Quality of Education
Objectives for 2021 -2022
1. Intent: By October 2021, to ensure that curriculum design allows pupils to transition into ACS and across all year groups in a way which reinforces our intent, ensures consistency and contributes to the wellbeing of pupils and staff.
2. Intent: by July 2022, to ensure that subject leaders have planned a progressive, sequenced curriculum from EYFS to Year 6 with clear identified end points
3. Intent: By July 2022, to ensure that subject leaders have a clear vision for their subject and carried out a deep dive across the school to ensure its successful implementation
4. Intent: By July 2022, to ensure that curriculum design meets the needs of all groups of learners
5. Implementation: By July 2022, to have incorporated metacognitive strategies into curriculum design to support learners ability to develop resilience, confidence and independence.
6. Implementation: By July 2022, to ensure effective use of on-going formative assessment to check learners’ understanding systematically in order to improve learning and inform future planning without being unnecessarily elaborate or differentiated and avoiding unnecessary workload for staff.
7. Implementation: By July 2022, to ensure a validated Phonics programme is used at ACS which meets the curriculum requirements and latest Ofsted guidance for teaching early reading.
8. Implementation: By July 2022, to ensure that the writing curriculum is sequenced, language rich, coherently planned and takes into account the effective progression of skills across all phases
9. Impact: By July 2022, all books evidence that there has been an alteration to children’s long term memory
10. Impact: By July 2022, there robust summative assessment practices in place which enable staff to identify anomalies and raise expectations of all pupils
11. Impact: By July 2022, fully implement Little Wandle so that outcomes in phonics is at least in line with national at the end of year 1 and year 2
12. Implementation: By July 2022, to ensure every child is given the opportunity to read widely and often in order to develop fluency and comprehension.
13. Impact: Improve the outcomes in reading so that attainment is in line or above national at all phases
14. Impact: To increase the proportion of pupils achieving expected levels in RWM combined in line with the National average.
15. Spelling is well planned and progressive to meet the needs of all learners.