to learn, the key succeed in life. life.
concepts pupils need to • The quality of education • Pupils will develop a broad
know and understand. provided by the school will vocabulary.
• Subject leaders will update improve.
the curriculum statements • Subject leaders will be
on the school website. confident about articulating
the school’s intent for the
subjects they lead.
Curriculum Impact • Staff meetings to explain: • All subject leaders feel • Over time, pupils will make
Training for teachers to be - how pupil voice and work confident about carrying out good progress and achieve
effective subject leaders. scrutiny can be used to their role. well.
monitor the quality of • All subject leaders can
education confidently talk about the
- how to complete the quality of education in their
proformas that will be subject, stating the
used strengths and areas for
- timescales for articulating development linked to
findings to the principal or intent, implementation and
assistant principal and to impact.
teachers being monitored
• Provide training/support for
subject leaders to carry out
lesson observation and
provide feedback.
• Implement monitoring
schedule for subject leaders
to carry out work scrutiny,
pupil voice or lesson
observations. Teachers
new to the role will be
supported by a member of
the SLT or a more
experienced subject leader.
Grow Believe Achieve 17You can also read
