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Quality of Education

Our over arching aim for the 'Quality of Education is: To embed the ambitious curriculum that has been designed to meet the needs of children at Aston Clinton 


We will: 


1.1  Provide a Recovery Curriculum during the Autumn term to meet the needs of pupils returning to school following a long period of absence due to the Covid-19 lockdown.

1.2 Develop and embed robust assessment procedures to utilise data to inform teachers' practice and ensure improved outcomes for all

1.3  Use a range of assessment processes to identify learning gaps or barriers to learning and target teaching and/or intervention to address these as swiftly as possible.

1.4 Review the feedback and marking policy 

1.5 Provide consistent teaching in maths leading to improved outcomes for all children

1.6 Improve the outcomes in phonics so that attainment is above the  national average at the end of year 1 and year 2

1.7 Improve the outcomes in reading so that attainment is in line or above the national average at all phases 

1.8 Ensure that the English curriculum is sequenced, language rich, coherently planned and takes into account the effective progression of skills across all phases 

1.9 Spelling is well planned and progressive to meet the needs of all learners.

1.10 Teachers have high expectations of all pupils 

1.11 Provide targeted tuition in English (particular focus on reading) and maths via wrap around care for those pupils who are adversely affected by Covid

1.12 To increase the proportion of pupils achieving expected levels in RWM combined in line with the national average.

    1.13 To continue to diminish the difference between disadvantaged and vulnerable pupils in attainment and progress by the end of  each phase

Autumn 1 Update:


So far we have delivered training on our recovery curriculum; this set out to firstly ensure that the children were ready to learn and re-established a sense of community.  The Powerpoint  can be found on our website.

We have monitored this through daily learning walks to check behaviour and engagement with learning.  We have also carried out phonics tests, reading bench mark tests and NFER tests to establish children's gaps.  We have carried out 'deep dives' in EYFS, phonics, maths, English and Science.  In addition, we have supported the PE lead to ensure that children can access extra PE provision.  We have baselined all our children in the Early Years and we will use the resulting data to plan learning experiences to support the needs of the children.


We have had Powermaths training which was delivered by the Pearson education team.  This has led to improved consistency throughout our school.  


We have also appointed an academic mentor to support learning for those who are having to isolate and have used some of our catch-up premium to ensure that we support early reading.  This will ensure that children are fully equipped with the skills necessary to access the curriculum.